Running 26.2 Miles for Brighter Futures: our London Marathon runner Bita Sistani

One marathon. Months of training. AND a cause that matters.

26.2 miles is no small commitment. It takes months of early mornings, sore legs, and serious determination, all in pursuit of a single goal. This year, Bita Sistani is taking on the London Marathon in support of CoachBright, helping to create brighter futures for young people from disadvantaged backgrounds. Recently, we spoke to Bita about her marathon journey, including what inspires her to run, how her training is going, and what CoachBright’s mission means to her.

Lesley: Thanks so much for speaking to me today, Bita. What motivated you to run the London Marathon in support of CoachBright?

Bita: Running a marathon is all about perseverance. It’s about setting a goal, working towards that goal and, ultimately, achieving it. CoachBright’s mission resonates with me because you support young people from challenging backgrounds to build confidence, improve their academic and social outcomes, and go after opportunities. You help young people identify meaningful goals and then support them to work towards achieving those goals – which is exactly what marathon running is about.

Lesley: And we are so grateful to have your support. This is only our second year of having runners fundraise for us in the run up to such a prestigious event. Although we’ve been delivering coaching programmes for over 11 years, we only became a registered charity in 2021, so we’re still relatively new in that sense.

Bita: Even though I’m based in the USA and don’t have a direct connection to your work, I always try to support young people around the world in different ways. When I learned about CoachBright, I was really intrigued. Your mission aligns closely with causes I care deeply about. As an engineer and someone who did well in school, I understand how important the right environment is for young people to be able to focus, build confidence and succeed academically. What you do as a team is very impressive.

Lesley: Thank you. What has been the most rewarding part of the fundraising that you've done so far?

 Bita: I’ve been gently promoting your work so far, because I was focused on finishing another race. I haven't fully tapped into what I want to do for CoachBright yet. But seeing my community come together to support your mission has been incredibly inspiring, and I know every little helps to keep the fundraising momentum going.

Lesley: It really does and we’d like to say a heartfelt thank you to everyone who has supported us so far. This year, we’re hoping to achieve our goal of helping at least 2,000 young people, which would be double the number we were able to reach last year.

If you could send a message out to the young people we work with, what would it be?

Bita: A marathon, as the name says, isn’t something you just wake up and do. You set your mind on it first. You make it a goal, then find ways to work towards it, day by day, little by little, chipping away, until one day you realise you can run 26.2 miles. I’d encourage young people to approach their challenges in the same way: set a goal, then break it down into much smaller, manageable steps, and build confidence as you go. One day, you’ll smash that goal and then you’ll be ready to take on an even bigger challenge.

Lesley: Superb advice! And if you could dedicate each mile to a different aspect of our work and the impact that we have on young people, what would some of those miles represent?

Bita: There are moments during a run – sometimes around mile eight – when I think, ‘Why am I doing this? It’s impossible!’ Sometimes I feel like this at mile three! But I just keep going, and by the time I get to double digit miles I’m like, ‘Okay, I got this far, I can keep on going.’ And you start to realise how far you’ve come. Some of the words that come to mind for me are: confidence, grit, resilience and ambition. Did I say confidence?! I’ll say it again: confidence! Because that one is so important. 

Lesley: Have you been running all your life?

Bita: I ran my first marathon in 2003. That same marathon happened on Sunday, close to where I live in San Francisco. I'm not a super fast runner - for me, it’s about persistence, and the thrill of setting a goal and the satisfaction of working towards it. You also build an incredible community of people who support you through the highs and lows - they keep me going. I enjoy cycling too, and in 2010 I added swimming.

Lesley: Do you tend to travel for events, or are they mostly based in the US?

Bita: I was recently in Spain for a triathlon and I’ve competed at events in Australia, Ireland, Mexico and Canada. It’s a wonderful way to experience different cultures. And every environment is different – ocean swimming versus lakes or rivers, for example – and it’s the same with marathons. San Francisco is known for being particularly tough because of the hills, but also incredibly fun. I’ve actually been trying to get into the London Marathon for almost 20 years!

Running the Boston Marathon for a charity in 2013 was life-changing, because it was the year of the bombing. The way the community came together, and then welcomed the runners back the following year, really put things into perspective. When I returned, it was again a day that changed my life. Now, my goal is to finally complete London. I’ve heard nothing but amazing things about that marathon.

London Marathon participants!

Lesley: The community support and the iconic landmarks really make it special. I’ve never experienced anything quite like it, just as a spectator. It’s the care and emotional energy invested by the crowds towards each and every runner. I can’t wait to cheer you on in person.

Bita: I’m so excited to experience it!

Lesley: Thank you so much for your time, Bita, and the best of luck with your training.

If anyone reading this blog would like to support Bita in her monumental efforts to help young people from disadvantaged backgrounds become more confident, independent and resilient so they can live the lives they want, please consider making a donation. Every £ counts.

Building Peace in the North East: Young People Taking the Lead

Our final blog of the year comes from Programme Manager, Jackie Zammit, who leads our vital work in the North East. Jackie brings a rich background in geography, development education, and peace education and has spent her career working with both primary and secondary schools across the charity sector. She is deeply passionate about working alongside young people and advocating for their voices and experiences.

We hope you enjoy Jackie’s reflections. And, fittingly, on the theme of peace, we wish everyone a happy Christmas and a wonderful New Year.

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For the past fourteen years, I have worked in the Peace Education sector in the West Midlands, exploring what peace looks like and feels like in everyday school and community life. My work has focused on how thinking from a peacebuilding perspective can positively change the way we live, learn and work together.

My contribution to Coachbright’s mission of making social mobility a reality centres on relationships, particularly those with and between the young people we work with. Relationships sit at the heart of peacebuilding, and they are where change most often begins.

Let me introduce you to Sam…

First Encounters

It’s the first time I have brought together a group of Year 10 coaches with their Year 7 coachees. We are in a large classroom. The Year 10s instinctively gather on the right‑hand side of the room, the Year 7s on the left, some looking apprehensive. Everyone is chattering.

The Year 10s are worried about how much work I will expect of them. The Year 7s are fidgety and noisy; they don’t know one another, and there is a mix of curiosity and suspicion in the air. Then the door bursts open and in walks Sam*. He throws his bag onto a table and then lies on top of it, looking straight at me with a twinkle in his eye, daring me to think carefully about my next move.

I’m smiling, inside and out. I can already tell that Sam is going to teach me a lot. His energy is infectious, and alongside optimism, hope and intrigue, a familiar fear is creeping in.

Choosing a Peacebuilding Response

I am working with young people across three secondary schools, delivering a coaching programme focused on maths. The programme itself is new to me, but the peacebuilding strategies I draw on are well‑tested. I also know how delicately they must be used: the same approach can build trust and cooperation, or break it.

In the few seconds it takes me to respond to Sam, there is a lot of meta‑thinking going on. It would make things easier for me if he sat on a chair — but would it help him? Or the rest of the group? What is my role here? I want Sam to be included and engaged for the full ten weeks of the programme. If I respond in a way that undermines trust, what might happen next?

I don’t draw attention to the fact that Sam is sprawled across the table. Instead, I simply ask, “Which chair would you like to sit in?” — a parenting hack I once learned and have never forgotten. Sam climbs down and slumps into a chair, eyes still sparkling.

Another teacher answers his questions about the posters in the classroom, calmly and respectfully, before she leaves. A second teacher rounds up a few latecomers, then suddenly, I’m on my own with the group. The noise level rises as I try to begin.

Looking for mutual respect rather than compliance, I say, “I’m finding it hard to explain what’s going to happen next, and I’m feeling a bit frustrated. I’ve planned an activity to get us moving around, and then we’ll get into our coaching pairs. How does that sound?”

The ‘I‑statement’ lands. The room quiets, and most of the group turns to look at me. We start with icebreakers and then move into coaching pairs. Sam is placed with two Year 10 coaches, Tom and Jordan*. I leave them to it, curious about how they will get on.

What Do We Mean by Peace?

Peace means different things to different people. How we define it depends on who and where we are, who we are with, and when we are asked the question. Conversations about peace often focus on preventing violence or reducing harm. When asked what peace means to them, Year 4 and 5 children have said things like “no war” or “when you don’t have to shout.”

During my time in Birmingham, I worked with a group of vulnerable women over ten weeks to explore peace through different lenses. We started with negative peace — the absence of harm or conflict. We talked about what gets in the way of peace in their lives. They said:

Peace is more than the absence of conflict. The concept of positive peace, developed by Norwegian scholar Johan Galtung, challenges us to think beyond crisis response and towards creating the conditions that allow people and communities to thrive. Positive peace is built through fairness, opportunity, belonging and social justice.

When asked about peace from this perspective, children have described it as “everyone relaxing together on the sofa,”“treating people equally,” and “having self‑confidence.” The women I worked with in Birmingham spoke most often about having a voice.

Peace and Young People in the North East

The challenges facing young people in the North East are well-documented. Child poverty in working households has risen by 44% since 2010, the highest increase in the UK (TUC, 2024). Educational outcomes lag behind national averages, with fewer young people achieving Level 3 qualifications (Education Partnership North East, 2024). Unemployment and economic inactivity remain higher than the UK average (North East Chamber of Commerce, 2025), and young people in deprived communities often have half as many youth club places as their peers in the South (Northumbria PCC, 2024).

These are not only economic or policy challenges; they are also issues of peace and well-being. They shape young people’s sense of safety, belonging, agency and hope.

Peacebuilding in Action

This first session is only the launch of the programme. Coaching begins the following week. Yet even now, Sam is holding a piece of paper and confidently explaining fractions to Tom and Jordan. They look genuinely surprised. Jordan turns to me and says, “This kid is not stupid!”

Up to this point, Jordan has seemed disengaged. Now he is animated and involved. Across the room, the energy has shifted. The noise remains, but it is different — purposeful, collaborative. Young people are getting to know one another and making plans together.

By week two, Sam bounds into the room asking, “Where’s Tom?” When Tom arrives, Sam sticks close to him. Coaching pairs huddle together, some spilling out into the corridor, thanks to a teacher who recognised that a cramped classroom would not help this group thrive. The coaches come prepared, logging onto maths quizzes, printing worksheets, and working together with confidence.

Research by Dr Michael Ogunnusi with marginalised young people highlights how they actively create their own forms of peace, despite adversity. He describes this as “everyday peace” — the small acts, relationships, and coping strategies that foster stability, emotional safety, and a sense of belonging. Young people often understand peace as feeling safe, being recognised and respected, having stable relationships, and being able to express themselves. Structural inequalities — poverty, racism and educational barriers — can undermine this sense of peace as profoundly as interpersonal conflict.

What I am witnessing in these classrooms is everyday peace in action.

Building Peace Together

A Year 3 pupil once said to me, “Peace is hard work, isn’t it Miss?” It is. And it rarely happens by accident.

So, who is creating the moments of peace I am witnessing here? Is it the teacher who is in regular communication and problem-solves with me? Is it Tom, whose steady, non‑judgmental presence allows Sam to relax and feel safe? Is it Sam, who accepts Tom’s hand of guidance and connection? Or is it me, trying to choose responses that prioritise trust over control? We all have a role to play. 

