What Is School Counseling? 14 Roles & Goals of Counselors

School counselor

From trauma and learning disabilities to bullying and course selection, life can be difficult for students. A school counselor is there to help.

The basic role of a school counselor is to support students in their psychological, academic, and social development (Heled & Davidovitch, 2020; Popov & Spasenovic, 2020).

However, the breadth of school counseling is expansive. One minute, the school counselor may provide a social-emotional lesson to a first-grade class, and the next, they collaborate with the administrative team on a new school-wide behavioral intervention system.

Let’s look at this diverse role and what the ultimate aim is for all school counselors.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

What is school counseling, job description: 8 roles of a school counselor, school counselor vs school psychologist, 6 goals of a school counseling program, a word on ethical boundaries, positive education & counseling, positivepsychology.com’s tools, a take-home message.

School counseling addresses issues that may affect students’ academic performance, which includes psychosocial and behavioral challenges (Gachenia & Mwenje, 2020). School counseling services are delivered by the school counselor.

A school counselor’s role addresses students’ mental, emotional, social, and academic development (Heled & Davidovitch, 2020; Popov & Spasenovic, 2020). Schools systems in different parts of the world have varying titles for school counselors (Popov & Spasenovic, 2020):

  • Australia – student or education counselor
  • Bulgaria – pedagogical counselor
  • Denmark – pedagogical-psychological counselor
  • Russia – pedagogue-psychologist
  • Croatia, North Macedonia, and Serbia – expert associate
  • Malta, Slovenia, UK, USA – school counselor
  • Ireland – guidance counselor

For more information on this important role in the United States, please refer to the American Counseling Association’s The Role of the School Counselor .

A 2020 study by Popov and Spasenovic showed that although the title or role of the school counselor differs somewhat, the key elements of school counseling can be summarized as:

  • Supporting the psychological, academic, and social development of students
  • Resolving conflicts between all actors in school life
  • Helping students face personal problems
  • Consulting with students, parents, teachers, and principals
  • Coordinating various school activities.

Counselor role

These are just a few roles this multifunctional position may fill. It is important to note that the dominant functions of school counseling may also vary across countries. Let’s explore a few of these in depth.

Counselors help students identify their abilities, capacities, and interests, preventing dropout (Popov & Spasenovic, 2020).

The counselor may also act as a coordinator who advises students about their career orientation and decisions. In doing so, counselors may help students prepare for higher education and college admissions (Karunanayake, Chandrapala, & Vimukthi, 2020).

In Australia and Ireland, the role of the school counselor relies heavily on academic and career guidance and counseling (Popov & Spasenovic, 2020).

There can be many tricky situations within the school setting, and the counselor may act as an advocate who guides and negotiates by diplomatic means.

For example, a student may feel that they are being treated unfairly by their teacher. The counselor may also act as a mediator between students who have just had a physical altercation. Prevention is the focus for school counselors in Russia (Popov & Spasenovic, 2020), and a school counselor may be able to prevent unfavorable situations with pre-teaching social skills lessons and counseling.

Social skills teacher

In teaching social skills, a counselor can act as a researcher, specialist, expert, leader, and consultant (Karunanayake et al., 2020; Popov & Spasenovic, 2020).

The counselor must first seek a research-based social skills curriculum suited for their school demographic, deliver the content, and assist the general education teachers in utilizing the curriculum.

Sometimes all a student needs is a friend, and the school counselor can be there for the student in a professional capacity. With this professional friendship comes confidentiality and privacy.

Like a friend, the counselor may act as a mentor, supporter, advisor, listener, and believer.

Supporting students in their personal development and learning is the main role for school counselors in Denmark, Ireland, and the UK (Popov & Spasenovic, 2020).

Disciplinarian

In some schools, the counselor may be the frontline point person for students who misbehave. When a teacher sends a student out of the classroom, the student may be required to see the school counselor to address their behavior. The counselor may then decide on the next course of action or consult the administrators.

Counselors may also have to address attendance issues by communicating with students or parents (Karunanayake et al., 2020).

