Teachers should not only educate students. They must also advise their students—whether it's when stress and performance pressure burden their daily lives or when learning blockages hinder academic success. Typically, teachers lack the counseling skills for this. They also find themselves in role conflicts, as they are simultaneously educators, caregivers, and authority figures. Coaching, as a specific form of counseling, is particularly well-suited for this school context. The primary goal of coaching is to assist in self-help and self-responsibility. This volume offers theoretically and empirically validated practical knowledge on the topic of "Coaching in Schools." It focuses on the issues and counseling occasions of students, the constructive handling of role expectations placed on teachers, and the steps towards problem-solving in the coaching process.