Peace is built through relationships — intentional, everyday acts of care, respect and collaboration. When young people experience belonging, agency and hope, they are not only improving their own life chances; they are strengthening the social fabric of their communities. In supporting young people to lead, connect and believe in themselves, we are not just addressing educational outcomes — we are building peace in the North East, one relationship at a time.

Names have been changed.

References

Education Partnership North East (2024). Regional Education and Skills Data Report.

Galtung, J. (1969). Violence, Peace, and Peace Research. Journal of Peace Research, 6(3), 167–191.

North East Chamber of Commerce (2025). Economic Performance and Labour Market Overview.

Northumbria Police and Crime Commissioner (2024). Youth Provision and Community Safety Briefing.

Ogunnusi, M. (Year). Everyday Peace and Marginalised Young People. [Research on youth wellbeing, identity and peacebuilding].

Trades Union Congress (TUC) (2024). Child Poverty in Working Households: UK Regional Analysis.


Social Mobility in the AI Era: Risks and Opportunities

This month’s blog comes from our Data & Impact Manager, Maddie Kilgarriff. Maddie leads our approach to evidencing and improving the impact of our coaching programmes. Her work ensures that CoachBright remains data-driven and accountable, and that we continually improve in our mission to reduce educational inequality. Before joining CoachBright, Maddie completed an MSc in Philosophy of Science and an MA in Philosophy and Maths. In her spare time, you'll find her reading novels (non-fiction when she's feeling formidable!) or out for long(ish) walks.

"The basic facts of social class performance in school are so well known as hardly to need repeating. As all teachers know, the children who do the best work, are easiest to control and stimulate, make the best prefects, stay at school longest, take part in extra-curricular activities, finish school with the best qualifications and references and get into the best jobs, tend to come from the middle class." (Swift, 2006)

As ChatGPT and alternative generative AI (GenAI) systems are increasingly utilised across the UK by young people and educators alike, we face challenges and opportunities when considering the impact these technologies may have on social mobility. According to a recent survey by the Sutton Trust, 34% of teachers report that their students are already using AI tools like ChatGPT to assist with homework, highlighting both its growing presence in education and the need to assess its implications for social mobility. Many variables will shape this impact, and these factors provide key considerations for educators, policymakers, and students alike. This piece explores how the uptake of GenAI in educational contexts may affect educational equity. 

The Attainment Gap 

Discussions on social mobility frequently reference the ‘attainment gap’—the difference in educational outcomes between socioeconomically disadvantaged pupils and their more privileged peers. This gap is significant because educational attainment is a major determinant of future opportunities, including access to higher education, employment prospects, and social mobility. Research from the Education Endowment Foundation (EEF) highlights that the attainment gap has widened in recent years, exacerbated by disruptions such as the COVID-19 pandemic.

The existence of this gap is driven by multiple factors, including unequal access to private tutoring, disparities in school funding, and differences in home learning environments. Students from wealthier backgrounds often have access to one-on-one tutoring, well-resourced schools, and supportive networks that reinforce learning outside of the classroom. In contrast, disadvantaged students may lack these additional educational resources, putting them at a structural disadvantage.

One potential solution to this inequality lies in the use of AI-driven educational tools, which can provide support that disadvantaged students might otherwise lack.

AI as a Tutor

GenAI has the potential to help bridge this gap by offering tailored educational support and feedback, functioning much like a private tutor. AI-powered tools can generate explanations, quizzes, and personalised learning materials, enabling students to receive instant feedback and targeted assistance. This could be particularly transformative for students who may not have access to expensive tutoring services.

Freeing up Teacher Time

Additionally, GenAI could alleviate the administrative burden on teachers, allowing them to dedicate more time to direct student support. As former Education Secretary Gillian Keegan highlighted, teachers today are often overwhelmed by administrative tasks, limiting the time they can spend on hands-on teaching, providing thoughtful feedback, and addressing individual student needs. By automating lesson planning, grading, and paperwork, AI could free up teachers to focus on personalised instruction, particularly for students who need extra help.

The Risk of Overdependence and the Need for Critical Use

While GenAI has the potential to enhance learning, its effectiveness depends on how it is used. AI outputs are not always reliable—models can hallucinate information, meaning that students must be trained to engage critically with AI-generated content rather than accepting it at face value. This is particularly crucial in research and writing tasks, where misinformation could lead to fundamental misunderstandings of a subject.

There is also a risk that overreliance on AI tools could weaken students’ development of critical faculties. If students depend too heavily on AI-generated writing, research, and explanations, they may not fully develop essential academic skills such as independent analysis, logical reasoning, and original thought. These skills are critical not only for higher education but also for long-term career success.

Moreover, the risk of overdependence may not be evenly distributed. While some students—particularly those in environments that strongly value education—may be encouraged to use AI as a supplement rather than a replacement for learning, others may lack this guidance. Research from the EEF suggests that disadvantaged students often face greater challenges in adapting to digital learning tools, as they may have fewer resources at home and less support in understanding how to use such tools effectively. Young people from disadvantaged backgrounds, who may already face barriers to developing strong independent learning habits, could be more vulnerable to passive AI use. This could widen, rather than close, the attainment gap if AI is not integrated into education with appropriate safeguards and critical literacy training.

Conclusion

While generative AI presents promising opportunities to address educational disparities, it is not a panacea. To truly enhance social mobility, AI must be integrated thoughtfully into the education system, accompanied by digital literacy training and safeguards against overdependence. By doing so, we can harness its potential while mitigating risks, ensuring that technology serves as a tool for empowerment rather than exclusion. Looking ahead, policymakers must focus on ensuring equitable access to these technologies, while researchers should continue to explore how AI can be used to complement, rather than replace, traditional learning methods, particularly for students from disadvantaged backgrounds.

‘I don’t want to go to school!’ The Challenges of Raising Attendance in Schools.

A record number of children in England are missing out on their education. Recently, the Guardian revealed that 170,000 children missed at least half their school lessons last year, marking the highest recorded level of pupil absences. The percentage of pupils classified as “severely absent” increased from 2.0% in 2022-23 to 2.3% in 2023-24, highlighting a growing problem.

But who is missing school, and what can we do to ensure more children attend, engage, and thrive in their education?

Research shows a link between school absence and a child’s socioeconomic background. Research by the Education Policy Institute (EPI) also found that it is vulnerable groups, such as pupils who have SEND needs or who receive free school meals, whose absence rates have increased since the pandemic. For example, pupils who receive free school meals experience more unauthorised absences. Various reasons cause these absences, including illness, family emergencies, housing instability, and more. Some students also face challenges in school that make the environment unsafe to them, such as bullying, mental health issues and health conditions, making them not want to attend.

Unauthorised absences tend to have a greater impact on academic performance (as opposed to authorised absences), and authorities can even fine parents when their children repeatedly miss school. Repeated unauthorised absences can also widen the gap between disadvantaged pupils and their peers. The Department for Education (DfE) released a paper showing that missing just 13 days of school can cause almost a whole grade decrease in GCSE results. However, with regular school attendance, the attainment gap at the age of 11 would be 10% smaller, and at 16 it would be 20% smaller.

They also explained that missing school can have a harmful effect on pupils’ future job prospects. Data shows that pupils who are persistently absent (missing over 10% of school days) are 60% less likely to be in sustained employment for 12 months. Similarly, those who are severely absent (missing over 50% of school days) are 75% less likely to secure long-term work. Considering the pupils who are more likely to be absent in education, it’s crucial that we make concerted efforts to raise attendance in schools to close the attainment gap and ensure that pupils can lead the lives they wish, regardless of their background.

The DfE’s guidance emphasises raising school attendance by creating a welcoming school environment and promoting high expectations for pupil attendance. Pupils are more likely to attend school if they are entering an environment where they feel safe and valued.

The Education Endowment Foundation (EEF) states that being inclusive by design and creating a positive environment can highlight and praise pupils’ positive contributions to learning and the wider school community. They also advise that schools should promote positive relationships and interactions between pupils and teachers.

This is similar to advice given by the DfE, who state that improving attendance is everyone’s responsibility, meaning schools, parents, and pupils should work together to improve attendance. To achieve this, parents and schools must build strong relationships to remove any barriers to pupils’ attendance.

By drawing on strong relationships, the school can then notice patterns in attendance and work with the family when interventions are needed. The family can also provide information on how to make the school as welcoming as possible on an individual basis. However, how far can strong relationships with parents take us when attempting to raise the attendance of over 170,000 students? And is this too high an expectation to put on schools?

With cuts to services such as social work, more pressure is being put on schools to act as replacements for these services. Teachers and other staff are taking on additional responsibilities that they sometimes cannot sustain. Schools cannot tackle raising attendance by themselves without additional support and funding in place. For example, providing a mental health professional for school support, where students in need of mental health services could be directed, or building up family outreach to be more inclusive of families in the school community.

Raising attendance in schools also requires a holistic approach rather than a punitive one. The current guidance, where families are fined for unauthorised absences and could even face criminal records, does not incentivise pupils to attend school for the right reasons, and can even leave them disengaged with the education system. It can also punish those who are most vulnerable, such as SEND students who have health complications, meaning they cannot attend school each day, and medical diagnoses, which can take years to get, to prove their absence was necessary.

In conclusion, the challenge in raising poor school attendance is not just a school issue. As the DfE itself states, it is everyone’s responsibility. The rise in school absences is widening educational inequality and harming children’s long-term prospects. To truly address this challenge, we need a collaborative approach that recognises the complex barriers to attendance and provides children with the support they need to succeed. 

School-aged children average 5-6 illnesses per year as they build immunity. The top most common illnesses include stomach flu (gastroenteritis), strep throat, hand, foot and mouth disease, pink eye, head lice, influenza and chicken pox. Yet there isn’t a built-in buffer for typical childhood illness rates.

A new academic year and a new post: Introducing Imani Palmer.

Welcome to a new academic year! 

The strength of our work lies in the diverse talents of the people behind it. So, to kick off the new academic year, we're excited to share stories that highlight the unique personalities, skills, and passions of some of our team members. 

Get ready to dive into candid interviews, personal anecdotes, and behind-the-scenes glimpses that reveal what makes our team tick. Whether you're part of a school, university or just curious about what makes us who we are, we invite you to get to know us a little better and see how our collective efforts bring our programmes to life. 

First up is Imani Palmer, one of our fantastic London-based programme managers.


What did you do before joining CoachBright?

Before joining CoachBright, I studied Sociology and Criminology at the University of Birmingham. Whilst studying, I worked as a mentor at a local secondary school, and this sparked my interest in working with young people in education. 

Why are you passionate about social mobility?

I was the recipient of a social mobility charity, in that I received a full bursary to attend a boarding school for my sixth form education. The experience made me keen to give back to the community and make a difference in the lives of young people.

What do you love to do outside of all things CoachBright?

When not working, you’ll find me DJing in local London establishments. Aside from education, my passions are music and travelling.

What are your earliest memories of music?

From as far back as I can remember, music has been a significant part of my life. Growing up in a Caribbean household, there was always music playing. Whether it be reggae music on a Saturday morning to accompany weekly cleaning, or the radio playing in the background whilst cooking. Due to this, I developed a deep passion for music, with an appreciation for a wide range of genres.

What sparked your journey into DJing?