Psychologist

In many cases, the school counselor may act as a school psychologist while delivering counseling sessions. School counselors may sometimes have to address student trauma or remedy situations involving bullying.

In the United Kingdom, mental healthcare is also a big focus (Popov & Spasenovic, 2020).

School counselors may also be found in the classroom. They may assist the classroom teacher, provide consultation, or deliver lessons about social skills or emotional learning.

Just as the classroom teacher prepares lessons, the school counselor must also create and deliver engaging lessons while having good classroom management skills. Formatively assessing students’ knowledge during and after the lesson helps counselors to adjust the teaching or future content.

Collaborating with school staff and supporting the school organization and the teaching/learning process are also roles of the school counselor. The counselor must create and deliver a robust research-based school counseling program using data and student needs (Dimmitt & Zyromski, 2020).

Improving the overall functioning of the school, teaching, and school work is the main focus for school counseling in Croatia, Slovenia, and Serbia (Popov & Spasenovic, 2020).

The roles of the school counselor and school psychologist are similar in that they aim to provide all students with meaningful access to the school curriculum. The biggest differences between these two professions could be the preparation/education and licensing.

Although both roles may differ between countries, states, or school districts, here are a few of the common similarities and differences.

A school psychologist is tasked with the responsibility of helping students succeed academically, socially, and emotionally. This differs from the role of a school counselor in terms of their daily tasks and scope of support.

Regarding interventions, as an example, a school counselor may be responsible for the implementation of interventions, while the school psychologist’s duty includes administering, scoring, and interpreting psychoeducational assessments that help students qualify for specific services such as special education.

A school counselor is not licensed to perform such activities. In the United States, the Individuals with Disabilities Education Act mandates that a school psychologist is required as an individualized education program (IEP) team member to interpret the instructional implications of evaluation results.

Watkins, Crosby, and Pearson (2001) found that many psychologists would prefer to administer fewer assessments and instead conduct more activities that mirror the school counselor’s role. Indeed, in addition to psychometrics, many school psychologists work with students and the school in the areas of positive behavior or conflict-resolution and bullying (National Association of School Psychologists, n.d.).

As much as a school psychologist may wish to spend more time directly with students, the school counselor will likely be providing individual, small group, class, and counseling sessions to students. In such instances, students are more likely to be referred to school psychologists only when in-depth mental health interventions are required (Wake Forest University, n.d.).

Both school psychologists and counselors may provide training to teachers to help them meet students’ diverse needs and engage with families, helping to connect them to community service providers or other crisis prevention and intervention services.

The graph below is by no means an exhaustive list, but demonstrates some of the differences and similarities between school counselors and school psychologists.

School Counselor vs School Psychologist

  • Fulfill lives School counselors help students live more fulfilling lives by addressing problematic issues (Gachenia & Mwenje, 2020). An example of a problematic issue may be a learning disability.

In collaboration with the general education teacher, the school counselor may be able to suggest strategies, implement interventions, or start the special education referral process.

  • Assist students with challenges Students face a plethora of challenges. If a student has an issue with a particular teacher, the school counselor may speak with the teacher or act as a mediator to remedy the situation.
  • Adjustment School counseling programs aim to help students attain self-awareness and adjust emotionally, socially, and psychologically (Gachenia & Mwenje, 2020).

A school counselor may create a “buddy” program that pairs a returning student with a new student to make them feel welcome. Additionally, a school counselor may prepare a student for a post-high school job, technical school, or college.

  • Promote a positive school life According to a study conducted by Gachenia and Mwenje (2020), 87% of the students who participated in counseling sessions felt more positive about their school life.

A counselor is there to help students through difficult situations both in and outside school.

  • Generating or supporting school-wide interventions In most schools, school counselors are tasked with the responsibility to support, if not entirely create, a school-wide intervention program. Constant evaluation must also accompany this systematic change to determine if the interventions are being implemented and if they are effective (Dimmitt & Zyromski, 2020).
  • Mental health and social-emotional learning School counseling addresses mental health via school-wide lessons, social-emotional learning or individual counseling sessions. Counselors may address these needs through class, group, or individual lessons and counseling sessions (Dimmitt & Zyromski, 2020).

