March for me is all about Maths… and Mindset.
Over my 25 years of working with young adults I’ve found these two to be an absolutely perfect combination for the all-round empowerment of teenagers, in school and out of school.
And it’s that time of year - right now - when everyone can start to get a bit panicky and unsettled about exams and grade attainment - teens and parents alike.
In fact, as parents we also need to manage our mindset and our emotions at this intense end of the academic year, especially for those students in Years 10 & 11 in the UK and internationally who are about to sit their all important GCSE exams.
My experience, working as a tutor in London many moons ago and now as an English & Maths specialist tutor, academic mentor and life coach for teenagers - mostly aged 13-16 - these past 25 years has led me to focus on the big picture for them and for their families. To address the roots of what’s causing them problems and to shoot for the stars - happiness, motivation, life meaning and purpose, joy - in terms of their overall life development from the point I start to work with them onwards.
My job is to help parents and teens not to get sucked into the breathless, hoop-jumping, short term exam survival that we so easily can be drawn into, and instead to pan out and really consider what’s going to support our kids to not only conquer the GCSE challenge and come out with the best grades they are capable of, but in the process build a new mindset, a new level of maturity and responsibility, a new sense of their own agency in the world, in school and out of school.
Setting their personal lifestyle and mindset foundations at this critical age and stage, and forever more, for living a happy, healthy and successful life, where they find and feel real integrity, authenticity and fulfilment in what they are doing, including right now in their current schooling and all their GCSE subjects, and then taking that in to all their future work and life endeavours.
It’s part of my role to enable my students to achieve the best grades that they are capable of - yes, 100% - but I always do this whilst making sure that they are learning the real lessons - the far bigger lessons in life - that the GCSE journey invites them into, not taking short cuts, not taking the cop-out option or choosing the short-term easier-seeming route over the long-term harder one to really help them to grow.
I want to be sure they all take advantage of the huge personal growth potential that the GCSE challenge offers along the way.
Here’s a list of what our kids can be profoundly benefitting from as they approach Maths GCSE, and in the GCSE journey in general:
building increasing intrinsic motivation to learn and work
taking ownership and personal responsibility for their studies
finding self-direction rather than just waiting to be told what next to do
executive functioning - how, when and why they should sit down and do productive work
developing work ethic and self-discipline (eg re phones)
designing their own healthy habits and morning / evenings routines
finding real freedom in commitment not in hiding out or avoiding challenge
taking on accountable goal-setting to realise their full potential and capacity
self-knowledge - understanding that limitations are largely self-imposed
mindset training - managing thoughts, emotions, self-talk and state
The essence of what I do with the lionshare of my students these days is to juggle Maths tuition - how to best do it (optimal processing) and mastery of one topic at a time (with videos and worksheets in between calls) - alongside these broader coaching pieces and vehicles for us enabling a student from the roots up.
To me - from extensive experience (25 years and counting!) - if we don’t trust that our young people are inherently capable, driven and responsible, if we don’t take the time to build the close, mentoring relationship that can support them best (as teachers or parents) and if we don’t bring in expansive, open life coaching support alongside the subject learning and practical Maths knowledge they are (hopefully) gaining, we are missing out on the vast impact we can actually have on a young person’s life, right now in this pursuit to get the best Maths grade possible.
We aren’t seeing the impact expanded out into all other GCSE subjects and into all areas of life that can serve them now, immediately in the eye of this storm, and way out into their future lives and selves.
One of my past students messaged me when he was doing his A Levels to say that in the GCSE years I had ‘changed his whole approach to academics’. And I know that also meant to life. He went from perceiving himself as a Maths failure to being ripped full of confidence, across the board, smashing all his GCSEs including getting a 7 in Maths. By the time he spontaneously messaged he was applying to Cambridge University, something which he admitted was an ‘inconceivable’ prospect back when we first met.
To me the opportunity in teaching Maths, 1:1 and in small groups, is about so much more than just the Maths. But the Maths, no question for me, is the PERFECT vehicle. Better than just offering them ‘coaching’ (for many), better than the restriction of just plodding ‘subject tutoring’ and better even - dare I say it - for some than therapy or counselling. After all if these dedicated professionals - school counsellors, therapists or CAMHS workers - cannot reach the teens (due to stigma or other barriers) or make the bond or relationship needed to retain the young adult’s interest in their services - which I know is often the case - then the student remains isolated and unreached, with no one to talk to, no one to give them the listening time and thinking time that we all know can make such a big difference to their life trajectory.
‘Maths tutoring’ as a pitch has so little friction for a student who wants help with this subject and opens the door for me to be able to naturally and effortlessly do the deeper coaching work with them.
Maths is how I get to see student fear, anxiety and self-doubt exposed so we can start to work to overcome these barriers to their success (in all subjects and with all future life challenges).
Maths is how I spend easy-going, fun and also focussed and productive time with them without them having to put their hand up for anything more confronting or intimidating-sounding, like ‘coaching’ (or therapy or counselling for that matter).
This way they don’t have to come into it feeling like they are a problem that needs fixing or that they’re weak or that they’re lesser than anyone else - none of which of course are accurate, self-respecting or helpful assessments of their own challenges but nonetheless many teens (and adults) think this way.
I’m looking forward to launching more group ‘Maths Mindset’ programmes too - for Foundation and Higher Tier - very soon (before Easter).
If you’d like to know more about them, just let us know and we’ll make sure you stay informed and don’t miss the sign-up window.
Enjoy the sunshine, drier ground and the first shoots of Spring meantime…!
Lots of love,
Henry
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Henry Dingle
Henry Dingle is the founder of Young Fire Academy and an expert teen and parent coach, as well as a specialist tutor. He helps exasperated parents and their demotivated teens reconnect and thrive by fostering authentic relationships, trust, and accountability. With over 20 years of experience working with teens, Henry’s approach ignites motivation, leading to greater self-confidence and real-life satisfaction.
He empowers students to take charge of their learning through mindset coaching, effective essay-writing techniques and Maths helping them build confidence and enjoy their academic journey. As a parent coach, Henry supports families in restoring trust, improving communication, and creating a more harmonious home environment.