It wasn’t until I was 16 that I considered pursuing DJing, whilst being behind the scenes at a festival. I was fascinated by the way music would capture the audience and create a powerful energy, uniting people from all walks of life in a shared moment of joy. Watching the DJ blend tracks, control the vibe and keep the crowd engaged made me realise that DJing was more than playing music. It was about storytelling through the blends of each track, reading the room and creating a memorable time. 

Despite my love for music, I was very hesitant to pursue this interest due to the intimidating nature of DJing and the mere fact that it is a male-dominated space. I always questioned whether people would take me seriously. However, I took the leap of faith when the COVID-19 pandemic hit in 2019, and the rest was history. 

How did your DJ Career begin?

Despite the challenging circumstances of the pandemic, I am forever grateful for the time that it gave me to teach myself how to DJ. I watched multiple YouTube videos, practised endlessly,  and expanded my network through reaching out to established DJs at the time. Their guidance and support helped me to develop my skills and gave me the confidence to share the beginning of my journey online. It was then that I started to gain traction and received positive feedback from people about how quickly I was progressing in several months. This motivated me to keep improving, and before long, I had landed my first Radio appearance on Reprezent Radio, a radio station dedicated to showcasing emerging talent. The pandemic, though difficult, ultimately became the catalyst for my DJ career, pushing me to turn my passion for music into a part-time career. 

What have you accomplished so far?

During the four years that I have been DJing, I have managed to accomplish so much. Whilst studying at the University of West Indies for one year in Jamaica, I was able to network with many local DJs and immerse myself in the vibrant music scene. This led to several exciting opportunities, including multiple appearances on live national radio, participating in my first soundclash (representing the University of West Indies), playing at well-established venues and collaborating with well-known Jamaican brands. These experiences not only helped me grow as a DJ but also allowed me to connect deeply with my Jamaican culture, which inspired my love for music.

Alongside this, I have had multiple opportunities in the UK, where I’ve had the privilege to DJ for companies such as Wray and Nephews and Selfridges. I have also had the honour of creating a guest mix for Kiss FM, which allowed me to reach a wider audience and showcase my versatility as a DJ. Most recently, I released a mix on Apple Music in celebration of Notting Hill Carnival, a significant milestone that reflects how far I have come on my journey. Each of these opportunities has further solidified my presence in the DJ scene, and I am eager to embrace whatever exciting possibilities lie ahead! 


What are your reflections & what’s next?

As I reflect on my journey, I am filled with gratitude for the experiences and opportunities that I have been presented with. From not knowing how to DJ and merely teaching myself in my bedroom, to now playing for renowned companies and major brands - I am incredibly proud of what I have achieved and to see how far I have come. Each opportunity has been a learning experience and shaped me into the DJ that I am today. 

I am excited to continue on this journey, exploring new sounds and creating unforgettable experiences through the music that I play. This journey has not been short of challenges - times of self-doubt and imposter syndrome - but those moments have only made me stronger and more determined to succeed. As I move forward, I’m committed to overcoming any obstacles that come my way and continuing to share my love for music with the world. I am excited for what the future holds, and I look forward to seeing where this passion will take me next.

We look forward to seeing too! Thank you Imani.

You can listen to DJ Marniie here: https://soundcloud.com/dj-marniie

In Conversation with Baljit Gill, University of Warwick

CoachBright Chief Executive Joe McGinn recently spoke with the University of Warwick’s Widening Participation Manager, Baljit Gill, about our current partnership, the importance of her work at the award-winning university, and why working to improve social mobility is so vital.

What is your current role at the university?

I’m the Widening Participation Manager at the University of Warwick. Our team has expanded significantly over the past few years and is now called the Widening Participation and Social Mobility team. My role focuses on outreach and educational partnerships, supporting young people from primary school right through to 18.

Why did you add ‘social mobility’ to your team’s name?

Our goal isn’t just about widening participation, it’s about enabling social mobility. We don’t just want to get young people through the university doors; we want to give them the experiences, skills, and opportunities to make informed decisions about their futures. It’s about equity, not just access.

What do you like about CoachBright’s mission and work?

CoachBright aligns perfectly with our Experience Warwick programme. Finding out about CoachBright’s work felt like finding a ‘soulmate’ in the sector; our values and ambitions completely aligned. Many organisations approach us with proposals on how they can support our work, but CoachBright stood out by trusting us to choose the schools and young people that we felt would most benefit from our support. We really respect and value that level of partnership and collaboration.

How does your current partnership with CoachBright work?

We’re working together on both the Peer-to-Peer and Core programmes, with our second cohort of this academic year now underway. We’ve carefully selected schools where we know the impact will be strongest. The feedback has been outstanding. Schools are asking to continue year after year because they see the real difference it makes to their students.

What makes this partnership stand out from others?

CoachBright integrate with our wider outreach efforts rather than operating as a separate entity. They listen to our needs, adapt their programmes accordingly, and share our commitment to sustained impact rather than one-off interventions.

How has working with CoachBright influenced your approach to widening participation?

It has reinforced the importance of working with partners who share our vision. Seeing the impact of a structured, coaching-based approach has strengthened our belief that sustained, meaningful engagement is the key to real social mobility. We now look for more opportunities to embed this type of work across our programmes.

What impact have you seen from CoachBright’s programmes?

Schools have told us that the impact on students has been transformative. One of the teachers we’re working with said the Peer-to-Peer programme was the most impactful intervention he’s ever seen. Pupils are more engaged, confident, and better prepared for their future choices. The structure and consistency of the programme complement our work perfectly. 

Why should other universities partner with CoachBright?

I’d encourage other universities that are genuinely committed to improving access for underrepresented groups to partner with CoachBright. CoachBright’s programmes have provided a meaningful, sustained impact, and are helping us to deepen our existing work.

What are the biggest challenges to meaningful social mobility today?

One of the biggest challenges is ensuring that opportunities for young people from underrepresented backgrounds don’t just exist in name but are truly accessible and lead to long-term impact. There’s still a significant gap between widening participation in HE  and real social mobility; getting into university is only the first step. We need more structured support throughout a young person’s journey, including attainment-raising interventions, coaching, financial support, and career progression pathways. Collaboration between universities, charities, and employers is crucial to making this happen at scale.

Final thoughts?

This is one of the best partnerships we’ve developed. CoachBright delivers where we can’t, and we don’t have to second-guess whether our goals align; we both want the same outcomes for young people. That’s what makes it such a strong collaboration.

We are very grateful to Baljit and the University of Warwick for their commitment to social mobility and for making this partnership a success.

Baljit Gill

Celebrating Those Who Shape Our Futures

Today is Thank a Teacher Day! At CoachBright, we know that great teachers don’t just teach - they inspire, guide, and transform lives. Thank a Teacher Day is the perfect opportunity to recognise some of the educators who go above and beyond to support their students, both inside and outside the classroom. 

Working with schools across England, we see firsthand how teachers go beyond the curriculum to uplift their students. From supporting our programmes to empowering young people every day, they are mentors, cheerleaders, and sometimes even lifelines. We’re especially grateful to the educators and schools who partner with us to deliver our coaching programmes, helping young people build confidence, resilience, and academic skills. Our work wouldn’t be possible without teachers who believe in the power of student-led learning! Today, we celebrate their dedication, patience and unwavering belief in their students’ potential.

Stories of Gratitude: The Teachers Who Made a Difference

We asked a few team members to share some heartwarming messages about the educators who have shaped their journeys, reminding us that great teaching leaves an indelible mark at every stage of life.

Mr Arnall - The Mentor Who Helped Me Find My Way

"On Thank a Teacher Day, I’d like to acknowledge the head of year I had when I first started secondary school - Mr Arnall. Making the transition from Year 6 to Year 7 can be unsettling, and it was for me. For reasons that are clear to me now, but weren’t at the time, I began misbehaving in class and was a difficult student when I started secondary school. Mr Arnall was strict and had high standards, but he also made sure he took the time to find out why his students were acting in certain ways. He spent a lot of time just sitting and chatting with me during and after school and, without me noticing, helped me settle into this new environment and engage with my learning again. I have a lot to thank him for."

- Joe, CEO of CoachBright

Mrs Todd - The Teacher Who Believed in Me More Than I Did

"On Thank a Teacher Day, I have so many teachers I’d like to thank. Without many of them, I wouldn’t be the person I am today. If I had to pick one, I would like to thank Amanda Todd. She taught me PE and Sport Studies in high school. Her belief in me far surpassed my belief in myself. Despite having challenging classes to teach, she still took the time to know me as an individual and boost my confidence. I won’t ever forget that. I hope she’s still teaching and unleashing her little bit of magic to help young people grow in their belief in themselves. It was something truly special. Thank you, Mrs Todd!"

- Beth, Director of Programmes

Beyond the incredible work of transforming and inspiring young people, teachers also enable organisations like CoachBright to create lasting change. We're privileged to work alongside incredible educators who go above and beyond to support peer-to-peer learning.

Emma Dunkley - The Educator Who Goes Above and Beyond for CoachBright

"As part of Thank a Teacher Day, I would like to express my gratitude to Emma Dunkley for her support throughout our Peer to Peer programme at DSLV. It has been a pleasure working alongside her to lead the programme. Emma is incredibly proactive and involved, from helping our Year 10 coaches with session plans and printing resources, to ensuring they had dedicated time to prepare - and even bringing snacks to keep students motivated about attending the sessions. It was also clear how much the students respected Emma, which speaks volumes about her character and impact. Her involvement made a real difference to the smooth running and success of the programme!"

- Jasmin, Programme Manager

Whether it’s a teacher who helped you through a tough transition, a mentor who believed in you when you didn’t believe in yourself, or an educator who goes the extra mile to support programmes like CoachBright, today is the day to say thank you! Here are some of the best ways to celebrate the educators who’ve made a difference in your life.

  1. Write a Thank-You Note 

    A heartfelt message can mean the world. Whether it’s an email, a handwritten card, or even a social media post, let them know how they’ve impacted you.

  2. Share a Memory 

    Did a teacher inspire you, encourage you, or help you through a tough time? Share your story with them—or even publicly, like our CoachBright team did!

  3. Support Their Work

    Many teachers spend their own time and resources to support their students. Consider donating classroom supplies, volunteering, or advocating for better support for educators.

Who would you thank this #ThankATeacherDay? Share your story, or take a moment to reflect on the educators who changed your life. Let’s make sure they know their impact lasts far beyond the classroom!

Unlocking Social Mobility for Young People - by George Shakleton

Social mobility in the UK remains a challenge, particularly for young people from disadvantaged backgrounds. Where you grow up can still have a significant impact on the opportunities available. Many young people attend schools that are underfunded, with limited resources and fewer extracurricular activities. On top of that, financial education is often lacking, leaving them unprepared to manage money effectively.

As both a parent and the Director of Finance at CoachBright, I have seen firsthand the difference that the right support can make. Our ten-week-long programmes, such as peer coaching in maths, help to build confidence, resilience, and crucial skills. We go into schools to provide coach training to young people aged 14-16 (the coaches). We then supervise them as they coach a younger pupil (the coachee) aged 11-13, whom they are matched with. Both coaches and coachees develop essential skills. At the end of the programme, they are invited to a local university to celebrate their achievements. 