In sum, by addressing these goals, a school counseling program aims to improve students’ academic performance and social skills (Gachenia & Mwenje, 2020).

Role of school counselor

As a school counselor, it is important to be aware of legal and ethical ramifications of your actions (Herlihy, Gray, & McCollum, 2002).

For example, imagine a student confides that they thinking about hurting themselves. They urge you to promise not to tell anyone. While you want to practice confidentiality, ethical guidelines steer you in a different direction. Here are a few important points:

  • Counseling relationship First, it is essential that the school counselor avoid harm at all costs. The counselor must know their own values and beliefs and ensure that they do not result in bias (American Counseling Association, 2014). Furthermore, it is the counselor’s duty to be mindful of cultural differences that may affect the counseling relationship.
  • Confidentiality It is crucial that a school counselor can create a rapport with students and earn their trust. A counselor must respect the privacy of the students and provide a safe space to divulge sensitive information; however, it is also important to follow local laws.

Duty of care must be taken into consideration, and the counselor will need to notify the appropriate authority if a student is being harmed or plans to do harm (American Counseling Association, 2014; McGinnis & Jenkins, 2006).

  • Maintaining boundaries As with many relationships within the school setting, it is crucial to maintain boundaries .

A counselor must not enter a nonprofessional relationship with a student or former student (American Counseling Association, 2014). Boundary Issues in Counseling: Multiple Roles and Responsibilities by Herlihy and Corey (2014) is an extremely good book to explore many ethical situations and solutions.

How school counselors’ roles have evolved – The Boston Globe

Positive education is the combination of best-practice teaching and positive psychology. With the supreme benefits of positive psychology, it comes as no surprise that positive education and positive counseling would be just as transformational.

Uluyos and Sezgin (2021) examined the effects of positive psychology-based group counseling and found that this type of counseling reduced students’ tendency to lie.

Using the PERMA model , Martin Seligman’s intent is to educate students while fostering happiness and wellbeing. School counselors can refer to Positive Psychology in Schools and Education for Happy Students for ideas on how to get the most out of classroom conversations, various activities for emotional learning and mindfulness, and positive psychology exercises.

15 Best Positive Education Books and Positive Discipline Practices is an excellent resource to learn more about the art and benefits of positive education.

This resource is a must read if you found this article to your liking: How to Become a School Counselor: Top Degrees & Programs .

To fully comprehend school counseling and its history, you may wish to review What Is School Psychology? The article provides several fascinating facts and experiments.

The Top 28 Counseling Books for Practitioners and Beginners is an excellent source to explore books relevant to the field of school counseling. Beginning counselors may wish to review the “Best Books for Beginners” section, and experienced school counselors would benefit by investigating the “For Counseling Children” section, which includes three excellent sources for working with students.

Considering resiliency within the classroom, a school counselor can explore Teaching Resilience in School and Fostering Resilient Learners . This comprehensive article contains 100 activities for teaching resilience and specific programs used for teaching students this important concept.

As we already know, mindfulness can be beneficial and ease the effects of stress. Mindfulness for students is especially beneficial, encouraging self-awareness. School counselors may want to refer to Mindfulness in Education: 31+ Ways of Teaching Mindfulness in Schools .

Here are a few of the many worksheets available at PositivePsychology.com that may be helpful in your school counseling practice:

  • Inside and Outside helps students describe how they feel when experiencing an emotion.
  • Self-Control Spotting is an interactive worksheet where students determine if an action shows self-control or a lack of self-control.
  • The Self-Assessment Worksheet for Older Children contains seven questions that help students examine their strengths, favorite activities, successes, and hardships.
  • Showing Responsibility is an excellent tool to explore what responsibility is and determine how to be more responsible.
  • If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners . Use them to help others flourish and thrive.

School counseling is a multi-faceted, challenging, and rewarding position in the school system.

If you are empathetic and goal driven, enjoy working with students, and wish to help them be the best they can be in their academic career and as responsible citizens, consider a career as a school counselor.

Whether you enjoy working with students or young adults, in a classroom or in your own office, collaboratively or independently, with successful students or students with challenges, school counseling may be the profession for you.

