Who are we?
At Calm Compass Mentoring, we provide 1-to-1 emotional wellbeing support for children aged 10-16, as well as coaching for parents.
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We specialise in helping young people build confidence, resilience, and healthy coping strategies to manage anxiety, low self-esteem, and overwhelming emotions.
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Using a calm, practical approach, we guide children to better understand their feelings, develop self-regulation techniques, and feel more in control of their emotional world through emotion coaching.
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We also work closely with parents, offering practical advice to support positive changes at home.
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Our goal is simple: to be a steady, supportive compass for young people and families as they navigate life's emotional challenges.
About Me.
Hi, I’m Pippa, and emotional coaching is more than just a career for me – it’s a calling rooted in personal experience and a deep understanding of what children truly need to thrive.
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Growing up caring for my brother, who was diagnosed with autism, gave me an early insight into how crucial emotional support is – and how often it’s missing, especially for children with additional needs. That experience stayed with me and led me to study psychology, where I began to explore how emotional wellbeing and learning go hand in hand.
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During my postgraduate studies, I focused on modules that looked closely at the challenges children with special educational needs face in the classroom. It became clear to me that too many young people are struggling without the right kind of support – and I knew I wanted to be part of changing that.
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Through emotional coaching, I help children feel seen, heard, and empowered – building confidence, self-awareness, and resilience, one step at a time.
Qualifications
Bachelors of Science degree with Honours in Psychology
My BSc (Hons) in Psychology from Oxford Brookes University equipped me with a strong understanding of child development, emotional regulation, and the cognitive processes behind learning. I gained insight into how children think, feel, and behave – and how factors like stress, trauma, or neurodiversity can impact their ability to engage in the classroom. This knowledge underpins my approach to emotional coaching, helping me tailor support that builds confidence, resilience, and a sense of safety in learning environments.
Masters Degree in Neuroscience and Psychology of Mental Health
My Master’s in Neuroscience and Psychology of Mental Health deepened my understanding of the emotional challenges children and young people face. Through modules on attachment, development, and adolescent mental health, I gained specialist knowledge of how early relationships and common mental health conditions can affect learning and behaviour. I also explored the wider school context, including relevant legislation, which helps me navigate the systems around children to advocate effectively for their needs.
Experience
SEN Experience
During my time working in a secondary school, I was a keyworker for a number of children with diverse needs, including autism, ADHD, and social, emotional, and mental health challenges. As a keyworker, I met with each child weekly to reflect on their progress, celebrate what was going well, and talk through any difficulties they were experiencing. Together, we set small, achievable goals and explored strategies to help them move forward with confidence.
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Alongside these dedicated sessions, I also provided in-classroom support and delivered small group interventions, helping students stay engaged with learning and manage the challenges that come with a busy classroom environment. This dual role gave me valuable insight into both the individual and classroom needs for young people, and reinforced the importance of emotional wellbeing as the foundation for academic and personal success.
CPD Training
While working in a high school, I completed CPD training in areas such as supporting students with mental health difficulties, emotion coaching, and self-regulation strategies. I also attended the Autism Show to stay up to date with best practice. Alongside this, I ran an autism support club, helping students build friendships and confidence through practical, creative activities like cooking and art. This hands-on experience gave me a deeper understanding of how to create safe, engaging spaces where neurodiverse young people can thrive socially and emotionally.
Listening Volunteer for Samaritans
Alongside my work in schools, I also volunteer as a listening volunteer with Samaritans. This role has given me extensive training in active listening, empathy, offering calm, non-judgemental support to people during difficult times.
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These skills directly inform my work with children and families. Young people often need someone who can listen without judgement and help make sense of overwhelming emotions. My experience with Samaritans means I can provide a safe space, respond sensitively, and guide children towards developing healthier ways of coping.
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Services
Empowering children through mentoring programs. Services include sessions primarily focused on self-esteem, transition from primary school to secondary school, self-regulation, emotion coaching, ongoing emotional mentoring, and parental support.
Workshops
I offer practical, engaging workshops on key topics including self-esteem, the transition from primary to secondary school, and emotional coaching. Each session is designed to help children build confidence, manage change, and develop emotional awareness in a supportive setting.
Support Programs
I offer regular emotional mentoring to help children stay balanced during challenging times. Through consistent support, they build resilience, develop coping skills, and feel more secure navigating school and life.
Parental Support
I provide guidance and support for parents looking to better understand and respond to their child’s emotional needs. This can include advice on communication, behaviour, and building stronger connections at home.
Parent
"As a family we can never express our gratitude for this support."
Student
"You've helped me so much, and I appreciated everything you've done for me. I don't think I'd be in the position that I am without your support."
SEND Coordinator
"The difference that you have made to so many of our students will stay with them forever."