But what if that coaching isn’t available? Approximately 2.1 million young people in England come from disadvantaged backgrounds. This article explores the barriers that young people face and the practical steps that can help them secure a better future.

The Importance of Financial Education

Having a solid understanding of budgeting, saving, and investing is not just beneficial - it’s essential for financial independence. Without these skills, young people may struggle to manage their earnings, student loans, or living expenses. A 2023 report by The Money Charity found that financial literacy in the UK remains worryingly low, particularly among young people from disadvantaged backgrounds.

Many first encounter financial responsibility through part-time jobs, student finance, or managing rent, but without proper guidance, young people may fall into debt or make poor financial decisions that limit their future opportunities.

Key barriers to financial security

1. Limited Financial Education
Personal finance is part of the curriculum, but in many schools, it receives little attention compared to traditional academic subjects. As a result, many young people leave school without even basic money management skills.

2. Lack of Exposure to Saving and Investing
Young people from lower-income families may not have access to savings accounts or financial advice, leaving them unprepared for managing their own money.

3. Rising Cost of Living
The increasing cost of rent, bills, and student loans can make saving seem impossible, particularly for those from low-income backgrounds.

4. Entry into Low-Paid Jobs
Many young people start out in low-wage roles with limited progression opportunities. Without access to training or career development, it can be difficult to improve their earning potential.

what can be done?

1. Strengthen Financial Education in Schools
Financial education should be a key part of the curriculum from an early age. Practical, hands-on learning, such as budgeting exercises, comparing financial products, and managing a mock investment portfolio, can make these lessons more engaging and relevant.

2. Expand Apprenticeship Opportunities
Higher education is not the only path to success, yet many schools continue to prioritise university as the default route. Apprenticeships provide valuable work experience, industry-recognised qualifications, and the ability to earn while learning, all without accumulating student debt.

I know this from personal experience. After enrolling at university, I quickly realised that my degree wouldn’t provide the career prospects I was looking for. Feeling disillusioned, I decided to take a different route - an apprenticeship in accounting. This decision turned out to be one of the best I’ve made. Not only did I gain real-world experience, but my qualifications were fully funded, and I was earning a wage while learning.

Unfortunately, these opportunities are still not widely promoted. Many schools continue to focus on university as the primary option, even though a growing number of graduates struggle to stand out in an increasingly competitive job market. In contrast, apprenticeships provide practical experience alongside recognised qualifications, making candidates more employable while keeping financial burdens low. Expanding access to these schemes would open doors for many young people who would otherwise struggle to get ahead.

3. Build Entrepreneurial Skills
Entrepreneurial skills, like problem-solving, leadership, and strategic thinking, are valuable in any career. These abilities help young people take initiative, identify opportunities, and navigate challenges, whether they work for themselves or within an organisation. Schools and charities should introduce more project-based learning, business challenges, and coaching schemes to encourage these skills. At CoachBright, we not only introduce these skills to young people, but we also help them achieve an SSAT-accredited leadership award after coaching on one of our programmes. 

With the job market evolving rapidly, an entrepreneurial mindset is a major advantage. Many future careers will require individuals who can adapt, market their skills, and create opportunities for themselves. Exposure to these ideas early on builds confidence, encourages innovation, and prepares young people for long-term success in an unpredictable world.

4. Provide Career Guidance and Tailored Coaching
Without role models, young people often struggle to navigate career decisions. Tailored coaching with a relatable role model can boost their confidence, provide guidance, and help them identify career paths that match their strengths and ambitions, which they may not have previously considered.

5. Increase Access to Higher Education
While tuition fees are a significant concern, more scholarships, bursaries, and part-time job opportunities could help make university more accessible to students from disadvantaged backgrounds.

6. Support Pathways into High-Growth Sectors
Young people should be encouraged to consider careers in industries with strong earning potential, such as technology, renewable energy, and digital marketing. Initiatives like coding boot camps have shown how targeted training can lead to well-paid jobs and long-term career success.

Conclusion

If we want to improve social mobility for young people, we need to do more than focus on academic achievement. Providing financial education, tailored coaching, and career opportunities will give young people the tools they need to build successful futures. The solutions are within reach, but they require a collective effort from schools, businesses, charities, and policymakers to make meaningful change.

By investing in young people and equipping them with the right skills, we can create a more equitable society where everyone has the opportunity to thrive. If you are a local business interested in helping young people achieve social mobility, get in touch with us today. 

London Marathon Places Open for 2026

Last month, I stood on the sidelines of the London Marathon to support our pioneering CoachBright marathon runner. I had stepped into the beating heart of one of the world's most iconic sporting events. It’s far more than a race - a vibrant celebration of human determination, unity and community spirit - and the experience stays with you long after the final runner crosses the finish line.

From the moment I arrived, the excitement in the air was infectious. Crowds gathered along the route, holding flags and banners to cheer on the runners. We lined the streets: families with young children, dogs, groups of friends and individuals proudly supporting loved ones, not to mention hundreds of charities. Everyone was united by the goal of uplifting the runners as they embarked on the gruelling 26.2-mile journey.

Seasoned Runners and First-time Participants

As the starting horn echoed through the city, the atmosphere transformed. The first wave of elite runners appeared with lightning-fast strides and laser focus, earning well-deserved applause as they blazed past. From seasoned runners chasing personal bests to first-time participants nervously taking on the challenge, every runner carries a story. Some run for loved ones lost, others for causes like ours, close to their hearts. You see costumes ranging from giant bananas to superheroes, and somehow, everyone belongs. Each step they take reflects months (if not years) of preparation, sacrifice, and commitment.

Spectators don’t just watch, either - we help! We shouted names from bibs, handed out jelly babies and water, and cheered for strangers who just needed that extra push to keep going. It was a beautiful reminder of the kindness and encouragement that can emerge in moments of shared effort.

Then there’s the setting itself. The marathon route snakes through some of London’s most iconic landmarks, such as Tower Bridge, the Thames Embankment and Buckingham Palace, making the event a visual feast as well as a test of endurance. 

I was amazed to watch our runner complete the course in just three hours and nine minutes! His message to any young person who finds themselves going through tough times: “Just keep showing up and doing the work. I hope by doing that I can inspire anyone struggling to never give up.”

An Immersive and Emotional Experience

Watching the London Marathon live isn’t just a spectator event; it’s an immersive, emotional experience that leaves you feeling uplifted and connected. You come away reminded of the extraordinary potential within people when they set their minds and hearts to a challenge. 

That’s why we are delighted to announce that our applications are now open for the 2026 London Marathon - and I get to do this all again next year!

How to apply for our London Marathon charity places:

Please email lesley@coachbright.org with answers to the following questions: 

  1. How much running experience do you have?

  2. How much fundraising experience do you have? Our minimum ask is £2,500.

  3. What creative fundraising methods will you use to reach the target?

  4. Why does running for CoachBright matter to you? Do you have a personal connection to us, or a life-changing story to tell, or is there someone important you’ll be thinking of on race day?

We will prioritise applicants who can demonstrate commitment, a strong fundraising plan, and a passion for what we do to support young people from disadvantaged backgrounds. 

Best of luck, and thanks in advance to all applicants.

Celebrating our Coaches: the Volunteers Helping Young People Transform

Volunteers are at the heart of our mission. Their dedication inspires change, not just for individuals but for entire communities. Our Programme Manager, Sarah Atkinson, recently caught up with Esther, a dynamic undergraduate from the University of Birmingham. Esther was one of our volunteers who went above and beyond to make a difference. After attending our coach training, she dedicated her time to coaching young people aged 13-14 (Year 9s), providing vital maths support on programmes we ran at Hodge Hill College and Rockwood Academy. 

Her sessions helped build their confidence, independence and resilience, equipping them with skills they can carry forward in their academic and personal lives. Esther’s passion and commitment left a lasting impact, and her unwavering commitment earned her recognition from our West Midlands team, who nominated her for a well-deserved Room to Reward break.

Room to Reward (R2R)

R2R is a unique charity initiative that acknowledges the contributions of exceptional volunteers like Esther. They support the work of charities by offering complimentary breaks across the UK via hotels donating their unsold rooms. Esther’s dedication to transforming young minds made her a deserving recipient - a small but meaningful way to thank her for her hard work.

During a recent conversation with Sarah, Esther reflected on her journey:

Esther coaching young people in GCSE maths at Rockwood Academy

Sarah: Did you face any challenging situations when you were at school, and if so, were they resolved? 

Esther: One thing that kept cropping up for me personally when I was a pupil at school was my struggle with self-esteem and self-efficacy. 

In maths and English classes, I didn't trust my answers. So I would constantly put my hand up, asking for help, clarification, reassurance and everything in between, because I didn’t believe I could figure things out by myself and get the right answers. 

My teachers helped me resolve that by only giving me three opportunities to ask for help during each lesson. At first, it was tough, but it forced me to think carefully about when I truly needed help and to understand that I didn't need to be handheld the whole way through a class. Over time, I began to do things on my own. 

This helped build my self-esteem because it taught me to rely on myself.

Sarah: What does social mobility mean to you as a young person, and how important is it? 

Esther tells us what social mobility means to her.

Esther: Social mobility means being able to reach my potential and making the most of the sacrifices my parents made to get me this far. It's important to me because I'd just like to make my parents proud. I want to show those who believed in me that they were right to, and prove those who didn't that they were wrong. 

Sarah: In your opinion, what are some of the biggest challenges young people from disadvantaged backgrounds face in achieving social mobility? 

Esther: It’s not believing they are worthy of it. And many young people struggle to see what’s possible because they don’t have a relatable role model who can demonstrate that they can achieve their goals. 

Sarah: Have you ever had a mentor or coach who made a positive impact on your life? If so, how did they help you? 

Esther: Yes, I have. I was incredibly lucky to have various teachers throughout secondary school and sixth form college who believed in me, even when I didn't think I could achieve the grades I needed for sixth form or university. 

They believed in my potential, and they did this by showing genuine interest in the things that I liked and in the topics of psychology I was passionate about. This demonstrated to me that my passions are important and valuable. They encouraged me to pursue them, which ultimately shaped my career path. 

Sarah: What qualities or skills do you think are important for a good coach to have? 

Esther: Consistency is key. Try your best to make every session because a consistent coach truly breeds the best learning environment for those they are coaching. Secondly, patience and understanding. I think those qualities are essential, too, as you need to remember that just because something makes sense to you or comes quickly to you doesn't mean that the children you're coaching will feel that way. 

Sarah: What made you decide to volunteer as a coach for CoachBright? 

Esther: When the CoachBright team came to my university to talk about the programme, they introduced me to the term: postcode lottery. 

The postcode lottery is the idea that a person’s postcode determines things like the educational services they have access to and the opportunities available. Hearing about this made me determined to help others affected by this issue. I want to help others not be shackled by the postcode they’re in and to ensure they aren’t limited by their circumstances.

Sarah: Thank you so much for helping others be the best they can be. At CoachBright, volunteers are the heart of what we do. They change lives and prove that one person’s efforts can have a ripple effect on an entire community.

Volunteers Week: Celebrating Heroes

As part of Volunteers Week, an annual UK-wide campaign held every June, we will be nominating more of our fantastic volunteers to celebrate and recognise their contributions. They are the driving force behind our programmes, and Esther’s story is a testament to the power of volunteering and the profound impact a good coach can have. Her journey reflects our unwavering belief that every young person deserves the chance to succeed, regardless of their postcode or background.