If you encompass these qualities, you could be the one to make a positive change in a student’s life!

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

  • American Counseling Association. (2014). ACA code of ethics . Retrieved June 20, 2021, from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4
  • Dimmitt, C., & Zyromski, B. (2020). Evidence-based school counseling: Expanding the existing paradigm. Professional School Counseling , 23 , 1–5.
  • Gachenia, L., & Mwenje, M. (2020). Effectiveness of school counseling programs on academic achievement of secondary school students in Kiambu County, Kenya.  International Journal of Education, Psychology and Counselling (IJEPC) , 5 (35), 58–64. Retrieved June 21, 2021, from http://dspace.pacuniversity.ac.ke:8080/xmlui/handle/123456789/2927
  • Heled, E., & Davidovitch, N. (2020). An occupation in search of identity—What is school counseling? Journal of Education and Learning , 9 (5).
  • Herlihy, B., & Corey, G. (2014). Boundary issues in counseling: Multiple roles and responsibilities . John Wiley & Sons.
  • Herlihy, B., Gray, N., & McCollum, V. (2002). Legal and ethical issues in school counselor supervision. Professional School Counseling , 6 , 55–60.
  • Karunanayake, D., Chandrapala, K. M. N. S., & Vimukthi, N. D. U. (2020). Students’ attitudes about school counseling. Asian Research Journal of Arts & Social Sciences , 12 (2), 21–31.
  • McGinnis, S., & Jenkins, P. (Eds.). (2006). Good practice for guidance counselling in schools (4th ed.). British Association for Counselling and Psychotherapy. Retrieved June 21, 2021, from http://youthcounsellinghull.co.uk/resources/BACP%20School%20Counselling%20Good%20Practice.pdf
  • National Association of School Psychologists. (n.d.). Who are school psychologists? Retrieved November 21, 2021 from https://www.nasponline.org/about-school-psychology/who-are-school-psychologists
  • Popov, N., & Spasenovic, V. (2020). School counseling: A comparative study in 12 countries. Bulgarian Comparative Education Society , 18 , 34–41.
  • Uluyos, M. A., & Sezgin, O. (2021). Examination of the effect of positive psychology-based group counseling on lying tendencies. Spiritual Psychology and Counseling , 6 (1), 29–46.
  • Wake Forest University. (n.d.). What’s the difference: School counselor vs. school psychologist? Retrieved November 21, 2021 from https://counseling.online.wfu.edu/blog/whats-difference-school-counselor-vs-school-psychologist/
  • Watkins, M. W., Crosby, E. G., & Pearson, J. L. (2001). Role of the school psychologist: Perceptions of school staff. School Psychology International , 22 (1), 64–73.

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Dr. Timmons

Your description of what a school psychologist does is terribly narrow. For example, many school psychologists provide direct counseling services but by putting this article out there you are perpetuating misinformation which ultimately results in confusion and students not getting the services they need.

Nicole Celestine, Ph.D.

Hi Dr. Timmons,

Thank you for your feedback — it’s helpful as we’re really committed to providing the most accurate information we can here. We’ve now revised our description about the school psychologist’s responsibilities and included more references to support this.

– Nicole | Community Manager

merna

content was very useful

Christine

I thank the team of Positive Psychology for the work that you are doing. Every communication is very helpful in aiding the work that I am doing. As I am tasked with career guidance and workplace counselling, your tools are very useful and I just want to commend you for the good work that you are doing. Thank you

MANZOOR AHMAD FAFOO

It is really an important information that guides more deeply towards the insight of counseling process. Thanking you Also I need above mentioned worksheets. That Wil be your kindness

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Why School Counselors Matter

essay about school counselor

School counselors play an important role in ensuring that students have excellent educational experiences. They are part of a school support team who provide essential social-emotional support in addition to academic support. As a mother to an eighth-grader, I have experienced the importance of having a school counselor firsthand. From day one, eighth grade has been a pivotal year, and these whiplash changes can be overwhelming. From selecting a high school and registering for courses, to dealing with physical injury and emotional issues, my daughter has relied on her school counselor all year long. As a parent, I appreciate having someone so vested in my daughter’s well-being and academic success.

