School Support

How Babcock University Transformed First-Year Success with the Teens Coaching for Educators Program

  Background  

Babcock University is one of Nigeria’s leading private institutions, known for its academic excellence, moral standards, and commitment to producing well-rounded graduates. However, like many universities across the world, the transition from secondary school to campus life presented a recurring challenge - helping first-year students adapt to a new level of independence and responsibility.

  Problem  

Many incoming students struggled to adjust to the realities of university life. The sudden freedom, academic pressure, and exposure to new social influences often led to poor performance and in some cases, troubling behaviours such as experimentation with drugs or disengagement from learning.

The leadership team sought a sustainable solution that would not only improve academic performance but also shape students’ behaviour and mindset from the very start.

  Obstacles  

The initial challenge was integrating a behavioural development program into a university system traditionally centered on academics. Convincing stakeholders that mindset and emotional intelligence were as critical as grades required clear results and consistent engagement with faculty and administrators.

  Solution  

Through the Teens Coaching for Educators framework, our team designed and implemented a first-of-its-kind compulsory entry-level course - a behavioural and mindset reorientation program embedded into the university’s curriculum for all freshmen.

This course went beyond academic orientation; it focused on personal development, emotional intelligence, self-leadership, values, and responsible freedom. By influencing behaviour through coaching principles, it helped students build a stronger foundation for success both in and out of the classroom.

  Outcome  

The results were undeniable. Within a short period, student performance improved, classroom engagement increased, and cases of juvenile delinquency dropped significantly.

Students reported feeling more grounded, self-aware, and prepared to navigate university life successfully.

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Ambassadors College, Nigeria - Ready for Life Child Development Systems

  Background  

Ambassadors College, a leading private school in Nigeria, sought to raise well-rounded students who excel academically and morally. However, the school began to notice concerning behavioural patterns among some students. This was a reflection of the broader challenges facing many young Africans today.

  Problem  

With the rising impact of HIV/AIDS, increasing moral decadence, and the growing influence of crime among African youths both at home and in the diaspora, many children were losing focus. In addition, cases of sexual violence and peer pressure were beginning to affect students’ academic performance and emotional stability. There was an urgent need for a values-based intervention that could realign students with purpose, discipline, and self-worth.

  Obstacles  

Parents were struggling to keep up with their children’s development, while teachers were unequipped to handle the emotional and behavioral struggles that came up in class. The gap between school training and home support was widening, and without a structured system, early signs of behavioural decline were often missed.

  Solution  

We implemented the Ready for Life Child Development System - a values-based, mentoring-focused program designed to build character, emotional stability, and life skills in children.

The system empowered teachers to deliver weekly developmental lessons across all classes while simultaneously providing parents with virtual coaching to strengthen co-parenting and reinforce positive values at home. This integration ensured a unified approach between school and home in shaping the child’s growth.

  Outcome  

- Improved academic performance and classroom focus among students

- Noticeable reduction in disciplinary and behavioural issues

- Stronger collaboration between parents and teachers

- A renewed sense of purpose, responsibility, and integrity in the student body.

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