Maths and Me: From Struggles to Superpower

By Beth

Gascoigne-Owens

I can Just use a Calculator

Looking back, I don’t think my family and friends ever fully understood the impact Maths had on me growing up. As a high achiever from a family that held education in high regard, failure wasn’t an option. But Maths? It was my Achilles’ heel.

The way Maths was taught in my middle school was woefully inadequate. I still remember those lessons: shelves crammed with textbooks, each of us working through questions from cover to cover. Once a book was finished, we’d take it to the teacher for marking and then move on to the next. No corrections, no discussions—just a conveyor belt of exercises. To make matters worse, the answers were in the back of the textbook, a tempting shortcut for anyone struggling. It wasn’t teaching; it was disorganised babysitting. Unsurprisingly, I ended up with significant gaps in my understanding. 

In high school, it was different. The teachers were skilled and knowledgeable, and they knew that teaching was so much more than worksheets. But for many of us, it was too late. The gaps had grown, and we were streamed accordingly. That’s when the thread unraveled. I was high achieving, hardworking and well-behaved, so I was placed in the top set. Nobody realised I was high achieving in other subjects but not Maths. I scraped by and masked my lack of competence by sitting unseen in the back row where the well-behaved pupils were allowed to sit. It was a recipe for algebraic disaster! That is where I sat for three years of Maths lessons. I sat patiently and quietly and understood about 20% of what I needed to. Who needed to know what ‘n’ was worth, anyway? What even was algebra, and when would I use it? 

As GCSEs loomed, I begged my teacher and parents to let me sit the foundation paper, thinking it gave me the best chance of getting a C, but (and I’m paraphrasing here) I was told no as ‘high achievers don’t do the foundation tier’. 

Somehow, I got that C, but it was more a miracle than a reflection of my understanding. I moved forward with the relief that from then on, I could just use a calculator to face the rest of my life. Little did I know. 

The Scale of the Problem

My story isn’t unique. According to National Numeracy, a staggering 58% of working-age adults in the UK—around 24 million people—have low numeracy skills, costing the economy £25 billion annually. For many, Maths isn’t just difficult, it’s a barrier to success.

The statistics paint a concerning picture. Pupils facing deprivation are, on average, 18 months behind in Maths by the time they sit their GCSEs. Worse still, by age 5, 43% of disadvantaged pupils have not reached a good level of numeracy (Nesta, 2022). Had my story included a lower starting point, I doubt I’d have cleared the hurdles to achieve a Maths GCSE. It’s a sobering thought.

The Solution 

Today, the teaching of Maths looks very different from my school days. Thanks to initiatives like Maths Hubs, the Mastery Approach, and a wealth of resources available to pupils, there have been huge strides forward. But challenges remain. Too many children still leave school without the strong mathematical foundations they need.

The solution is twofold:

  1. Build strong foundations from the start. Don’t move pupils forward until they are secure in their understanding. 

  2. Address gaps early and effectively. Have a clear strategy for identifying and closing gaps before they become unmanageable.

To use a building analogy: If the foundation of a house isn’t built correctly, cracks will eventually appear, and the structure will falter. It’s the same with Maths—without a solid base, the higher-level concepts simply don’t stick.

What CoachBright can do

Coaching is a game-changer for young people. I often wonder how different my experience could have been if I’d had access to a coach who understood my struggles and gave me tailored support. 

At CoachBright, we’re particularly excited to expand our Peer-to-Peer Programme into more schools, in partnership with the Education Endowment Foundation (EEF). We have strong evidence that it not only boosts academic skills but fosters confidence and emotional resilience. 

Sign up for our EEF webinar by clicking the image.

The initiative empowers older pupils to coach younger ones, unlocking leadership potential while closing learning gaps. It’s a fantastic opportunity for schools and something I know would have made a world of difference during my school years. For more information, sign up for a webinar at bit.ly/eefwebinarsignup or email us at eef@coachbright.org.

But I can just use a calculator… Right?

Wrong. Imagine my surprise when my career in teaching required me not just to understand Maths but to teach it! If someone had told 14-year-old me that I’d end up explaining fractions to 10-year-olds, I would’ve laughed (and probably panicked). But having to teach Maths was the thing that made me understand it myself. Things finally clicked, and while I might not be Archimedes, I am light years away from the girl sitting silently at the back of the classroom.

It turns out that my struggles became my superpower! Because I had found Maths so challenging, I became fiercely dedicated to ensuring no child in my classroom ever felt invisible or overwhelmed. I was relentless about addressing even the tiniest gaps in understanding, knowing firsthand how quickly those gaps can grow.

Leveling the Playing Field

Maths isn’t just about numbers; it’s about opportunity. I was one of the lucky ones—supported by family and grit—but many aren’t as fortunate. 

 That’s where initiatives like coaching can make all the difference, helping to level an uneven playing field.

If you want to be part of this journey, we’d love to hear from you. Help us create a brighter future for every pupil.

Conquer the Three Peaks Challenge by Lesley Naylor

Would YOU take on one of the most exhilarating adventures in the UK? Would I?! The Three Peaks Challenge calls on all adventurers to conquer the highest mountains in Scotland, England, and Wales. I wanted to know much more about it, so I spoke to our London Programme Manager, Sarah Atkinson, after learning she had completed the challenge whilst at university. 

What exactly is the Three Peaks Challenge?

It’s a stunning trek that will see you walk 25 miles, climb over 5,200 feet and summit the highest mountains of England, Wales and Scotland - that’s Scafell Pike, Snowdon and Ben Nevis - back-to-back, over two full days.

What inspired you to take on the challenge?

At university, I was already involved with the Raise and Give (RAG) society, and they are well known for doing all kinds of fun and crazy challenges to raise money for worthy causes. At the time, they were raising money for Young Lives vs Cancer. The Three Peaks was a challenge that I wanted to do.

How did your experiences as a university student prepare you for the physical and mental challenges of the trek?

I didn't properly realise what I was signing myself up to! My lifestyle during the first year of university was a bit chaotic. I wasn’t eating healthily, I was having late nights and drinking. But I was running so I did some preparation. But I could have done much more. 

Can you share a memorable moment from the trek that stands out to you?

The second mountain we climbed was Scafell Pike. We began with Ben Nevis, then did Scafell and then finished with Snowden, but we did Scafell Pike during the night. That was an unforgettable experience, climbing a mountain in the dark! But we had torches and guides with us.

An evening view from Scafell Pike

By the time we got to the top, it was sunrise. I still have that image in my mind, of a beautiful sunrise and no one else around - because no one else was that crazy to climb the mountain in the middle of the night! It’s such a picturesque memory.

Sunrise from Scafell Pike

What training would you recommend people do to prepare for this challenge?

You need to mimic what the actual trek's going to be like, so plan to do lots of hilly walks, with consistency and discipline. And start at least a couple of months before the trek, to build up your stamina and resilience.

Did you gain any unexpected insights during the trek?

I hadn’t expected strangers to be so lovely and kind. The people on my trek were students from other universities. I think there were 40 of us. So the team morale was amazing, but also, I wasn’t expecting such kindness from strangers who weren’t involved in the challenge. It was the summer and there were lots of people and families around. They could tell we were doing a challenge because we had the guides and charity tops on. We were clapped and cheered, especially once we reached the top and people were genuinely interested in the charities we were raising money for. 

So that was unexpected. People can be so nice and that gave us so much energy to keep going.  

Well done on completing such an incredible challenge! For anyone interested in taking the Three Peaks on, further information can be found here:  https://www.chooseachallenge.com/three-peaks-2025

Please note:

Participants are required to pay the registration fee of £ 195 at the time of booking, and you'll then need to raise a minimum sponsorship amount of £ 790 for CoachBright Charitable Trust.

Once you hit that all-important fundraising target and your place on the challenge is confirmed, we will use the funds to cover the remaining costs.

The remainder of your fundraising (never less than 50% of your fundraising target) stays with us as a donation to our vital work. In addition, 100% of any Gift Aid and every single pound that you raise above your target will stay with us.

Sarah on the top of Ben Nevis (one mountain down, two to go)

On the Value of Extracurricular Activities

What does it mean to extend learning beyond the confines of the classroom? And what activities are there that might help young people foster critical life skills, boost self-esteem, and pave the way for personal success? In our latest blog, our West Midlands Programme Manager, Elliott Dowell, gives us his perspective on extracurricular activities and their importance for young people today.

On the value of extracurricular activities in schools

by Elliott McDowell, West Midlands Programme Manager

We talk regularly about the importance of raising grades for young people to improve their outcomes down the line. We often hear or read discussions about boosting teacher retention rates, ameliorating pupil behaviour, and rebuilding our decaying school buildings. These are all fundamental to getting our education system back to where it needs to be.

Yet, there is one educational challenge that is rarely discussed in the news cycle: getting young people involved in extra-curricular activities.

I was fortunate enough to attend an independent fee-paying grammar school, therefore the opportunities I had to explore activities outside the classroom, were far from the norm. And yet, they should be the norm; it should not be particularly unusual for a secondary school to have a football pitch, a tennis court, or a dedicated theatre space. I’m not embarrassed or ashamed I had access to such resources, merely frustrated that most children in the UK are not afforded the same opportunities.

I’m an advocate for extracurriculars at school because the activities that bring me the most joy in my late twenties remain those that I got to first try out as a teenager. Every other Monday, I join an improv theatre jam session with friends, most Friday evenings, I play 7-aside football, and in the summer months, I play doubles at my local tennis club. I mention this not to big up my social calendar but rather to make the point that I knew, after leaving school, there were a few things outside the classroom that I enjoyed, which then helped me to find community as an adult. 

An improv theatre jam session

The Social Mobility Commission published a report in 2019, and, in a more recent longitudinal study from the Education Policy Institute, both highlight that, predictably, it is disadvantaged pupils who tend to miss out on these opportunities at school. Alongside the clear short-term benefits of having an activity at school you enjoy, participation in these extracurriculars is associated with future progression to university and full-time employment. Employers increasingly look for evidence of soft skills and well-rounded candidates. Sam Friedman and Daniel Laurison’s excellent book The Class Ceiling also shows how these extracurricular fraternities are where many adult friendships are formed, and where opportunities for career progression can often come about through connections made during that shared activity. 

There are undeniable challenges to boosting pupil engagement with extracurriculars: funding is notoriously tight, and many schools, particularly those in towns and cities, may lack the space for sports fields. Yet, I still think the argument for allocating greater funds to extracurriculars is strong. There is currently both a behavioural and attendance crisis in schools, with a significant minority of pupils feeling no motivation to attend regularly. Having an after-school club to look forward to, something to help you get through the day, can be the difference for many children, between showing up to school and thinking it’s not worth the effort. In an age dominated by technology, extracurricular activities offer a valuable break from screens and a crucial outlet for stress relief, creativity, and emotional well-being.

Increasing the extracurricular offer can be a relatively small financial outlay for schools, but if done in a way that caters to the student community, it can positively impact pupil attendance and behaviour in the short term and wider life outcomes in the long term.

