About Volare

Preventative mental fitness
for young people.

Working with schools, education leaders, young people, and families to strengthen the health of the mind through consistent, preventative approaches to mental health and wellbeing.

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What Volare is

A preventative mental fitness consultancy.

Not just wellbeing rebranded.

Volare is an education consultancy working across both schools and individuals.

In schools, we work with both staff and young people, training and supporting staff so the whole setting can recognise and respond to need with greater consistency, while helping young people build the skills to navigate challenges themselves.

With individuals and families, we work more directly, building psychological skills and resilience through one-to-one coaching.

What connects the two is a commitment to lasting capability: we're not there to deliver a one-off intervention, but to build something that continues to hold once we step back.

Why Volare exists

The problem isn't a lack of care.

It's that support arrives too late.

Across schools, families, and the services around young people, support is real and the intention is genuine. But too often it arrives only once a young person is already struggling, is applied inconsistently, and comes after a situation has become harder to manage.

What is missing is earlier understanding, earlier recognition, and earlier support.

Without a shared understanding of how to recognise, interpret, and respond to need, pressure can build unnoticed until it reaches a point that is harder to address.

Volare was built in response to that gap, not to add another programme, but to strengthen the understanding, skills, and support that allow preventative mental fitness to take hold, whether in a whole school or in the life of one young person.

What is actually missing

Most schools have support in place. The challenge is not whether it exists, but how consistently it holds.

Support depends on the right person being available

When understanding is not shared across a staff team, consistency depends on who responds rather than a whole-school approach embedded across the setting.

A student's experience varies

Without a shared language and framework, responses can differ significantly between staff, creating inconsistency in how needs are recognised and supported.

Escalation is not always identified early

Without shared awareness, pressure can build unnoticed across individuals, groups, or year cohorts until it becomes harder to address.

What changes in practice

The difference shows up in everyday life.

Staff respond to emerging difficulty with greater consistency and confidence.
Situations are recognised earlier, before they escalate.
Pressure across year groups becomes visible rather than accumulating unnoticed.
Reliance on a small number of individuals carrying the most begins to reduce.

This is not sustained through external input. It is held internally through shared understanding, stronger professional judgement, and the capability to respond consistently. The school owns it.

Young people build the skills to recognise and manage difficulty themselves.
Challenges are addressed early, before they take hold.
Parents feel more confident supporting their child day-to-day.
Support becomes something built in, not something reached for in crisis.

The change isn't dependent on us. It's built to hold on its own.

Meet the founder

Kellie Offen

Founder & Mental Fitness Consultant

With nearly 30 years across education, social care, and community settings, spanning Pupil Referral Units, establishing and leading an alternative education provision, supporting looked-after children, and contributing to whole-school leadership, Kellie has seen what happens when support arrives too late. Volare is built on that experience: shifting the focus from reactive response to structured, sustainable prevention.

Her work sits at the intersection of education, psychology, and human development, helping schools build the conditions, language, and capability needed to strengthen mental fitness across whole communities.

Kellie holds a Masters in Positive Psychology and Coaching Psychology with Distinction. Her approach is informed by coaching psychology and positive psychology, combining evidence-based practice with extensive experience across education, safeguarding, social care, and youth development.

MSc Applied Positive Psychology and Coaching Psychology (Distinction) EMCC Accredited Senior Practitioner Coach/Mentor Applied Positive Psychology Practitioner

Preventative mental fitnessfor young people.