But we’ve been fortunate. Oftentimes, those who stand the most to benefit from a school counselor —students of color and students from low-income families — don’t have access to one. The fact is, the schools serving the most students of color or the most students from low-income families are shortchanged when it comes to school counselors. The average student-to-school-counselor ratio in America is 464 to 1 . That’s nearly double the ratio recommended by the American School Counselor Association (ASCA). But even 250 to 1 sounds like a lot of students for one person to keep track of. (Have you met a teenager?)

Once my daughter enters high school in the fall, the stakes will be even higher to make sure she’s on the right course for college success. So I have every intention of getting to know her high school counselors. After all, Black students are more likely than their White peers to identify their school counselor as the person who had the most influence on their thinking about postsecondary education.

Still, 11 million high schoolers attend a school with not enough school counselors. This is unacceptable. In fact, many of the recent and potential teacher strikes have not only been a fight for better pay, but more resources and supports, such as school counselors. That’s why Ed Trust, Reach Higher, and ASCA have teamed up to produce a fact sheet , which offers data on each of the 50 states, and poses questions that education leaders and advocates can ask their districts about the quality and access to school counselors. Because every child in America deserves to live up to their full potential. That means having access to the academic and social-emotional support they need when they need it.

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essay about school counselor

The School Counselor's Role in Student Mental Health

Author(s): Wendy Rock, Ph.D.

  • Deliver instruction that proactively enhances awareness of mental health; promotes positive, healthy behaviors; and seeks to remove the stigma associated with mental health issues
  • Provide students with appraisal and advisement addressing their academic, career and social/emotional needs
  • Recognize mental health warning signs 
  • Provide short-term counseling and crisis intervention focused on mental health or situational concerns such as grief or difficult transitions
  • Provide referrals to school and community resources that treat mental health issues (suicidal ideation, violence, abuse and depression) with the intent of removing barriers to learning and helping the student return to the classroom
  • Educate teachers, administrators, families and community stakeholders about the mental health concerns of students, including recognition of the role environmental factors have in causing or exacerbating mental health issues, and provide resources and information
  • Advocate, collaborate and coordinate with school and community stakeholders to meet the needs of the whole child and to ensure students and their families have access to mental health services
  • Recognize and address barriers to accessing mental health services and the associated stigma, including cultural beliefs and linguistic impediments
  • Adhere to appropriate guidelines regarding confidentiality, the distinction between public and private information and consultation
  • Help identify and address students’ mental health issues 
  • Seek to continually update their professional knowledge regarding the students’ social/emotional needs, including best practices in universal screening for mental health risk
  • Advocate for ethical use of valid and reliable universal screening instruments with concerns for cultural sensitivity and bias if state legislation or school board policy requires universal screening programs for mental health risk factors 

Why I Became a School Counselor

Jennifer diaz, ed.s., lpc is a school counselor at white oak elementary school in buford, georgia and a finalist for the american school counseling association’s 2015 school counselor of the year..

With all the focus on college and career readiness that our educational world is feeling, I consider myself lucky.  In fact, I’ve always considered myself lucky to have had a direction from a young age.  When I talk to my students about preparing for their future career, I like to tell them that I once wanted to be a volcanologist.  You see, when I was about eight years old I saw a picture on the cover of a National Geographic Magazine of a man with a silver suit walking around hot lava scooping it up to conduct tests on it.  I thought that was the coolest job ever!  I loved learning about volcanoes and loved the excitement.  When thinking about career development, at that age it’s all about exposure to the world of work and possibilities.  Then you get older and figure out what you like AND what you’re good at.  Then, you have to really go for it.  Make a decision about your direction and shoot for the moon.