A greater breadth of extra-curricular options for pupils could alleviate many of the issues that hamper our education system. Extracurricular activities are no panacea, but they’re part of the solution. 

Elliott McDowell








The Latest on Social Mobility: An Interview with Tesco Store Director Mathew Fish

Last month, the think tank Demos published a compelling report on the business case for promoting social mobility across the UK. The report highlighted the potential benefits for businesses implementing social mobility strategies and practices within their workforces. According to their calculations, if all businesses invested in social mobility, the economic impact could be as high as £19 billion added to GDP. This would generate as much as £6.8 billion in annual tax revenues and increase profits by over £1.8 billion each year.

Having recently gained the support of Tesco’s Stronger Starts Community Grants scheme, we were delighted to talk to Mathew Fish, one of Tesco’s store directors, about his background and views on social mobility. With a career spanning over 20 years in the UK’s largest supermarket brand, was he aware that social mobility trends in the UK had declined over that time? And how does a company like Tesco ensure that everyone, regardless of their background, has access to opportunities that help them realise their potential? We wanted to know so our Development Lead Lesley met up with Mat to find out.

We were curious to hear from someone within Tesco who had worked their way up from a young age and would be willing to share some of their career journey. What is your current role at Tesco?

I’m a store director responsible for 24 large stores across Oxfordshire, Buckinghamshire and Northamptonshire. We turn over 1.5 billion pounds across the group and I line manage the store managers. Our job is to build capability from the shop floor up, deliver our financial KPIs, and our core purpose of serving our communities and the planet. 

And you were just 17 years old when you started working for Tesco?

That’s right. I worked 12 hours a week on frozen food after school, 4 – 8 pm. I had a working-class upbringing and my parents worked hard for everything and made many sacrifices.

I went to a state school in Birmingham city centre and received an educational maintenance allowance. £ 30 a week helped support my travel to school and meals. My class of 30 was an even split of white British, Asian and Afro-Caribbean kids and each year my school held a Festival of Cultures event where we all came together and celebrated. The money I got from Tesco enabled me to buy clothes and 23 years later I'm still here! 

Did you go through the Tesco graduate scheme?

No. By the time I decided Tesco was for me, I'd missed the intake for that year, so I came up through Tesco just like anybody else would have without a degree. Although I'm degree-educated now, it didn’t play a part in where I've got to. It’s been down to working hard, networking, and just being reliable. 

I took on all the department-level roles: running the fruit and veg, and then the beers, wines and spirits department. I was then the night replenishment manager so I learned different skill sets. I was also privileged to work alongside brilliant leaders, some of whom have gone on to bigger jobs outside of Tesco. 

Even now, 20 years after I worked with them, the power of networking, mentoring and having great coaches is what opens doors. 

I became a store manager and ran the Metro in Birmingham city centre. That was the most challenging and rewarding job I ever did, working with people from many different backgrounds. There’s a small management structure there and as the store manager, you’re liaising with colleagues as much as management, so in terms of flexing your management style and having brilliant coaching conversations at all levels, those smaller shops are a great preparation for managing the bigger stores. 

What was your motivation? Did you just find that you enjoyed it?

There’s something powerful about becoming part of a team – I gained a social circle and confidence. I’ve learned things that I couldn’t have gotten from textbooks. And promoting people gives me a sense of satisfaction.

For people with or without degrees, it’s a great living. You could be talking to a colleague on the floor about a gap in a shelf, doing a performance review with a manager, or an investigation. Each day is different, which is what is great.

We do work hard. We work Christmas Eve when many families are at home. During the pandemic, too. It was a privilege to keep feeding the nation when pretty much everything else came to a stop. Hundreds of thousands of colleagues stepped up and we grew this sense of infectious community teamwork and spirit. 

If you didn’t need it, what made you decide to do an Economics degree? 

My dream career at the time was to be a stockbroker, but the internships were London-based, and you had to work for free for a year. My parents supported me as much as they could. They bought my university textbooks, and I was lucky to get government support for tuition fees but financially, I couldn’t afford to move to London with the cost of rent and all the other outgoings that would have entailed. 

When I finished my degree, my manager said, ‘Mat, I see something in you. Why don’t you give this a shot?’ That's something I always try and pay back now when I spot talent in someone. I make a point of saying, ‘You could do this, and it could change your life.’

Would you say that person believed in you before you believed in yourself?

Absolutely. Growing up, I was an introvert and socially awkward. I didn’t believe in myself. Just that one conversation with someone who I looked up to made me think – actually, why can't I do this? – which is powerful. 

That's what young people can sometimes miss out on right? They may not have a relatable, positive role model who’s just that little bit ahead to encourage them. Are we talking about a lack of equality and inclusivity within the industry?

Perhaps that used to be the case. That's why in Tesco now we want every colleague within the business to be connected to someone else to whom they can relate. For example, we’ve got many women running stores now, including single mothers. Historically, some people would stereotype them and think ‘You could never run a shop’. Well, they’re wrong because it’s these people now who are doing it brilliantly. Then we have our colleagues on the shop floor – whoever you are – they’ve got a role model in a senior position so they can say, ‘If they can do it, so can I.’

How important to you and your staff is continuous learning for career development?

In today's rapidly evolving competitive working environment, continuous learning is so important. We value employees who demonstrate a commitment to self-improvement, and we use the term ‘staying curious.’ Adapting to a changing world is so important. 

Learning is also about developing critical thinking and problem-solving skills, so continuous learners tend to be more adept at finding innovative solutions to problems and workplace challenges. I'm doing an Open University course on diversity and inclusion in my spare time and hope the learnings will help me lead my team more effectively. 

How do you support employees who take non-traditional paths to career advancement? 

Entry-level colleagues have opportunities to take responsibility from day one, and they get practical experience to build new skills. These quickly develop into shift leader jobs and providing team support. They’re not quite manager roles but the opportunities are there because we give everybody a chance. Anyone could walk into Tesco, apply and quickly find themselves in those jobs.

Then we've got something called Options which is our management training programming. In six months, we will get you ready to do a 12-week management placement. Many directors have taken my journey so we feel bought into what the business is trying to do. Nothing makes us feel better than helping others succeed. There’s access to brilliant online training too, so if you haven't got the right skills but then start the training, suddenly you realise it isn’t as difficult as you first thought. 

What else can companies like Tesco do to promote social mobility and support employees from low socio-economic backgrounds? Thousands of young people leave school without GCSEs in maths or English and then struggle to access higher education or find good job opportunities. 

We’ve just launched a retail apprenticeship for young people from deprived areas. As a director, I'll be getting heavily involved, which is exciting. This is part of our Stronger Starts initiative, so we're working alongside Lifetime Training and the Prince’s Trust to provide that to 150 young people. It’s a 12-month apprenticeship, and once completed, they will be awarded a Level 2 National Standard in Retail, which is equivalent to five GCSEs. 

These are our future customers, so they’re important to us. We take them on with a salary of £ 22,500 from day one, and they don’t need to have maths or English GCSEs.

That’s such a great opportunity. By paying them from day one you demonstrate that they are valued.

Exactly. That they are believed in. One of our core values is we treat people how we wish to be treated ourselves. Tesco is like a family. We want everyone to feel like they belong and are respected. They’ll have a discount card and there’s a colleague scheme whereby food can be taken home for free. They’ll also have paid holidays and pension opportunities.

What advice would you give young people who may not want to attend university or work in Tesco?

10% of FTSE 100 CEOs didn't go to university. It's less about the degree and more about pursuing your dream. Once you're clear about what you want to achieve, set goals.

At the start of each year, I write a letter to myself. So I say, ‘Mat, over the next year I want to achieve this,’ - whether it's a promotion at work or to spend more time with friends or upgrade the car or do something for charity - whatever it is, I write myself a letter and then at the end of that year I open that letter and think, ‘did I do it?’ 

You have to have ambition and be clear about what you want to achieve because if you're not clear, nobody else will be clear to help you achieve it. Uni isn't for everyone; with the choices available now, it's down to personal choice.

University is very different from school. If you don't submit your essay, no one cares. No one rings your parents to complain about you! You just fail the course. So it’s not for everyone. My advice is: don’t be afraid to take on jobs that make you feel uncomfortable and give you that butterfly feeling in your stomach because that's when you’re growing. 

When you feel comfortable in a job, that might feel good sometimes, but you’re only ever growing and getting closer to your ambitions when you’re uncomfortable. An open mindset is what gets you there. So don’t turn down opportunities for continuous learning either. 

That’s brilliant advice. What aspect of coaching has helped you the most?

I’ve been fortunate to have some brilliant mentors and coaches, internal and external to Tesco. I'd urge young people who want to get on in life to think about approaching people they admire within an organisation who can coach them from a technical point of view but also to look for an external person who can help with context and provide a different opinion from the everyday business environment.

Also, the best mentoring relationships give back. Reverse mentoring is so powerful. We're helping young people and their careers but also the biases that we're accustomed to get taken away by having brilliant, down-to-earth conversations with youngsters. As much as it's great for the coachee, it’s equally important for the coach. 

Last year I was part of a mentoring scheme and was matched with a young Asian guy from Coca-Cola. He was a regional sales rep who wanted to advance his career. He taught me loads about Ramadan and some of the things the leaders in his line of work had done around fasting, like people from a Christian background fasting alongside those who were Muslim. I’d never even thought about that and he opened my eyes to that kind of possibility. 

I’m impressed by the support for diversity and inclusion in the workplace. You make me want to work at Tesco!

We could arrange that! If you have a diverse team, then whatever problems you're faced with, where you've got people with different outlooks on life and life experiences, you can find the answer to that problem. When you're all sat there with the same experiences and upbringing, you all have the same approach to a problem, and you might never fix it. 

My family had a very small business in the centre of Birmingham and I watched the way my Grandad led his business and handed it down to my dad. He had time for everyone so although he was the boss, everyone was spoken to with respect. That attitude rubbed off and approachability is so important.

So Tesco isn't like a typical corporation that has that top-down hierarchy?

We used to be hierarchical but I think now we understand how that hierarchy is perceived. It made us less competitive. When you're the biggest in your sector, which we are, it’s easy to become complacent. We had to look at ourselves in the mirror. I think the pandemic helped. So I make an active effort to stay on the ground. Our jobs are big and busy, retail is a 24-hour, 365-day-a-year industry. You can become insular and blinkered if you’re not careful.

Thanks so much for talking to me today. It’s been such a wonderful journey into the world of Tesco, and you’re a great example of upward social mobility and how a young person can climb the income ladder of a huge business. The UK, relative to the rest of Europe, looks pretty terrible on most social mobility metrics, made worse by the pandemic. But this interview just shows how there are important steps that businesses can and do take to help address the problem by creating paths out of poverty and offering continuous learning opportunities beyond school. All of that helps to foster an inclusive and equitable workplace.  On behalf of CoachBright, thanks so much for your kind support of our work with young people too.

Thanks so much for your time too.

Click for the full report on The Opportunity Effect: How Social Mobility Can Help Drive Business and the Economy Forward, by Billy Huband-Thompson (Demos, October 2024).

CoachBright Receives Support from St. Edmund Conclave of Freemasons

Our Development Lead Lesley Naylor was delighted to recently catch up with the Right Worthy Brother Nick Baldwin, Master of the St Edmund Conclave of Freemasons, who presented her with a cheque as part of the ongoing commitment of Freemasonry to help charitable causes. She also took the opportunity to interview him.

