I saw thoughtful people stuck in loops. Systems thinking helped me break mine. I coach to share clear tools and steady support.

I value steady progress over quick fixes. Mapping what is going on gave me room to move. I coach so others feel that ease.

My work showed me how small changes add up. Systems thinking made that repeatable. Coaching lets me pass it on.

Coaching has supported me through ebbs in my life and I enjoy being of service to others who are challenged and need support.

Quiet, focused sessions. We map what is happening. We choose one step. You leave with a simple action and support between sessions.

Practical and kind. We explore, plan, act, review. Short tasks. Honest check ins.

Human and clear. Direct questions. Concrete next steps. Gentle accountability.

Having spent my career in education and witnessed the increased demand in SEND support, I want to support education settings in providing support for their most vulnerable children in a manner which is sustainable and encourages action rather than waiting for a diagnosis or outside professional to advise on next steps.

Through collaboration, group work and iteration, I work alongside education professionals to identify a system which can flex to the needs of the setting and provide a model which enables regular reflection and encourages small, cumulative changes rather than quick fixes.

How I work

Why I train...

Why I coach...

About me:

I have professional qualifications in coaching, teaching, systems thinking and neurodiversity assessment.

Coaching is how I share this approach. We map what is happening, pick simple experiments, and review results. Step by step you gain clarity, skills, and confidence to reach goals that matter. For more on coaching visit For Individuals.

Systems thinking underpins a way of working which fosters iteration and embracing what feels confusing or tough. It enables people to in my work and life face tough problems with less noise and more stress-resilience.

I’m Kelly Challis and I have supported children, young people and adults since my first role as a primary school teaching assistant. Every person I have worked with has wanted to succeed but their level of success has heavily relied on the environment and how supportive or hostile it is.

Through writing systems of support I have created a programme to support schools in building their own systems of support. For more information visit For Schools.