School Counselor Q&A

W W W S C H O O L C O U N S E L O R O R G 7 The School Counselor

School counseling plays a vital role in fostering students’ development across three interconnected domains: career, academic, and social/emotional growth. The American School Counselor Association (ASCA) emphasizes that these areas are not mutually exclusive but influence one another, collectively contributing to student success. Since the 2017 adoption of the ASCA position, there has been an evolving understanding of the comprehensive role school counselors serve in facilitating student development and postsecondary readiness.

Delivering effective programs that impact student growth requires a deliberate focus on each domain while recognizing their synergy. Career development begins early—starting in kindergarten with students gaining awareness of various options and understanding the skills necessary for success in multiple pathways, including college, careers, military service, or technical certifications (ASCA, 2014). School counselors introduce students to career concepts through activities that help them identify interests, abilities, and career clusters, encouraging exploration and early planning (Gysbers, 2013). By fostering awareness and curiosity, counselors lay the groundwork for lifelong career development.

An essential aspect of the counselor’s role is facilitating students’ understanding of the connection between academic pursuits and future career opportunities. Counselors help students develop academic plans aligned with their postsecondary goals, ensuring they acquire necessary skills and credentials (Schenck, Anctil, & Smith, 2010). This involves collaboration with educators, families, and community partners to create a college- and career-ready culture in schools. Moreover, counselors advocate for equitable access to college and career pathways, identifying and addressing biases or gaps that may hinder some students from reaching their full potential (American School Counselor Association, 2016).

In the social and emotional domain, school counselors work to cultivate resilience, motivation, and positive attitudes towards learning. They provide interventions to support self-efficacy, identity formation, and perseverance—traits that underpin long-term career success (Savitz-Romer & Bouffard, 2013). Through classroom lessons, individual counseling, and group activities, students develop soft skills such as communication, teamwork, and problem-solving—competencies crucial in any career field.

The role of school counselors in career development also involves guiding students through the transition from secondary education to postsecondary settings or the workforce. This includes providing students with a variety of postsecondary pathway options, from traditional college enrollment to apprenticeships and military service, and helping them develop the necessary skills for success in these endeavors (Chicago Public Schools, n.d.). Additionally, counselors facilitate early college programs like dual credit and dual enrollment opportunities, making postsecondary education more accessible and aligned with students' interests (Stipanovic, 2010).

Creating a college- and career-ready environment requires strategic collaboration among counselors, administrators, teachers, and families. School counselors advocate for integrating career education into curricula and ensuring all students have opportunities to develop relevant skills and mindsets. Emphasizing lifelong learning, adaptability, and resilience prepares students for evolving career landscapes characterized by uncertainty and rapid change (Conley, 2013). Moreover, counselors identify barriers to access and meet with stakeholders to implement corrective measures that promote equity (Morgan, Greenwaldt, & Gosselin, 2014).

Effective school counseling programs are comprehensive and developmental, ensuring they address the current and future needs of students. These programs balance instruction, appraisal, advisement, and counseling—recognizing that student development occurs across multiple domains simultaneously. Regular assessment of program outcomes and stakeholder feedback help refine strategies and maintain relevance in an ever-changing educational context (American School Counselor Association, 2019).

Conclusion

In conclusion, school counselors serve as pivotal agents in advancing students’ career, academic, and social/emotional development. Their work begins early and continues through high school, shaping students’ understanding of themselves and the world of work while preparing them for successful transitions to postsecondary opportunities or employment. By fostering a holistic approach, school counselors help cultivate resilient, motivated, and career-ready individuals capable of navigating the complexities of today’s dynamic workforce landscape.

References

• American School Counselor Association. (2016). Ethical standards for school counselors. Alexandria, VA: Author.
• American School Counselor Association. (2019). ASCA National Model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.
• Conley, D. (2013). Getting ready for college, careers, and the Common Core: What every educator needs to know. San Francisco, CA: Jossey-Bass.
• Gysbers, N.C. (2013). Career-ready students: A goal of comprehensive school counseling programs. The Career Development Quarterly, 61(3), 283–290.
• Schenck, P., Anctil, T., & Smith, C. (2010). Career counseling identity of professional school counselors. Career Development Quarterly, 58(2), 157-165.
• Stipanovic, N. (2010). Providing comprehensive career guidance services through a career pathways framework. Techniques, 85(7), 32-35.
• American School Counselor Association. (2014). Mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. Alexandria, VA: Author.
• Carnevale, A. P., Smith, N., & Strohl, J. (2010). Help wanted: Projections of jobs and education requirements through 2018. Georgetown University Center on Education and the Workforce.
• Calderón, M., & Stãpãţ, T. (2014). Early college programs and college access. Journal of College Access, 1(2), 25–40.
• Morgan, L. W., Greenwaldt, M. E., & Gosselin, K. P. (2014). School counselors’ perceptions of competency in career counseling. The Professional Counselor, 4(5), 329–337.