Motivational interviewing as a framework to guide school-based coaching

Jon Lee, Andy J. Frey, Keith Herman, Wendy Reinke

Research output: Contribution to journalArticlepeer-review

16 Scopus citations


In school-based settings, coaching is described as a professional development practice in which a person with specialized knowledge works with a teacher to change current practices to better student outcomes. Coaching has emerged as a strategy to support the successful deployment of evidence-based interventions. Still, little is known about the coaching process itself, and the literature does not yet clearly define the activities and skills that comprise the coaching process. In this article, we explore theoretical support for motivational interviewing (MI) [Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York, NY: Guilford Press] as a behavior change theory to guide coaching practice and research. In addition, we propose activities to conceptualize the coaching process, identify skills that are likely to contribute to successful coaching, highlight specific interventions or models that have used an MI approach to increase implementation fidelity within the context of a coaching relationship, and discuss implications for future research and practice.

Original languageEnglish (US)
Pages (from-to)225-239
Number of pages15
JournalAdvances in School Mental Health Promotion
Issue number4
StatePublished - Jan 1 2014
Externally publishedYes


  • behavior change
  • implementation fidelity
  • motivational interviewing
  • school-based coaching
  • teachers

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Pediatrics
  • Public Health, Environmental and Occupational Health
  • Psychiatry and Mental health


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