The purpose of coaching and mentoring in educational settings is to facilitate the development of positive learning dispositions, social and emotional well-being, knowledge construction and academic performance. These processes require a solid psychological basis considering the nature of learning in adolescent students. While it is not yet possible to develop fully a model of learning coaching and mentoring, a number of components can be described and synthesized in a visual representation. This paper combines the results from two research journeys that have been mutually influential, and proposes a unified psychological model that has pedagogical values in supporting the learning and development of adolescents. The inconclusive results of the studies offer several implications for further research. Firstly, we might involve a non-adolescent population in future research. Another