Why did you choose to support CoachBright?

It was predominantly in my mind after meeting you; there are so many worthwhile charities and the choice of who to support becomes more difficult every year, but I felt that a charity that helped young people from a disadvantaged background was a special one.

What did you tell the conclave members about CoachBright?

I had to sell the idea to members at a recent meeting in Calne because they had five applications to look at and could only choose one. But young people have been hit hard over the past few years, what with Covid and then the cost-of-living crisis, and so a charity that helps young people experiencing financial and educational difficulties was a good choice for us.

What do you think about the education system in England generally?

I’m sure it’s better than it was in my day. But to be frank, at some point, I switch off because apart from grandchildren, which are out of my hands, I have no input. I no longer have children of a school-going age, so education isn’t something that is predominantly in the front of my mind.

What was your education like?

I went to an expensive boarding school, followed by grammar school, followed by college, followed by art university. I enjoyed it, although, at the time, I thought it was a waste of my time! I went on to run my own printing business and then became a full-time artist.

What is the most important message you would give to a young person about their education?

I would say, try very hard to get as much education as you can. No education is wasted, even if at the time, you wonder why you’re learning something. Anything that extends your knowledge is bound to help you in the long term. So whilst it may feel like a waste of time while you are learning - trust me it isn’t!

On behalf of the whole team at CoachBright, thank you so much for your ongoing support of our work. Community support means a great deal to us, and without your kind generosity, we simply wouldn’t be able to reach as many young people. 

An Interview with Jo Owen

An Interview with Jo Owen - author, coach, social entrepreneur and the founder of eight NGOs.

Our senior London Programme Officer, Khaila, recently met up with our new Chair of Trustees Jo Owen, where she had the opportunity to interview him about his passion for tackling educational inequalities and his advice to young people looking to build a career today.

Based on the work you've been doing throughout your career, it’s clear that you are passionate about educational inequalities. Why is that the case, and how does Coachbright fit into that vision?

I got keen on education partly out of my own experience. When I was 13, we were all ranked at school by year group. I came 1,247th out of 1,250 kids at the start of the school year. I wasn't able to use a dictionary because I didn't know the alphabet, and my handwriting was so bad that my work was returned unmarked. Five years later, I had a place at Cambridge University.

So I know what a bad education looks like, and I know what a good education looks like, and I'm acutely aware that there is a huge injustice.

Some people get a good roll of the dice, it's like snakes and ladders, they can climb a ladder and everything's nice and easy, they have a wonderful life, and do whatever it is they want to do. Other people, more talented, more committed, with a better work ethic, get a lousy roll of the dice, and there's just no social justice in that.

Secondly, economically, it is a complete waste of human talent, which we just can't afford as a country. We have to ensure everyone has a chance to fulfil their potential.

For a long time, I couldn't do anything about it because I had to go earn a living, , which I did in various bizarre ways. Then, slightly accidentally if I'm honest, I landed up starting Teach First, which succeeded beyond our expectations, and once that started, inevitably, that drew me into other things like Future Leaders and the Ambition Institute.

It's about trying to give everyone a fair shake of the dice. Systemic change is needed.

I've been at it for 20 years, but if I'm honest the dial hasn't moved. Not because Teach First, Ambition Institute, and all the other initiatives have failed, they've actually succeeded, which makes it worse because what that says is that the baseline isn't a stable baseline of performance, the baseline is declining the whole time.

If it wasn't for all those initiatives, things would be getting far worse, and we'd be in a terrible state. You have to keep at it, that's one thing I’ve learned, and we probably need to be even more ambitious. With any initiative, what I look for is, number one, it's got to have the ability to impact social and educational disadvantage; number two, does it have the potential to go to scale and have an impact at scale? What impressed me about CoachBright is it has both of those.

I was so happy to see that you're committed to serious impact evaluation. Many charities in this space aren't. The second bit is what I learned from Future Leaders and Teach First; the most powerful intervention that you can have, in terms of raising performance, is some form of peer group coaching.

We know that there are significant challenges. No money, no mission, it's that simple. The challenge then is to find a sustainable financial model. Perhaps a new government would invest in this properly, but we can't rely on that. So there's work still to be done on figuring that out, and we've got to have a sense of patience, urgency, and creativity, which is an odd mix.

The urgency is for obvious reasons but we need patience too because we're not going to get there immediately, and creativity because our direction isn't obvious. When sailing against the wind, you have to start zigzagging and get creative. This makes it, in many ways, the most exciting and most rewarding time to be working with CoachBright. The times people remember and learn the most and grow the most are exactly the kind of times that we're facing now. Just as Dickens said, It was the best of times, it was the worst of times.

Let's focus on making it the best of times.

For many people, trustees are quite mysterious. What does your role as our Chair of Trustees involve?

Yes, it can be a bit of a mystery what on earth these odd people do!

There is the formal legal answer, which is that the trustees are the people who are meant to run the organisation. We have ultimate responsibility for the success or failure of the organisation.

In practice, the board delegates day to day responsibility for CoachBright to Joe and the team. The board also tries to ensure that CoachBright is going in the right direction. It’s responsible for the overall strategy and direction, ensuring compliance with all the laws and regulations, and that it is financially viable. It’s all the boring stuff - but if you let it go, within six months you don't have a charity. I've seen that happen repeatedly.

The more interesting stuff is where the board essentially acts as a coach, sponsor, and support for the executive team. A good chair of trustees will coach and support the chief executive quietly in the background. As a board, we have some great talent around the table such as deep HR expertise, deep financial expertise, and deep school expertise, so we have trustees who have real expertise in different areas that the executive can call on.

The early stages of your career were based largely within business and financial services before Teach First. Was there something specific that made you make that U-turn to working within NGOs and charities?

It was a bit of an accident!

I started with a classic business career; I put the blue speckle in Daz, I was the best nappy salesman in Birmingham, then I started a business in Japan, and built that up over a few years.

Around the time of the dot-com boom, I thought I might as well start a bank. After much mucking around, what emerged was an idea for an internet-based bank focused on small corporates with ten to one hundred million pounds turnover, so a small to middle market bank. I convinced Halifax to take this on, which they did, because to build a bank you need about a billion pounds of capital and I was about a billion pounds short. In the end, Halifax bought me out and built the bank themselves.

After that, I was kicking the heels in San Francisco, listening to music, you know, the Doors and Dire Straits. They interrupted the music to broadcast an interview, and it was an interesting interview about how they got great graduates to teach in the inner city.

I thought, that's interesting. I got the name of the project, which was Teach for America, and then had a phone call with the CEO Wendy Kopp.

I said, “Wendy, you must bring it to the UK.”

She said, “No, I'm far too busy.”

But she put me in touch with McKinsey, who were looking into education in London, and after that, we started Teach First.

So, the moral of that tale is that opportunities are thrown at you, and all you have to do is keep your ears and eyes open. Starting Teach First was on one level accidental because it sort of came out of the blue.

Considering that the large majority of volunteers we work with are university students, is there one standout piece of advice that you might give somebody at the beginning of their career?

Go for it.

Just dive in with both feet.

And remember that career is both a verb and a noun. In the past, people used to have a career. It was a noun. You start as a fresh-eyed graduate, and forty-five years later, you retire with a carriage clock, and if you are a loyal employee, you’ve probably died of a heart attack to save the employer on their pension payments.

A career is no longer a noun. It is a verb. For me, it's been a verb, where I’ve careered from triumph to disaster and back again with tedious regularity. But you won’t have the highs without the lows.

Don’t worry about the lows. You’ll learn from them, grow stronger, and build your resilience from them. Over time, the highs will get higher and the lows will get lower, but that is called a career.

So, just go for it. Absolutely go for it. And enjoy the ride.

I am also really interested in your career as an author. How did you get into writing?

I am an accidental author as well, because when we started Teach First, we decided to incorporate a leadership programme. 185 people signed up, but there was just one small problem; we didn’t have a leadership programme, and we couldn’t afford to buy one.

So, I said, right, year one is all about teaching, and then in year two we will do the leadership programme, which gave me one year to build the programme: What is leadership?

I interviewed all these great people, asking them to tell me what made a good leader. The first person would say, leadership is A, B, and C. I went to the next person and they said, let me tell you what makes a good leader, it’s D, E, and F. I went through the alphabet of leadership recipes. All these eminent leaders had completely different ideas about what leadership was, but they were successful; everyone had a different success formula.

So, for the last 20-odd years, I ve been trying to figure this out. I have spent time hanging out with tribes across the world, not to help them, but to understand how they are led. I have worked with extreme mountaineers and special forces. I have been all around the world, living and working in Japan, America and across Europe to try to understand from every different angle what leadership is.

What you find is that there isn’t a single source of success. There are many ways to succeed and many ways to fail, but there are quite a few things you ve got to be able to do.

Is there a standout book that has changed your life, or altered your perspective?

There are lots of books that have helped me.

Being on the board of the Wellbeing Institute at Cambridge University was also transformational for two reasons.

They came up with two findings. One is that optimists live longer and do better than pessimists - which was a disaster because I was brought up to believe that the only reason it's not raining is because it's about to rain.

The second finding was an even bigger revelation, which was that you can choose how you feel. So, optimism, pessimism, anger, or being anxious or anything else, is a choice.

At the time, it seemed unbelievable that we could choose to be angry or not angry because imagine you’re at the end of a long day, things have gone terribly, and there is someone you don't particularly like who just knows which button to press to get a reaction. And they press all the buttons, at which point you have every right to be angry and upset.

But there's no rule that says you have to be angry and upset! That is a choice. Once you realise it is a choice, that is unbelievably liberating and empowering. For me, that was transformational.

I look back on life and I have had endless little transformational moments where I've just been lucky to bump into the right person at the right time who's just given me a nudge in the right direction, perhaps without even realising. Without all of those nudges, where would I be? I have been incredibly lucky.

What are you most excited about for the future of CoachBright?

Over the next few years, CoachBright will create a model which has a high impact, addresses the mission, and is scalable, replicable, and sustainable, so that we can make systematic change, and address the challenge of educational disadvantage.

Even if we only have a 5% chance of changing the system, those are incredibly good odds. We are going to create that legacy for the future, and everyone should take immense pride in being able to do that.

Exam Results Advice from the CoachBright Team

Finding out exam results can be one of the most stressful days in a young person’s life. Whether your results are better than expected or not what you hoped for, it’s essential to recognise that your life path is never fixed. There are so many options out there. In this article, we explore why exam results aren’t the sole measure of your worth, and some practical tips from the CoachBright team.

1. The Bigger Picture

Your exam results are just one snapshot in time. They reflect your performance on a specific day, under particular conditions. However, they don’t capture your growth, resilience, or potential. Life is a journey, and exam results are merely milestones along the way. Remember that success is multifaceted, encompassing academic achievements, personal development, relationships, and experiences.

2. Skills Beyond the Classroom

While exams assess your knowledge of specific subjects, they don’t measure essential life skills such as creativity, problem-solving, communication, and adaptability. These skills are equally valuable and contribute significantly to your overall success. Consider the qualities that make you unique—your passion, curiosity, and ability to learn from setbacks. These attributes matter far more than a grade.

