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Most students who receive counselling support show improved psychological health, and this has a lasting, positive impact. Eight in ten students reported improved psychological health after receiving counselling, and those students with high levels of distress are likely to show the most improvement. Itâs also encouraging that we saw improvements in studentsâ attendance, behaviour, and learning progress. Â
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Relationships between counsellors and the schoolâs staff, students, and parents and whÄnau make a difference. Good relationships help counsellors to understand the school, build trust with students, and become part of the school community; all of which help with their work with students.Â
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We found that itâs valuable for counsellors to have opportunities to collaborate with teachers and leaders, and to connect with other services provided by the school that can have links to counselling, for example school nurses and Resource Teachers: Learning and Behaviour (RTLBs). This helps counsellors to fit their work in with the specific needs and opportunities at the school. Â
School leaders have a key role in promoting good collaboration, but counsellors can work to:Â
Having multiple referral pathways is helpful. Our evaluation found that most referrals to counsellors tend to be made by teachers and school leaders, and these are usually related to observable signs of distress like behaviour issues. Sometimes students with less observable signs of distress, such as grief, are missed. Having multiple ways that students can be referred to counsellors, including through parents and whÄnau, and self-referrals by students themselves, can help to respond to a wider range of needs. Counsellors can work with schools to share clear information with students and parents and whÄnau, about how to self-refer or refer their children.Â
Counselling in primary schools works best when there is a suitable in-school venue. We heard that itâs important to have dedicated, safe spaces for counselling sessions. Students told us that it makes a difference when their counsellors are regularly visible and available at the school. We heard that this helps to normalise counselling, reducing stigma so students feel more comfortable accessing counselling support. Students, teachers, and parents and whÄnau told us that having counsellors on-site also means better access for those in remote areas and improves the uptake of counselling.Â
In-school counselling works best when students receive more than three hours of support. More counselling hours positively impacts studentsâ learning and engagement, as well as their mental health. Students who receive at least three hours of counselling are more likely to show improved mental health, learning, and engagement outcomes.Â
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Most students who receive counselling support show improved psychological health, and this has a lasting, positive impact. Eight in ten students reported improved psychological health after receiving counselling, and those students with high levels of distress are likely to show the most improvement. Itâs also encouraging that we saw improvements in studentsâ attendance, behaviour, and learning progress. Â
Â
Relationships between counsellors and the schoolâs staff, students, and parents and whÄnau make a difference. Good relationships help counsellors to understand the school, build trust with students, and become part of the school community; all of which help with their work with students.Â
Â
We found that itâs valuable for counsellors to have opportunities to collaborate with teachers and leaders, and to connect with other services provided by the school that can have links to counselling, for example school nurses and Resource Teachers: Learning and Behaviour (RTLBs). This helps counsellors to fit their work in with the specific needs and opportunities at the school. Â
School leaders have a key role in promoting good collaboration, but counsellors can work to:Â
Having multiple referral pathways is helpful. Our evaluation found that most referrals to counsellors tend to be made by teachers and school leaders, and these are usually related to observable signs of distress like behaviour issues. Sometimes students with less observable signs of distress, such as grief, are missed. Having multiple ways that students can be referred to counsellors, including through parents and whÄnau, and self-referrals by students themselves, can help to respond to a wider range of needs. Counsellors can work with schools to share clear information with students and parents and whÄnau, about how to self-refer or refer their children.Â
Counselling in primary schools works best when there is a suitable in-school venue. We heard that itâs important to have dedicated, safe spaces for counselling sessions. Students told us that it makes a difference when their counsellors are regularly visible and available at the school. We heard that this helps to normalise counselling, reducing stigma so students feel more comfortable accessing counselling support. Students, teachers, and parents and whÄnau told us that having counsellors on-site also means better access for those in remote areas and improves the uptake of counselling.Â
In-school counselling works best when students receive more than three hours of support. More counselling hours positively impacts studentsâ learning and engagement, as well as their mental health. Students who receive at least three hours of counselling are more likely to show improved mental health, learning, and engagement outcomes.Â
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