Curiosity breeds curiosity: Coaching relationships can lead to greater academic success

If you’re currently convinced by the power of coaching, you might be asking yourself a very important question: how do I share coaching’s impact with others?

One of the greatest challenges we’ve experienced over the years is that the proof is in the pudding. And, unfortunately, the pudding is often subjective. For colleagues who need more than your transformative personal anecdotes to be convinced by coaching, research can help your plight.

In September 2021, The Organization for Economic Cooperation and Development (OECD) published Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills. Founded on the principle that social and emotional skills are the ‘bedrock of students’ well-being and academic achievement’, this publication surveyed and analysed the social-emotional development of more than 3,000 students between the ages of 10 and 15 years of age, living in metropolitan cities across 11 countries.

In their research, the OECD outlines factors vital to student success including the teacher-student relationship. In fact, they found that:

1. Students who reported better relationships with their teachers and a greater sense of school belonging tended to have higher social and emotional skills;

2. ‘Students who get along well with their teachers report greater curiosity and achievement motivation’; and,

3. Curiosity is one of two strongest predicators of academic success for both maths and English.

So, what does this have to do with coaching? Everything! Students’ connection to their teachers increases their curiosity. And what creates deep connection between students and teachers? Coaching conversations! 

The coaching relationship leans into partnership and equality. When a teacher and student come together to form this type of relationship, the connection and trust are what set it apart. Coaching is built on Genuine Curiosity and acceptance. No advice, no opinions, no judgement. It an empowering dynamic. The coach’s role is not to be the expert but instead listen intently and create a safe space for the coachee to reflect.

We hear time and time again that the most surprising benefit of attending a Graydin coaching course are the relationships participants develop. The same is true for teachers who coach their students.

One of our Certified Start With Heart Facilitators, Charlotte Martin at Portsmouth Grammar School uses coaching with her students regularly and explains:

As teachers, we have all manner of data about our students on paper, but coaching conversations truly delve to the core of the student and support us in understanding their reality. I have experienced a noticeable shift in the relationship after even just one meaningful coaching conversation: it has surprised me that with students I have taught for several years and know well, coaching them has brought brand new perspectives and insights, helping me to better understand them, and build a new level of connection to our student-teacher partnership.

So, the next time someone asks you ‘why coaching?’ feel free explain that coaching improves student-teacher connection proven to lead to greater student success, and of course, direct them to the OECD for the research.