Real schools
Real impact
See how schools like yours have embedded a coaching culture.
7763+ TEACHERS
Already transforming everyday conversations in classrooms worldwide.
262 SCHOOLS
Embedding a shared coaching communication across every level of staff.
3 HOURS
From sign‑up to impact in one school day. No workshops needed.
Rugby School
Coaching began at Rugby School with a focus on building resilient and independent thinkers. As Deputy Head Lara Hampton shares, “The impact of coaching spoke for itself.” Since then they have trained nearly all staff in coaching skills, along with parents and students.
Merchant Taylors’ School
Coaching began at MTS after Senior Leaders completed our foundational course. Having witnessed the power of coaching, they enthusiastically partnered with Graydin to develop a coaching culture within the school.
Martina Hannigan
Teacher, Career Education, Senior School & Head of Grade 12, Crofton House School, Canda
Before undertaking Graydin's coaching courses, I frequently felt burnt out and overwhelmed in my professional life. Students were coming to me with both academic and personal issues that I felt responsible for fixing. Graydin's heart-centered approach has transformed these interactions by giving me the tools and strategies to help them build autonomy and skills in navigating their own paths. This has not only reduced the burnout I had been feeling, but has helped me to build trust and rapport with students in a way that still exudes support and care. Graydin's courses have been the best, most worthwhile professional development opportunity that I've ever undertaken (and I've taken lots). Quinn and McKenzie's ability to develop a course of such high impact, delivered in such a short amount of time is incredible. I am Graydin's self-professed #1 fan because of how it has transformed how I interact with others.
Lorenzo McLellan
Year 6 Teacher & PS Maths Lead, The British School of Milan, Sir James Henderson, Italy
Graydin has been invaluable in helping me develop my professional practice in a direction which I had been curious to explore for a great deal of time. The content and facilitation of the courses were of an excellent calibre and have provided me with the necessary confidence and competence to help drive a positive coaching culture in my school. It has shaped the way I interact with pupils, parents and colleagues but also the way I approach my own personal reflections. I feel privileged to be part of the Graydin community.
Anne-Marie Ohene-Kena
Phase 1 Leader and Pre-Kinder Teacher, DEIB Racial Equity Network Lead, ACS International School Egham, UK
Usually, I feel that when people come to me with an issue or problem, they want a solution and the pressure is immense because I cannot always have the answers - nobody can. I learned during this course that the 'coachee' knows themselves the best and often they can be supported with open-ended questions to arrive at the best path or answer for them.
Dan Rosen
Head of Secondary, St. George's British International School, Dusseldorf, Germany
Coaching has had an enormous impact on our school - it has enabled staff and students to make empowered decisions about what is important to them, and then hold themselves to account. Coaching has helped us develop our culture to be more positive and solution focussed, whilst allowing for autonomy of decision making and actions. We now have the majority of staff trained to be coaches, meaning our approach is 'coach-like' wherever possible. Moreover, we are now training students and parents to be coaches, which means the impact is on the entire community.
Becky Bownas
Director of Educational Research, Hurstpierpoint College, UK
James Bown
Director of Teaching and Learning, Haberdashers Boys' School, UK