Research indicates that school staff consider they lack skills to manage challenging pupil behaviours; with these behaviours being one of the top reasons teachers leave the profession. The current research uses a mixed methodology to investigate whether emotion coaching (EC) training improves school staff job satisfaction. A whole school staff were trained in EC and completed pre and post measures in affective and cognitive job satisfaction; mean school staff job satisfaction, observed a month after EC training, was not statistically significant. Two ‘core’ staff members were provided with EC implementation training and took part in semi-structured interviews. A hybrid thematic analysis revealed that EC was considered an effective strategy, but teachers thought it took time to become proficient in- time that they did not have. EC use was undermined by the school staff responsibilities. The teachers noted that EC would likely be neglected if not monitored; suggesting that in order for interventions like EC to be effective, those in leadership positions, within the school and in the wider context, need to acknowledge the benefits and provide staff with support and flexibility to work in this way, for the benefit of those working in schools, and for the pupils in attendance.