Shifting mindsets: Student-led Peer Coaching that builds confidence, not competition

12 July 2025
By Ray and Elsa, Grade 11, Dover Campus, produced by the UWCSEA Communications team

For us, peer coaching is all about breaking down barriers, sharing what we know, and tackling challenges together; building real confidence along the way. Inspired by UWCSEA’s Values, we’re working towards changing how we learn, focusing on collaboration, empathy, and agency—and, above all, lifting each other up.

We follow a clear structure with weekly sessions that are flexible and built around 10-week cycles tailored to each learner, from tackling tricky topics to building strong study habits. The programme evolves with students: in Grade 9, they join as learners; in Grade 10, they can train as coaches; in Grade 11, they take on senior roles and can earn Service (CAS) credit; and in Grade 12, they coordinate, support and mentor new leaders. It’s a model that blends service, leadership, and learning and is entirely student-driven.

By rediscovering the joy of learning, we’re always looking at what excites our coaches and peers about their subjects, and their reasons are a reminder that learning, at its best, is about passion, not pressure!

Elsa: learning means adapting and doing it together

As I moved from Primary to High School, I noticed how much our attitudes toward learning changed. When grading was introduced in Middle School, I saw how quickly focus shifted to numbers and comparisons, and how this sometimes affected my friends’ confidence—and mine too. At first, I struggled with the idea that a single grade could define my abilities. That’s when I realised there had to be a better way—one that values both the learning process and the results. That inspired me to help create the Peer Coaching initiative, so students could support each other, enjoy learning, and grow together without feeling pressured by competition.

Joining Peer Coaching means becoming part of a group that collaborates, and makes sure no one is left behind. One of the most rewarding parts is witnessing someone grow, knowing you’ve made a positive impact on their learning journey. It feels like passing on a piece of yourself, which then continues on through others, like an endless chain of support.

Balancing studies while coordinating Peer Coaching can be tough, but seeing the impact keeps me motivated. For example, I coached a group of seven Grade 10 (I)GCSE students in Chemistry alongside a friend. We worked through the full syllabus because they found it helpful. When the two-month exam break began, I expected the group to stop, but they continued meeting online weekly for an hour until the final exam, showing their commitment and the value they found in peer coaching.

As coaches, we adapt our approach using tools like simulations, discussions, or practice exams, depending on what suits each student best. It challenges us to be creative and thoughtful in how we support others.

Ray: your style, your pace, your lead

When Elsa first asked me, “Ray, how do you study?” I didn’t have a great answer. I told her, “Honestly, I don’t really believe in studying, I just review things or relearn stuff right before exams.” But she challenged me, saying, “Are you sure about that? Maybe you just haven’t found the right way yet.”

That simple conversation completely changed how I see learning. I realised it’s not about last-minute cramming or passively taking in facts, but about understanding, retaining, and applying knowledge over time. Since then, I’ve tried different techniques and found what works for me, focusing less on memorising, and more on what I can truly take away.

That mindset shift became the foundation for Peer Coaching, where ownership is key and students are encouraged to explore their learning styles while supporting each other in meaningful, sustainable ways. I always encourage learners to steer their journey, letting them lead what we focus on, but also gently nudging them with questions like, “What do you think?” or “How do you feel about this?” even when they might want to zone out. When students feel in control, they trust me more as their coach to help them move from point A to point B.

I believe in being open and real. If I mess up explaining something, I’ll laugh, own it, and move on. It creates a relaxed and honest space for learning. I also try to connect personally with each student, adapting my support based on their needs and our rapport. Some have even come to me for advice on subject choices or to talk through challenges, which feels amazing. It’s more than just coaching; it’s about being someone they trust to learn with and turn to when it matters.

Thinking about the bigger picture

Peer Coaching supports students in reaching their potential, making even the toughest subjects feel more manageable. It’s been inspiring to see this community of learners and coaches grow. We’re excited to share the approach across the UWC network—and hope every High School student sees it not just as help, but as a way to learn better, share what they know, and be part of something positive.

It feels like passing on a piece of yourself, which then continues on through others, like an endless chain of support.