Coaching for GCSEs and A-levels: Building Confidence, Clarity and Exam Success

As a paediatrician and ADHD coach, one of the most rewarding parts of my work is supporting young people as they prepare for exams. I often find myself wishing that this kind of support had been available when I was at school.

While I specialise in working with neurodivergent young people, the strategies I use are helpful for all students.

Preparing for exams — whether GCSEs, A-levels, university assessments or postgraduate exams — can feel overwhelming. There are multiple subjects, mounting revision pressure and high expectations. Many of the young people I work with describe feeling stressed, stuck, or doubting their ability.

Coaching offers something different to tutoring. It isn’t about teaching subject content. It’s about understanding how you work best. It’s about building confidence and developing personalised strategies that help you succeed — not just academically, but personally and long-term.

Whether you’re studying for GCSEs, A-levels or your next stage of education, coaching can help you identify your strengths, improve time management and use revision techniques that genuinely work — particularly if you are neurodivergent.

Exam success is not just about intelligence

Success in exams is influenced by far more than academic ability. It also depends on:

• Self-belief

• Organisation

• Motivation

• Emotional regulation

• Effective revision strategies

  
  

Coaching supports growth in each of these areas. During sessions, we focus on building the practical skills that underpin sustainable success.

Starting with strengths

I often begin by helping young people identify their strengths. Most students can quickly tell me what they’re “bad at”, but struggle to recognise what they do well. Focusing on strengths builds confidence and provides a foundation for progress.

Confidence during exam preparation isn’t about feeling positive all the time. It’s about trusting yourself to cope. We work on breaking large goals into manageable steps, recognising progress, and reframing mistakes as learning opportunities. This shift in perspective builds resilience and self-belief.

Organisation and time management that actually work

A common challenge is simply knowing where to start. With multiple subjects and large volumes of content, it’s easy to feel paralysed.

Together, we break tasks down and create personalised systems for prioritising and planning. We explore focus techniques and time-management strategies that suit the individual. Everyone works differently — the key is finding what works for you.

For some students, externalising organisation is transformative. Large wall planners, colour-coded subjects, visible countdowns to exams and clear checklists can reduce cognitive load and support executive functioning.

Rethinking revision

Many traditional study systems assume students can sit still for long periods, focus in silence and follow rigid schedules. This doesn’t work for everyone.

Finding a revision strategy that suits your brain is crucial. Understanding what doesn’t work — and why — is just as important as discovering what does.

We may explore strategies such as:

• Time blocking

• The Pomodoro Technique

• Blurting

• Mind maps

• Flashcards

• The Leitner technique for memory retention

  
  

Active revision techniques are far more effective than passively rereading notes.

There is no single “correct” study setup. Some students focus best with background noise or music. Others need silence, low lighting or noise-cancelling headphones. Developing sensory awareness and understanding your optimal environment can significantly improve study efficiency.

Looking beyond the books

Exams can affect more than academic performance. They can disrupt sleep, mood, appetite and motivation.

Coaching also addresses anxiety management, grounding techniques, sleep hygiene and nutrition — supporting the whole person, not just the student.

Building independence and long-term success

Ultimately, the goal of coaching is independence.

I don’t want the young people I work with to rely on constant reminders, feel overwhelmed before every deadline, or doubt their ability. I want them to:

• Believe in themselves

• Plan and manage their own revision

• Reflect on what works

• Adjust strategies when needed

• Advocate for appropriate support

  
  

These are life skills that extend far beyond exams.

If you’re preparing for exams and would benefit from structured, personalised support — particularly if you are neurodivergent — coaching can help you move forward with greater clarity, confidence and calm.