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How does the use of scaling from the OSKAR framework impact upon student progress and emotional well-being?

Principal focus of the project

The focus was on using educational coaching conversations to address the difficulty students have expressing how they feel they are progressing, in terms of academic progress and motivation, confidence, and emotional wellbeing

What is this about and what were the main findings?

The primary finding was that the statistical analusis of questionnaires didn't show a significant difference between scaling and non-scaling groups in terms of student's perception of their performance and well-being. Thematic analysis showed that one to one conversations were generally received positively by students, and are important to positively impact their learning - but the quality of the one to one is key

Number of participants who worked with the project
Name(s) of authors

Andrew Stork - Sheffield College

Name of associate programmes

ETF/SUNCETT Research Development Fellowship Programme


A poster and report produced by practitioners at Sheffield College describing their investigation into how using coaching approaches can support learners.

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