Dolores Hill

Student Life Coach and Organisational Psychologist with a strong foundation in behavioural science, person-centred coaching, and adolescent and young adult development. Qualified Teacher with over four years of frontline experience supporting young people across a wide range of social, emotional, and academic needs. In independent practice, I work 1:1 and in groups with students navigating transitions, confidence, identity, motivation, academic pressure, and life beyond the classroom. I draw on Acceptance and Commitment Therapy (ACT), values-based goal-setting, and Hogan psychometric tools to help clients understand themselves better and build sustainable, self-directed change. I bring warmth, structure, and a genuine investment in the people I work with.

Core Skills

1:1 and group coaching • Acceptance and Commitment Therapy (ACT) • Hogan Psychometric Accreditation • Values clarification and goal-setting • Supporting transitions (academic, career, personal) • Confidence, self-efficacy, and resilience building • Safeguarding and child protection • SEND, EAL, and trauma-informed practice • Workshop design and facilitation • Wellbeing programme design and evaluation

What I Offer Students
• Navigating the transition to university, college, or the workplace
• Academic confidence, motivation, and procrastination
• Identity, self-worth, and finding a sense of direction
• Managing anxiety, perfectionism, and pressure to perform
• Career clarity and understanding personal strengths and values
• Building resilience and self-compassion through setbacks
• Relationships, communication, and social confidence
• Life skills: independence, decision-making, and self-management

I work in a way that is warm, evidence-based, and led by the client. I do not believe in one-size-fits-all solutions or quick fixes. My background in psychology and education means I take development seriously, and that I want to understand what is actually going on for someone, not just what is visible on the surface. I am particularly interested in working with students who feel the pressure to have it all figured out, and who need space to explore who they are and what they actually want, without judgment. I have been that person, and I find it meaningful work.