Emotion Coach – Role Description

Role Purpose

The EHM Coach supports children and young people to develop confidence, emotional awareness, resilience, self-esteem, motivation and emotional regulation.

Coaching at EHM is practical, relational and emotionally informed. It helps children better understand themselves, recognise emotions, develop coping strategies and feel more able to manage challenges in everyday life and education.

This is not a counselling role. Coaches do not provide therapy or process trauma in a therapeutic way. Instead, they offer structured emotional development support, using age-appropriate tools, conversations and activities to help children make sense of their feelings and build practical strategies.

Coaching may take place at an EHM centre, in school, online or in other agreed settings.

Key Responsibilities

1. Coaching and Emotional Development Support

Deliver 1:1 or small group coaching sessions for children and young people.
Support children to understand emotions, build confidence and develop self-awareness.
Help children develop practical strategies for emotional regulation, resilience, motivation and self-esteem.
Support children experiencing anxiety, low confidence, EBSA, friendship difficulties, emotional overwhelm or barriers to learning.
Use creative, practical and age-appropriate activities to support engagement.
Work at the child’s pace, recognising that trust and safety come first.

2. Relational and Emotionally Informed Practice

Build warm, safe and consistent relationships with children and young people.
Recognise that behaviour is often communication.
Respond calmly and professionally to emotional distress, avoidance or dysregulation.
Use EHM’s emotionally informed approach to support children in understanding themselves.
Encourage children to recognise what they feel, what they need and what may help.

3. Boundaries of the Coaching Role

Work within the boundaries of coaching and emotional development support.
Recognise when a child’s needs may require counselling, safeguarding support or specialist intervention.
Escalate concerns appropriately to EHM leadership or the Designated Safeguarding Lead.
Avoid working outside your training, experience or role boundaries.
Maintain clear, professional and safe relationships with children and families.

4. Communication with Parents, Schools and EHM

Provide clear and appropriate updates in line with EHM procedures.
Communicate with parents, carers, schools and professionals when required.
Contribute to reviews, progress updates or support plans where appropriate.
Work collaboratively with tutors, counsellors and EHM leadership when a child receives more than one type of support.

5. Safeguarding and Wellbeing

Follow EHM safeguarding policies and procedures at all times.
Report safeguarding or wellbeing concerns promptly to the Designated Safeguarding Lead.
Maintain confidentiality and appropriate professional boundaries.
Support a calm, safe and inclusive environment for children and young people.

6. Record Keeping and Administration

Keep accurate records of coaching sessions, attendance, progress and concerns.
Complete required documentation within agreed timescales.
Follow EHM systems for communication, scheduling and record keeping.
Comply with data protection and confidentiality requirements.

7. Team Working and Professional Development

Work as part of the wider EHM team.
Attend relevant meetings, training or supervision where required.
Engage in reflective practice and be open to feedback.
Contribute to a supportive team culture aligned with EHM values.
Complete EHM training, including emotion coaching training where required.

Person Specification

Essential

Experience supporting children and young people in a school, pastoral, coaching, mentoring or therapeutic setting.
Experience supporting children with emotional needs, anxiety, low confidence, SEND, SEMH or barriers to learning.
Experience working with neurodivergent children, including those with autism, ADHD, PDA profiles, trauma, anxiety or SEMH needs.
Emotion coaching training and willingness to complete EHM training.
A warm, calm and relational approach.
Strong communication and listening skills.
Ability to build trust with children who may be anxious, guarded or emotionally overwhelmed.
Understanding of safeguarding responsibilities.
Enhanced DBS on the update service, or willingness to obtain one.
Professional indemnity and public liability insurance.
Ability to work within clear coaching boundaries.
Ability to follow EHM policies, procedures and record keeping expectations.
Reliable, reflective and professional.
Willingness to uphold and represent the Christian values and ethos of Emotionally Healthy Minds, while working inclusively and respectfully with children and families of all backgrounds.
Willingness to be part of the EHM team, encourage colleagues and contribute positively to team culture.
Ability to take feedback and work as part of a team.
Tech comfortable and able to use EHM systems as required.

Desirable

Coaching qualification or relevant training in emotional wellbeing, mentoring, youth work, education or child development.
Counselling skills training (Level 3).
Experience supporting children with EBSA.
Experience delivering small groups or workshops.
Experience working in schools, alternative provision, SEND settings or community-based support.

Additional Information

This role requires strong emotional awareness, professional boundaries and the ability to work sensitively with children and young people who may have experienced difficulties in education, relationships or emotional wellbeing.

Training, policies, safeguarding procedures and operational guidance are provided by Emotionally Healthy Minds.

Please note that this job description is intended as a guide and may be subject to amendments as the role develops.

Fees, Pay and Contract Information

This role is offered on a self-employed associate basis, with sessions agreed according to practitioner availability and the needs of the children and young people referred to EHM.

Rates of pay will be discussed during the recruitment process and may vary depending on the role, setting, experience, qualifications and type of provision delivered.

Practitioners are responsible for maintaining appropriate professional indemnity and public liability insurance, an enhanced DBS on the update service and any relevant professional membership, supervision or registration required for their role.

Further details will be provided as part of the application and registration process.