Coaching People, Not Performance
Why Non-Directive Coaching Matters More Than Ever
Targets, timetables, tick-boxes. It’s easy to fall into the trap of measuring success by performance alone. But what if the most transformative conversations in education had nothing to do with performance at all?
At Graydin, we’ve spent the past 15 years bringing coaching into schools. Not as a bolt-on for struggling teachers or a strategy to boost results, but as a way to support the whole human.
And there’s one approach we have seen that supports coachees more than any other: non-directive coaching.
What is Non-Directive Coaching?
At its core, non-directive coaching creates space for the other person to think from open and expansive questions. This is the heart of what we mean when we say we coach people, not performance. The whole person is considered at every moment. The goal is to help them discover who they are, what they believe, and what they want to create in the world. The coach does not give advice, set the agenda, or attempt to “fix” the coachee’s problem or current situation. Instead, they listen. Really listen.
The Highest Coaching Philosophy
In the coaching world, there’s often a ladder we climb. From instructing and mentoring, to solution-focused coaching (where we help someone achieve a goal through more directive questions), all the way to non-directive coaching. It is here, at the top of this ladder, that we find the most human, most transformational conversations.
Non-directive coaching isn’t about increasing test scores or managing behaviour. It’s about dignity. It’s about seeing the teacher behind the role. Supporting the student behind the grades. Empowering the leader behind the pressures. Why? Because…
research in coaching and neuroscience shows that reflective, open-ended conversations activate the brain’s problem-solving and meaning-making networks — leading to clearer thinking and more intentional action. (Rock, D., & Ringleb, A. (2013).)
non-directive coaching builds internal motivation, which is far more powerful and sustainable than compliance-based change. (Deci, E. L., & Ryan, R. M. (2000).)
coaching the person means supporting the part of them that makes all their decisions, especially under pressure. (Arnsten, A. F. T. (2009).)
How to Utilise Non-Directive Coaching in Schools
In practice, non-directive coaching in education looks like:
A teacher reflecting deeply on their values after a tough term, with no pressure to “improve”. Just space to think.
A student unlocking their sense of purpose and agency by being asked, “What matters most to you right now?”
A headteacher being supported not with strategies, but with curiosity and presence.
This coaching style is often subtle. But, studies on student autonomy and motivation, as well as insights into teacher wellbeing and retention, show that non-directive coaching consistently offers a pathway to more sustainable, human-centred education. (Frady, K., & Ziegler, M. (2023)., Reeve, J. (2009).)
Why Non-Directive Coaching Matters
More than ever, our schools need even more time for reflection, space for connection and space for being. With burnout and student anxiety at an all-time high, the invitation of non-directive coaching is simple and radical: slow down, listen deeply, trust the human.
It doesn’t mean we abandon goals or accountability. But it does mean we start from a place of trust in people, not pressure on performance.
An Invitation
If you’re already a coach, consider this your gentle reminder to stay in the non-directive space just a little longer.
If you’re a school leader, ask yourself: What would shift if we gave our staff more space to think without judgment or advice?
And if you’re new to all of this, welcome. You don’t need to have all the answers. You just need to be curious.
After all, the best coaching doesn’t look like fixing. It looks like freedom.
We’d love to hear from you:
Have you experienced non-directive coaching—either as a coach or coachee?
What impact did it have on you or your school culture?
Drop a comment below and let’s start a conversation about what it means to coach people, not just performance.
McKenzie and Quinn
Editors of Coaching in Education
Sources:
Rock, D., & Ringleb, A. (2013). “Coaching with the Brain in Mind.”
Frady, K., & Ziegler, M. (2023). Coaching in education: A systematic review. Frontiers in Psychology.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist)
Want to learn more about this topic? Here are some resources.