Coaching in High School and University

Management of autonomy and prevention of reality shock

The transition to higher education, whether university or technical, is a quantum leap in the demand for autonomy.

Many students who were successful in secondary education fail in the first year of university not because of lack of intellectual capacity, but because of incompetence in self-management.

With the disappearance of constant supervision by parents and teachers, the student is faced with the absolute freedom to attend or not to attend class and to study or not to study on a daily basis.

Educational coaching intervenes preventively to transform this "freedom" into "responsibility", helping the student to create his or her own work structures before the volume of material overwhelms him or her.

The role of the coach is to facilitate the transition from a "school student" mentality (reactive) to that of a "professional in training" (proactive).

We work on the prevention of academic burnout and dropout, which often occur when idealized expectations clash with the reality of the theoretical load or the difficulty of the subjects.

Through the establishment of short-term goals and the regulation of habits, a safety net is built that allows the student to adapt to the university culture without losing his or her emotional well-being.

Mental training for high academic competition

In critical stages such as the end of high school, where university entrance exams (Selectividad or EvAU type) determine the immediate future, coaching adopts an approach similar to high performance sports psychology. The challenge is not only to learn the syllabus, but to perform under maximum pressure.

The coach trains the student in activation control techniques, such as positive visualization of the exam time and diaphragmatic breathing to reduce memory-blocking cortisol spikes.

In addition, sleep hygiene and rest are addressed as strategic parts of studying, combating the erroneous belief that "the more I stay up late, the more I learn".

The student is taught to manage anticipatory anxiety and fear of failure, reframing the exam not as a final judgment on his or her person, but as a technical opportunity to demonstrate what he or she knows.

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