Online coaching for children and teenagers across Europe.

Growing up between languages and cultures is common for international children in Europe, and it asks more of a child socially than it looks like on paper. A child can be fluent in two languages and still hesitate before joining a conversation, unsure which version of themselves fits the room.

Moves are another constant. Children who have changed school mid-year, or who expect to again, often hold back from settling fully. Sessions give them somewhere to think about that out loud with an adult who is not worried by it.

Ruby and your child look at what is actually happening in a friendship or a group chat, in English or in your child's other language, and work out what your child could try next. For a child who has recently arrived, that is often more useful than being told to put themselves out there.

Teenagers tend to work on harder ground, including friendships that have quietly changed since starting secondary school, and how to say something honest to a friend without losing them.

There is more detail in the social and friendships coaching programme.

School days vary widely across European schools, but the pattern is familiar: a full day, homework in one or two languages, and a child who genuinely does not know where to start. Ruby and your child build a simple system your child can run themselves.

Parents usually notice the difference first in how much chasing they are doing, and how much less of a fight the evening becomes.

This work follows the organisation and independence programme.

Motivation and mood often move together. A child who has stopped trying is frequently a child who has quietly decided they are not good enough, rather than one who does not care. Ruby and your child work on noticing that thought and testing it against what is actually true.

Where a family is preparing for another move, sessions cover the practical worries as well as the feelings underneath them.

Ruby has spent years working with autistic children, children with ADHD, and children whose profiles include differences in processing speed, working memory or executive functioning. The approach is neurodiversity-affirming: the aim is a workable day and a child who understands themselves, not a child taught to mask.

For families in Europe who are waiting on assessment, or working within an unfamiliar system for additional needs, online sessions can be a practical way to get experienced, English-language support in the meantime.

You can read more about SEN coaching and how it is adapted for each child.

Tuition is available alongside coaching for ages 7 to 13, aligned with the UK National Curriculum and adapted for children in international, bilingual and British schools across Europe. It is most often used to keep a British curriculum thread going, or to rebuild confidence in a subject that has become a source of dread.

You can read more about international tuition for ages 7 to 13.

Ruby works from the UK, generally between 9am and 6pm UK time. Most of Europe sits within an hour or two of UK time, so a slot straight after the school day falls comfortably inside her working day. Ruby works across time zones, and will find a regular slot that fits your family's week.

Sessions are one to one over video call at a regular weekly or fortnightly time, with written notes to you afterwards.