Ethics and Professional Conduct Statement
As an International Coach Federation (ICF) accredited coach and member, I am committed to delivering coaching that is ethical, respectful and grounded in evidence-informed practice.
Coaching is an unregulated field, but I choose to align myself with a respected professional body so clients can feel confident in the quality, safety and integrity of the support they receive.
This Code of Ethics outlines the standards, responsibilities, and values that guide my work with both young people and adults.
As a coach, I hereby commit the following:
1. Professional Commitments
- I represent my skills, training, and qualifications honestly and transparently
- I explain our coaching relationship, fees, and expectations clearly before we begin
- I put a coaching agreement in place with all clients (and parents and/or carers where appropriate)
- I disclose any conflicts of interest as soon as they become known
- I work within the boundaries of coaching and refer to other professionals when needed
- I keep accurate, confidential records in line with UK data protection law
2. Creating a Safe and Supportive Coaching Space
- I offer an environment where clients can think freely, explore openly, and feel emotionally supported
- I work in a sensitive, trauma‑aware way
- I respond with empathy to signs of distress, overwhelm, or disengagement
- I respect each client’s individual needs
- I ensure young people are heard, validated, and involved in decisions about their coaching
- I stay within my professional remit and do not diagnose or offer clinical opinions
3. Equity, Inclusion, and Anti‑Bias Practice
- I respect equality, diversity, and all protected characteristics
- I actively reflect on and challenge my own unconscious biases through supervision and ongoing learning
- I recognise how systemic barriers impact neurodivergent people, particularly those from marginalised communities
- I create an inclusive, respectful, and identity‑affirming coaching environment
4. Accessibility and Adaptation
- I adapt sessions to support comfort, engagement, and processing, remaining flexible and creative in meeting individual needs. Examples include:
- shorter or longer sessions
- taking breaks
- movement‑based or “walk and talk” coaching
- adjusting my style
- sensory‑friendly approaches
5. Supporting Growth and Life Skills
- I provide a non-judgemental, supportive space for clients to explore, develop, and strengthen their skills and wellbeing. This may include but is not limited to:
- communication and self‑advocacy
- stress and anxiety management
- understanding strengths and support needs
- emotional processing
- practical tools for daily life, education, and work
6. Safeguarding and Duty of Care
- I practise within the scope of coaching and signpost or refer clients when additional support is needed
- I follow ethical and legal safeguarding requirements and take appropriate action if:
- a client is at risk of harm
- someone else may be at risk
- the law requires information to be shared
7. Confidentiality and Professional Boundaries
- I maintain clear, correct, and confidential records
- If coaching is employer‑funded, session content remains confidential unless the client chooses to share it
- I uphold confidentiality unless there is a safeguarding concern or legal obligation
- I maintain clear, ethical boundaries at all times
8. Ongoing Professional Development
- I commit to continuous learning and growth, including:
- regular training in neurodiversity, inclusion, and coaching ethics
- ongoing supervision and reflective practice
- staying informed about UK standards and emerging research
- contributing to the development of neurodiversity‑affirming practice
- correctly referencing all sources used in my work