What happens in the brain during coaching?

An evidence-based look at learning and change in organizations

Neuroplasticity as the basis for lasting change

Changing behavior means changing the brain. From a neurobiological perspective, learning is not a metaphorical process, but a concrete restructuring of neural structures. Research on neuroplasticity shows that synaptic connections in the brain are continuously adapted, strengthened, or deleted—depending on how we think, act, and reflect. This adaptability remains intact even in adulthood (1).

Such structural restructuring processes are triggered in particular when information is linked to emotional relevance, cognitively processed, and repeatedly applied. Studies conducted by the University of Freiburg show that targeted repetition, emotional embedding, and mental engagement trigger long-term synaptic potentiation, a central principle for sustainable learning (2).

Coaching as a neuroplastic learning process

Coaching provides a structured space for precisely these neuroplastic processes. Systematic reflection on one's own beliefs and behavior patterns activates areas of the prefrontal cortex in particular—the regions of the brain that are central to self-regulation, planning, and decision-making (3).

The coaching relationship itself acts as a social reinforcer: dopamine and oxytocin releases not only promote relationship quality, but also promote synaptic reinforcement and neural receptivity.

In this context, Boyatzis and Jack refer to the "default mode network" (DMN), which can be activated through coaching when an emotionally resonant, visionary state ("positive emotional attractor") is stimulated. This state enables creative insights, a change of perspective, and a state of inner openness that is crucial for lasting behavioral change (4).

Reframing: Neural restructuring through a change of perspective

A key tool in coaching is reframing, i.e., the conscious reinterpretation of situations and experiences. Neurophysiologically, reframing leads to a reduction in amygdala activity (less stress) and a strengthening of prefrontal control (more cognitive clarity). This creates a neurobiological window for new courses of action. Coaching makes targeted use of this effect to break through dysfunctional patterns and establish new, effective paths.

Evidence of effectiveness in an organizational context

The meta-analysis by Theeboom et al. (2013) (5) proves the effectiveness of coaching in five key categories of organizationally relevant outcomes: performance/competence, well-being, coping skills, work attitudes, and goal-oriented self-regulation.  Particularly noteworthy is the effect on self-regulation, which is considered a key neurocognitive mechanism of adaptive behavior.

This shows that coaching is not only subjectively "helpful," but can also be understood as an evidence-based process of behavior modulation. The neural correlates can increasingly be detected using imaging techniques (fMRI, EEG) and linked to psychological outcome measurements.

Implications for organizations

In an increasingly complex, uncertain, and dynamic environment (VUCA), organizations are challenged to specifically promote the learning ability, self-management, and adaptability of their members. Coaching creates an individualized space in which neurobiologically effective learning can take place. Instead of influencing behavior solely through knowledge or training, coaching directly addresses the underlying neural patterns.

For organizations, this means that if you are serious about change, you have to engage the brain. Coaching is not an add-on, but a strategic tool for developing future competence at the neural level. Organizations that harness the potential of neuroplastic development invest not only in individual performance, but also in the collective adaptability of their systems.

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Sources

(1) Max Planck Institute for Human Cognitive and Brain Sciences. (n.d.). Cognition and Plasticity – Research Group Prof. Dr. Claudia Lengersdorf. Max Planck Society. https://www.cbs.mpg.de/selbststaendige-forschungsgruppen/kognition-und-plastizitaet 

(2) University of Freiburg. (2022). How the brain rewires itself during learning. https://kommunikation.uni-freiburg.de/pm/online-magazin/forschen-und-entdecken/wie-sich-das-hirn-beim-lernen-neu-verdrahtet

(3) Wegener, T., Wegener, C., & Scheel, T. E. (2024). On the effectiveness of systemic coaching in the work and organizational context: A meta-analysis. Organizational Consulting, Supervision, Coaching, 31, 19–41. https://doi.org/10.1007/s11613-024-00910-1 

(4) Boyatzis, R. E., & Jack, A. I. (2018). The neuroscience of coaching: Why the tools work. Consulting Psychology Journal: Practice and Research, 70(1), 11–27. https://icfsverige.se/wp-content/uploads/2019/04/The-neuroscience-of-coaching-by-Boyatzis-Jack-2018.pdf

(5) Theeboom, T., Beersma, B., & van Vianen, A. E. M. (2014). Does coaching work? A meta-analysis on the effects of coaching on individual-level outcomes in an organizational context. The Journal of Positive Psychology, 9(1), 1–18. https://doi.org/10.1080/17439760.2013.837499