70% of teenagers do not know what they want from their life and career

70% of teenagers do not know what they want from their life and career and there are 4.9 million teenagers in the UK in the same boat! I know because I work with hundreds of teenagers every year.

If more teens knew what they wanted it will lead to better subject choices, further education, job opportunities and enable them to be more passionate and confident about their choices in life.

So how can we help them to start thinking about their futures?

To start with how about asking them three simple questions.

I always ask all the teenagers I work with:

What do you want to do? E.g. get a well-paid job or enough money to go on holiday

What do you want to be? E.g. happy and like my job

What do you want to have? E.g. a car or a house

You will probably find that what they want isn’t that profound!

Get your teens to write them down (on their phones) until they can’t think of anything else.

Sometimes I have to ask the question “If you don’t know what you want – what don’t you want?” For example: Do you want to be homeless and jobless? No, OK so what do you want?

You could have these conversations casually over dinner or when out for a walk but please start to have these conversations now before we all go back to school.

Lesley Strachan is the author of “The Ultimate Guide for Parents: How to help your kids become self-confident, happy and passionate.”

Coaching For Teenagers

On-line tutorials for students

I’m super happy to be working with Nik Mahon and his team at Winchester School of Art again this year. I’m supervising MA student final projects which I really enjoy and look forward to inspiring and supporting my students from all over the world.

This year Covid19 has impacted the face to face meetings we would normally have. I am so thankful that I work in a working environment where on-line meeting rooms are available to us so that the students can have their tutorial sessions a usual.


6 ways to review your life during lock down

If there was ever a great time for reviewing your life, the time is now. I work with teenagers and adults daily and it’s an immense moment of clarity when mindsets start to change, and we all take 100% responsibility for our lives and career. Here are 6 ways to review your life:

  1. Where did you used to travel to every day? Was travelling every day critical? How much have you saved on fuel and travel costs? Our household is saving over £300 a month on fuel costs and reducing the impact on the environment.
  2. How are you keeping in touch with friends and family? We have more communication now than ever before because I know for example that my 94-year-old Mum needs company, but I can’t go so I phone every day.
  3. Who could you do something nice for? There are loads of fantastic community support groups popping up so why not join one and support your local community.
  4. What can you do differently to create some time for yourself, your friends and family? The gyms, cafes and restaurants are all closed so why not have a virtual coffee break or lunch. I know some friends who had a virtual BBQ last week, it was great fun for all.
  5. When will you make the decisions to change what you do even if it’s a small thing? I’ve decided to be appreciative of the staff out there who continue to work during these difficult times. Yesterday I thanked the lady in our local Co-op for being there and keeping the shop open for us all.
  6. and finally why do we continue to do the same things and expecting a different result. I hear a lot of people who moan about their life but seem unable to take one step at a time to make the changes they so badly need. Unless you’re passionate about what you do take small steps to change.
Photo taken before lock down.

Dismantling Your Limiting Beliefs

I’m so excited to announce that I have a fantastic email series starting! It’s about dismantling your limited beliefs.

The experience is designed to empower you, expand your mind, and discover new strategies to push yourself and your mindset beyond current limiting thought patterns.

If you’re eager to learn more about how to break through your bubble and expand your reality, sign up for Dismantling Your Limiting Beliefs Emails Series. Opt-in here: lsct.synduit.com/LBES0001



I was in a school yesterday teaching The Success Principles for Teens™ and we were focusing on pupils taking 100% responsibility for their lives. In the first week the pupils identified 6 areas of their lives where they could take more responsibility. This week we reflected on what they had done differently. The feedback included “I’ve started to go to exam revision classes.” ”I decided  to attend school more often.” “I decided to start revising instead of gaming for 4 hours.” “I eat dinner with the family now, “I decided to stop arguing with my teachers.”

With one simple exercise the pupils are making positive changes to their lives and those around them. Well done everyone, good job!


A proud Mum

You’ve been working with my son for 5 weeks now, who’s on your success principles for teens course.

Please don’t say anything to him as it will really embarrass him, but I wanted to say thank you.  Keep doing what your doing as he’s really enthusiastic when he comes home.

Normally he comes home from school and heads to his room, but like today, he wanted to discuss with me what he has taken away from you, particularly his subject cloud he downloaded.

Anyway, he has another five weeks and I must say, I haven’t had to remind him to come, I’m so proud how engaged he seems to be.

So, thank you


Great Marlow School

Loving my job and super excited to be working with students from GreatMarlowSchool for the next 8 weeks. This week was our introductory session where we explored how to take 100% responsibility for their lives. We then went through a thought provoking exercise called ‘I want’. This included things they want to do e.g. travel, things they want to have e.g. a house to live in and things they want to be e.g. happy and relaxed. The exercise will then feed into their individual vision boards and a 5-year plan for their future.

Next week we’re going to use some software to explore #careers #careercourses #apprenticeships #furthereducation options. If you want some of this why don’t you do the exercise for yourself?



Employability skills

As a freelance academic, I’m having a great time with third year students at Southampton University. I am coaching them to scale-up a virtual bicycle company called SimVenture Evolution.


I wanted to fast track the students marketing knowledge and experience by having them take over the virtual business after three years of successful training. So far we have completed a full analysis of the company and the teams are now using Ansoff’s matrix to decided what strategy to peruse for the next 6 years.


I love teaching this simulation because the students take on directors roles, are in full control of their learning and develop key employability skills throughout the module.


Next week they will be playing out their strategies competing against each other to be the market leader. They are then assessed on a number of learning outcomes for their final year of studies. I wish them all the luck in the world as we move into the competition.



Ofsted widens it’s inspections

From September 2019 Ofsted began to use the new Education Inspection Framework to conduct all inspections of secondary, PRU, special school, further education colleges and sixth form provision.

The guide will enable leaders to consider how making progress towards meeting
all eight Gatsby Benchmarks adds capacity to schools’ ability to “prepare pupils
for future success in their next steps” as detailed in the Education Inspection
Framework. This does imply a broader definition of careers and encompasses every
learner identifying, developing and articulating their skills interests and talents.
It also involves enabling students to develop the knowledge, understanding and
skills needed to “be successful in life”.

We warmly welcome this move since we are committed to coaching young people in the development of their behaviours and attitudes, personal development and leadership skills in schools. Our 10-week after school programme is making significant improvements in pupils soft skills and we measure this through an impact study for each individual student.

Impact study image

What does E + R =?

No it’s not algebra….

It stands for Event + Response = Outcome.

The basic idea is this: Every outcome we experience in life (whether it’s success or failure, health or illness, happiness or frustration) is the result of how we have responded to an earlier event (or events) in our lives.

If you don’t like the outcomes you are currently getting, there are two choices you can make:

  1. You can blame the event (E) for you lack of results (O) or
  2. You can instead simply change your responses (R) to the events (E) – the way things are-until you get the outcomes (O) you want

We’re practising this with teenagers at school this week.

What will you do differently this week?