The impact of school-based counselling on young people's capacity to study and learn

ABSTRACT

This article explores how school-based counselling might impact young people's capacity to study and learn. Previous research has indicated that counselling in schools has an indirect positive impact on academic achievement. A mixed methods approach, using a semi-structured qualitative interview and a brief rating scale, was employed with 21 young people who have been recipients of school-based counselling in the UK. The findings from the interviews were analysed thematically. All participants felt counselling had in some way benefited their studying and learning. Counselling was perceived by clients as positively impacting upon their academic achievement by improving their concentration, motivation to study and attend school, behaviour in class and relationships with teachers. The findings replicate evidence from previous research that school-based counselling indirectly benefits young people's capacity to study and learn.

Keywords:

• school-based counselling
• young people
• humanistic therapy
• concentration
• qualitative

Acknowledgements

Thanks to Susan McGinnis, Susy Armstrong and all counsellors and pastoral care staff who helped with recruitment and data collection; Karen Cromarty for her suggestions and feedback at various stages of the project.