Two new studies have shown that having qualified school counsellors on site is beneficial for pupil mental health and wellbeing.
The first study1 found staff said counselling had a positive impact on most pupils - such as improving their mood, openness, coping and resilience skills
Growing body of evidence
It also helped to spread the load for other school staff, meaning they had more time to spend on teaching and other school activities. This adds to the growing body of evidence on the positive benefits of integrated funded school counselling.
The study is part of the wider ETHOS study - Effectiveness and Cost-effectiveness Trial of Humanistic Counselling in Schools – and is based on interviews with 16 school staff from ten participating schools.
Staff who’d worked in their school for several years said they’d seen a steady increase in mental health difficulties. Anxiety was the most reported issue, along with rising levels of self-harm, low mood, and depression.
In conclusion the study recommended that: ‘… school counselling services and counsellors should be fully integrated into pastoral teams and awareness of the service should be raised within schools.’
The study explored the views of 16 school staff from 10 secondary state London schools on the impact and effectiveness of counselling offered to pupils at their school.
School counselling provision is crucial
Jennifer O’Donnell, BACP Research Fellow who authored the paper, said: “Long-term implementation of counselling in schools, integration into wider school mental health provision is crucial, including increasing contact between counsellors and students to instil trust, familiarity and encourage attendance for those who need it.
“Wider mental health interventions and education across the whole school can reduce the stigma surrounding mental health discussions.”
Listening highly valued
A second study2, also part of ETHOS, looked at what specific factors in school-counselling young people found helpful or hindering. It found that young people valued listening, friendly and non-judgmental attitudes during school counselling sessions.
Fifty young people (13 to 16 years old), from London-based schools, who were experiencing moderate or severe emotional problems took part in up to ten school-based counselling sessions and were interviewed about their experience.
Counsellors employed a client-led approach (humanistic) enabling young people to open-up and take the conversation in the direction they wanted.
Opportunities to open up
Those involved in the interviews said they experienced ‘greater insight and self-understanding’ following the and they felt ‘unburdened and relieved’. They appreciated the opportunity to be listened to and express their feelings to an adult who was independent of the school.
Jo Holmes, our Children, Young People and Their Families policy lead who was involved in the study, said: “These recently published peer reviewed research papers build upon the growing evidence base that shows access to school counselling is a vital service that benefits both school staff and pupils.
“We know speaking to a school counsellor can be a transformative experience for children and young people. It can help them cope with the difficult circumstances they face in their lives - and to go on and flourish in the future.
“That’s why we’ll keep working with our partners Citizens UK, as part of a national campaign, to call for funded school counselling provision across schools and colleges in England.
“We believe there’s a place for the school counselling workforce in the Government’s manifesto commitment to provide access to a mental health professional in every school and we’ll continue to lobby for this.”
References
1. School staff perceptions of the impact of school counselling on young people, the school and integration into the school system (open access) published in Counselling and Psychotherapy Research journal.
2. Humanistic Therapy for Young People: Client-Perceived Helpful Aspects, Hindering Aspects, and Processes of Change (open access) published in the Journal of Child and Family Studies.

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