Purpose: It is important to understand the way in which coaching is being evidenced and utilised in UK education systems. Coaching models and practitioners have been integrated into the UK education system alongside major policy reforms, making their alignment with these initiatives essential for widespread acceptance and shared understanding within the education community. Design/methodology/approach: This rapid systematic review examines 22 empirical studies to gain deeper insights into the “who”, “what”, “why”, “where”, “when” and “how” of coaching in UK primary and secondary education. This review and report were guided by the Cochrane guidelines and the standards of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. The databases PsycINFO and Scopus were searched for peer-reviewed records written in English, by October 2022, involving coaching of primary or secondary school educators in the UK. Following study selection, study characteristics and outcomes were tabulated. Quality of evidence was appraised guided by the National Institute of Health and Care Excellence (NICE) quality appraisal checklist and narrative analysis was completed. Findings: Recommendations for optimising coaching psychology to better support UK educationalists are discussed, through the lenses of coaching purpose and quality assurance, within the broader context of teacher learning and support. Originality/value: This rapid review of evidence is the first to examine research evidence relating to coaching in primary and secondary education settings specifically in the UK.

Introduction: Advances in cystic fibrosis (CF) treatment have seen more people with CF starting a family. Females with CF (FwCF) have expressed a need for improved reproductive health‐related shared decision‐making (SDM) with health care providers. This study explored perspectives of FwCF and clinicians on the role and implementation of SDM tools in CF reproductive health care. Methods: We conducted qualitative semi‐structured interviews with FwCF and clinicians. We recruited clinicians through professional networks and FwCF via a previous study and social media. Interviews explored experiences of SDM related to reproductive health. Participants were given examples of SDM tools and asked to consider their utility within CF care. We analyzed interview transcripts using an inductive approach, identifying key themes. Results: Six FwCF and 23 clinicians participated. Four themes were identified: Perceived usefulness of an SDM approach for CF reproductive health, Role of tools in facilitating SDM, Considerations for SDM tool development, and Implementation of SDM in routine CF care. Participants saw information provision as key to SDM, enhancing patient confidence to initiate and engage in conversations. Participants considered SDM tools helpful at three stages: preparing for consultations, facilitating in‐consultation communication, and supporting post‐consultation reflection and discussion. Trustworthy content was key to engagement. Participants felt reproductive health conversations should start in adolescence and recur throughout the life course. Clinicians highlighted the need for a service‐wide culture supporting SDM. Conclusions: Both groups supported early and ongoing reproductive health‐related SDM. Further research should evaluate CF‐specific reproductive health SDM interventions that build confidence, skills, and foster a health‐service culture supportive of SDM.

The negative impact of low levels of physical activity upon global health and wellbeing has been consistently observed and emphasized. These negative impacts are magnified for individuals with mental ill‐health, resulting in a higher prevalence of physical comorbidities and reduced life expectancy compared to the general population (Chan et al. 2023). An approach to supporting the promotion of physical activity for people with mental ill‐health is physical activity in the natural environment (e.g., Barton and Rogerson 2017; White et al. 2019). Previous research has demonstrated the associated benefits of physical activity in nature (e.g., Barton and Rogerson 2017; Jimenez et al. 2021), however, to date there are no published applied guidelines to support the inclusion of physical activity in nature as a restorative and preventative measure for people with mental ill‐health. Thus, in this study we aimed to identify current practical recommendations for physical activity in nature for enhancing mental health and wellbeing. To achieve the aim, a scoping review of reviews was conducted, from which 919 manuscripts were identified, 54 full‐texts screened, and 18 full‐texts reviewed. Following analysis, six recommendations were developed relating to: natural environment, activity type, program duration, session duration, social interaction, and target populations. The developed set of recommendations can be used as a guide to support physical activity in nature and acts as a foundation for future guidelines and applied interventions into nature‐based physical activity for restorative and preventative approaches to enhance the mental health and wellbeing of people with mental ill‐health.

Background: This pilot survey explored the views of clinicians and service users regarding the use of AI in a specific diagnostic scenario of OME. Methods: An online survey was conducted in collaboration with a Patient and Public Involvement and Engagement panel and advertised through research and clinical networks, social media platforms. Participants (N = 95; 21–72 years) included clinicians (59%) and service users (32%; patients and carers) with experience of OME. Quantitative and qualitative data were collected and analysed, comparing the views of the two groups across the two contexts. Results: Participants demonstrated a generally positive view of AI in OME diagnostics and in healthcare. Clinicians and service users reported comparable levels of trust and acceptance, although clinicians expressed greater concerns about flexibility and accuracy. Perceived key benefits included time and cost savings, while transparency and trust appeared as pivotal facilitators for acceptance. Frequent concerns centred on operational reliability and ethical considerations, with less emphasis on data confidentiality. Conclusions: The findings indicate broad support for AI applications both in OME diagnosis and more widely in healthcare, contingent on addressing concerns about accuracy, human oversight, and ethical use. Recommendations include focused communication strategies emphasising transparency and human oversight in the clinical decision-making processes.

Purpose: Coaching has been integrated into the UK education system to support teacher professional development, enhance pedagogical practices and improve student outcomes. While instructional coaching implementation and professional development barriers have been explored internationally, less research has examined how coaching is relationally experienced and organisationally positioned within UK schools across varied educational contexts. Drawing on Self-Determination Theory (SDT; Ryan and Deci, 2002) and the Job Demands-Resources model (JD-R; Bakker and Demerouti, 2017; Demerouti et al., 2001), this study explores how coaching is understood, enacted and organisationally situated in primary and secondary education. Design/methodology/approach: A mixed-methods design was employed, consisting of a national survey (n = 242) examining awareness, accessibility and delivery of coaching. Semi-structured interviews and focus group data (n = 26) were analysed using reflexive thematic analysis to explore lived experiences of coaching. Findings: Survey data indicated widespread awareness of coaching but variability in access, delivery models and organisational embedding. Qualitative analysis generated four interrelated themes. Findings indicate that coaching is a contested and relationally negotiated practice, positioned at the boundary between developmental support and organisational surveillance. Engagement is shaped by perceptions of autonomy, psychological safety, leadership positioning and coach credibility. Practical implications: Findings highlight the need for clearer role boundaries, structured coach training, leadership endorsement and the provision of protected time to ensure coaching functions as a developmental resource rather than as an evaluative mechanism. Embedding coaching within school infrastructure and creating psychologically safe coaching environments may strengthen professional growth, agency and sustainability in teaching. Originality/value: This study extends coaching scholarship by applying SDT and the JD-R model to teachers as recipients of coaching and by conceptualising coaching as a relationally negotiated organisational practice rather than a discrete intervention. The findings highlight the structural and relational conditions necessary for coaching to enhance professional development and sustainability in schools.