3. Resilience and Perseverance

Life rarely follows a linear path. Challenges, setbacks, and unexpected twists are part of the journey. How you handle adversity matters more than any exam score. Resilience—the ability to bounce back from setbacks—defines your character. Embrace failures as opportunities for growth, and remember that setbacks do not diminish your worth.

4. Defying Stereotypes

Exam results often reinforce societal stereotypes. However, they don’t account for the diverse talents and passions that make each person unique. Some of the most successful individuals—artists, entrepreneurs, innovators—didn’t excel academically. They followed their passions, persisted, and created their paths. Your worth extends beyond a standardised test; it lies in your authenticity and the impact you make.

5. Community and Contribution

Your worth also extends beyond self-interest. It’s about contributing positively to your community and the world. Volunteer work, kindness, empathy, and supporting others matter. When you uplift someone else, you’re defining your worth in meaningful ways. Remember that your impact on others far outweighs any exam result. Apprenticeships and internships are great alternatives to university.

REFLECTIONS FROM THE COACHBRIGHT TEAM

In this moment, exam results can feel like the most important thing that has happened in your life, but they are only the most important thing so far. Whether or not you received the results you wanted, those grades will not define your life in the way it may feel like they will right now. Whether you're celebrating, or you're a bit disappointed, that's absolutely fine! But just remember that it won't be long before you look back and think "What was the fuss about? Look what I've done since."

Joe, CEO

Remember not to compare yourself and your results to people you may know! Everybody has different strengths and weaknesses and somebody getting higher grades than you doesn't make your achievements any less valuable or impressive. 

Khaila, Senior Programme Officer

I went through clearing! More than 50,000 students find their way into university through clearing each year. It got me into a top-tier university in London and I never looked back. Missing out on your first choice is always awkward, but see it as an opportunity for you to get to choose again. Take your time to decide what is right for you and don’t panic. https://www.ucas.com/undergraduate/clearing-and-results-day/what-clearing

Lesley, Development Lead

Be kind to yourself. Take some time to think about what you have achieved so far. You might find it helpful to make a list about what you like about yourself and what skills you have. Remember that exams don’t define who you are and what you can achieve!

Charlene, Director of Operations

An important tip to navigating any exam results day is to spend time with your friends, whether the results are what they have hoped for or not.

Simona, Senior Programme Officer

Exam season is tough and can be very stressful. So don't forget to do things that you enjoy to unwind and relieve the stress because it is all about balance!

Imani, Programme Officer

While high exam results can open doors to various opportunities – and we wish all our students the very best of results – it’s essential to recognize that they aren’t the sole measure of success. Employers and universities also look at extracurricular activities, leadership roles, and community involvement. A balanced approach that combines academics with other experiences is valuable. As you await your exam results, celebrate your efforts. Remember, success is multifaceted, and exam results are just one aspect. Embrace your uniqueness, recognise your growth, and know that you are more than a grade on paper. Your worth lies in your character, resilience, and the positive difference you make. So, breathe deep, believe in yourself, and good luck from the CoachBright team.

The First Run in Aid of CoachBright

By Lesley Naylor

The decision to run a 5 km race is not easy for someone who has never done any long-distance running before! Fundraising is also not the easiest of tasks. Luckily I was up for training beforehand and also, I was accompanied by three of my work colleagues, Sarah, her boyfriend Jez, and Elliott, who each decided to run a half marathon in the same Birmingham Fun Run! The one thing that none of us had any difficulty with was choosing which charity to run for. 

We all work for CoachBright Charitable Trust, a charity set up to run coaching programmes for young people from disadvantaged backgrounds so they can become confident, independent and resilient to lead the lives that they want. On the frontlines of education, we get to see it all: how schools are struggling with financial pressures due to funding cuts and rising costs; how thousands of teachers keep leaving the profession due to issues with pay and working conditions; increased anxiety and depression amongst young people; chronic absenteeism and how one in 50 children across the UK miss school because their families can’t afford transportation costs, uniforms, school supplies or school meals. 

There were times when I felt like not doing the run! But I couldn’t let down the people who so generously donated and I can’t unsee and unknow the complex school issues I have just mentioned, particularly when I have a child of my own. So on race day, we were ready - as ready as we would ever be! (And let’s face it, what’s 5 km when compared to a 20 km half marathon?!) 

We all smashed it and the sense of achievement was wonderful.

The entire course is set inside beautiful Sutton Park and we could run with ease along the windy paths. It was the perfect place to test out our abilities! The event is so popular that there are additional dates set too. The next run takes place on Sunday, 22nd December.

CoachBright is a relatively new charity. We’d love more people to support our work in the knowledge that every donation, however small, has a profound effect, enabling us to reach out to and positively impact more young people. 

In the words of one young person, “Being coached was amazing, the best thing that happened to me this year. I feel much better about my future, I just wish all young people could have the opportunity to work with you.”

If you’re tempted to run for us, the CoachBright family will be there to cheer you on. Full details of the next run can be found on our events page here. We’ll adorn you with a t-shirt, encourage you with a training plan beforehand and show you how easy it is to set up a GoFundMe account. I’ll be doing another event for sure.

The Power of Informal Education

Welcome to the third article of our 10th Anniversary Blog Series, written by another of CoachBright’s founding volunteer coaches, Janice Garman. It is a particularly timely piece, aptly titled The Power of Informal Education. 

During a time when so many education stories in the news continue to focus on the ongoing effects of COVID-19, the cost-of-living crisis on our schools and rising school absences, precious little space is given to the positive work being delivered by alternative education service providers.  

This article, written ten years ago, long before COVID-19, reminds us that alternative education provision has been around for longer than most might think. From homeschooling to online learning to tuition centres and coaching organisations, Janice shows us that traditional mainstream schooling isn't the only way to achieve academic excellence.

The Power of Informal Education

by Janice Garman

Education is a topic often spoken about in the media and the academic world.  However, most often it is in a negative way, focusing only on students’ poor performances, behaviours, or grades within standardised tests and exams. What rarely gets the attention of mainstream discussions is informal education, in all its various forms.

Informal education refers to the learning that can occur outside of a formal classroom setting if given the opportunity. It is often driven by experiences and interactions with others.

Informal education is important because it is a continuum of learning which occurs in all kinds of spaces in one’s life. It is most often recognised in the civil society sector where a large amount of positive learning occurs. These learning spaces outside of the school environment are not given the due they deserve.

My opinion on this was largely shaped by my experience of volunteering with CoachBright. As a coach on one of their programmes, I discovered the true meaning and importance of education in a less formal setting and style. It’s a positive and encouraging environment which enables students to discover what they enjoy about certain subjects and how they might be useful for their futures. It’s also been shown to be a successful way of engaging students who have become discouraged by the formal system. 

Students who took part in the programme at Walworth Academy have learned skills that are not necessarily taught within the classroom, but are vital for tertiary education as well as the workplace.  Learning the skills of positive feedback, presentation skills, teamwork, positive competition and essay writing has been a fun experience for both students and coaches.  We did this through informal exercises in an environment which did not demand right or wrong answers, a certain level of competence or confidence.  Over the course of the programme, I saw how the students became much more confident in themselves, unafraid to raise their hands or voice their opinions.

The programme helps students reinvest a sense of purpose into their studies, by learning from young adults like me, who are just a bit older, who have also been through the formal school system and often been through similar stages of shyness, lack of confidence and lack of purpose in studying. This programme helped me to understand that there are many different ways to make learning fun and relevant.  

Learning is a constant process and informal styles deserve a lot more attention. In saying this I would also like to reiterate that although the programme is for students from a disadvantaged background and geared towards academics, I also gained a tremendous amount from the programme by training as a coach. It is essentially an informal way to help students learn the skills already mentioned, but it is so much more than that.  It is about building confidence, not just for the students but also for the coaches.  Speaking from personal experience, I used to be a very shy and quiet person. Although I am no longer as quiet, the programme also helped me tremendously in planting the idea in my mind that I am capable of so much more than I previously thought.  I can facilitate, guide and supervise, skills I never felt particularly confident in doing before this programme.  

I highly recommend becoming a CoachBright coach because it’s a fun and stimulating way for students to engage with academics and a great example of how informal learning can be effective and impactful.

Supporting Over Telling

We are delighted to publish the second article of our 10th Anniversary Blog Series, written by one of CoachBright’s founding volunteer coaches, Catorina Rubens.

In this article, Catorina talks about her motivation for becoming a coach, what it was like working with pupils who were struggling with topics, and how they responded to her coaching techniques. Sometimes we forget about our programmes' impact on the coaches, focusing solely on the young person at the receiving end of the programme. This article is a good reminder of how our programmes also benefit the young people trained and then placed in the coach role.

We extend our heartfelt gratitude to all the incredible coaching volunteers whose unwavering dedication and passion over the past ten years continue to form the backbone of CoachBright's mission today, ensuring we can bridge educational gaps and foster brighter futures for all.

Supporting Over Telling

CoachBright attracted me immediately because of its student-led focus. I wasn’t interested in going into a school and telling kids what to do – they get enough of that from curriculums and teachers. The idea that CoachBright coaches would facilitate and support rather than instruct resonated with me on a personal level.  For me, education should be about allowing pupils to explore topics which interest them, and that’s what CoachBright is all about.

My first CoachBright session was pretty nerve-wracking. I had no idea whether the pupils would see the worth in what we were trying to do, so I was pleasantly surprised by the outcome. They really responded to receiving individual attention and it was rewarding to see the results we got from putting into practice different coaching techniques. I had some fantastic one-to-one sessions with different pupils where I tried to use the active listening approaches we’d learned in training. The pupils opened up more straight away and became far more comfortable discussing what they found difficult about the tasks we were setting. It was like I’d flipped a switch and suddenly they wanted to talk about learning.

A particularly clear-cut memory of CoachBright came in our final session, watching three graduates give presentations on their research topics. Six weeks previously, the idea of public speaking filled these particular students with a deep sense of dread. And yet here they were, standing up and presenting on topics which motivated them, with more confidence and charisma than many experienced adults I know. We gave them feedback on their final presentations and you could see them shining with pride. They recognised how far they’d come. I couldn’t help but think about some of the advantages children who attend certain private schools receive – extra tuition, debating classes, and pronunciation lessons to name but a few – and I smiled at the thought that CoachBright was helping to level the playing field.

Even though CoachBright is only at its inception, it’s clear that the programme is a game changer. I’ve witnessed firsthand how giving young people more control over their learning delivers direct results. These pupils aren’t stupid; they just want a chance to focus their education on stuff that they think is important. The genius of CoachBright is that it enables pupils to achieve this whilst also helping them to develop key skills along the way like public speaking, workshop delivery, communication, self-reflection and research. The participants have been too busy enjoying themselves to realise how they are massively improving in these areas, and that’s thanks to the CoachBright approach.

As a recent graduate myself, CoachBright has been great for me to reach out of my comfort zone and diversify my skillset. The whole programme encourages self-reflection and constructive criticism for both coach and coachees. It’s been an invaluable opportunity to think about how I work with others and communicate. It’s so exciting that this is just the beginning of CoachBright – and I’m very proud to say that I was there at the start.