As I grew up, I knew in my heart that I wanted to work with children that needed help.  After getting my bachelors degree in psychology, I knew I had to continue on into graduate school if I ever hoped to get a job that actually paid a salary enabling me to support myself.  Trying to figure out which graduate degree would be worth the student loans, someone suggested school counseling.  When I looked into it, I was struck with the light bulb moment of ‘This is It!’.  One of the coolest things about school counselors is that we work with all students in the areas of academic success, career development, AND in the personal/social realm.  We work in intervention and prevention .  So, I get to do what I’ve always wanted by helping kids that are going through rough times.  But I also help children develop resiliency skills so that they are better prepared when they hit those rough times.

I love what I do and truly believe it is the best job in the world… for me.  What I wish for so many young people (and lots of older ones too) is that they find something they are passionate about and that makes them want to work for it with the belief that they can achieve it.

This is the best  prevention and intervention tool for all sorts of risk factors.

Children in poverty that see a way out work harder in school to make their dreams come true.  Children faced with peer pressure to drink or do drugs will back away if they know it will affect their chances of pursuing those dreams.  As a parent, I am working hard to expose my children to a vast array of possibilities and tell them every day that they can do whatever they set their minds to.  As a school counselor, I get to do the same thing for hundreds of children.  Help them develop belief in their ability, emphasize the importance of hard work and education and help them to set goals for their future.  This is what school counselors get to do for our students and that is why I love my job so very much.

*The views and opinions expressed in this blog are solely those of the author and do not necessarily reflect the views of The Foundation for Advancing Alcohol Responsibility or any Foundation for Advancing Alcohol Responsibility member.*

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ACA Future School Counselors Essay Competition

2023 FUTURE SCHOOL COUNSELORS ESSAY COMPETITION AWARDEES

  • GRAND PRIZE WINNER - Margret Swan
  • FIRST PRIZE WINNER - Samantha Conner
  • SECOND PRIZE WINNER - Tiffany Scott 
  • HONORABLE MENTION - Danielle Swanson & Aaron Trewitt

BACKGROUND AND PURPOSE The American Counseling Association Future School Counselors essay competition recognizes graduate counseling students with exceptional insight and understanding about the school counseling profession and the work of professional school counselors who interact with elementary, middle school or high school students.

SUBMISSION DEADLINE January 31, 2024 | 11:59pm ET

AWARD NOTIFICATION February 26, 2024

JUDGES Panel of ACA and ACAF Leaders

Grand Prize Award

  • $2,000 honorarium
  • Complimentary registration for the 2024 ACA Conference and Expo (April 11-13, 2024 | New Orleans, LA), and recognition during event. Winners will receive further information at the time of award notification. 
  • Essay published on  CT Online.

First Prize Award

  •   $750 honorarium

Second Prize Award

  • $500 honorarium

Honorable Mention Awards (2 awards):  Complimentary registration for the 2024 ACA Conference and Expo (April 11-13, 2024 | New Orleans, LA), and recognition during event. Winners will receive further information at the time of award notification.

Sponsor: The Roland and Dorothy Ross Trust and The American Counseling Association Foundation .

Other Awards

Student awards.

  • Graduate Student Ethics Award for Doctoral Students
  • Graduate Student Ethics Award for Master's Students
  • Future School Counselors Essay Competition
  • Tomorrow's Counselors Essay Competition
  • Courtland C. Lee Multicultural Excellence Scholarship Award 
  • Glen E. Hubele National Graduate Student Award

Advocacy Awards

  • ACA State Branch Advocacy Award
  • Carl D. Perkins Government Relations Award
  • Federal Legislative Service Award
  • Thomas J. Sweeney Award for Visionary Leadership and Advocacy
  • Counselor Educator Advocacy Award

Research Awards

  • ACA Research Award
  • Best Practices in Research Award for Counseling Practitioners
  • Best Practices in Research Award for Faculty
  • Best Practices in Research Award for Students
  • Extended Research Award
  • Ralph F. Berdie Memorial Research Award

Publication Awards

  • Thomas Hohenshil National Publication Award

Service Awards

  • Arthur A. Hitchcock Distinguished Professional Service Award
  • David K. Brooks, Jr. Distinguished Mentor Award
  • Garry R. Walz Trailblazer Award
  • Gilbert and Kathleen Wrenn Award, Professional Development Award
  • Richard K. Yep Award
  • S. Kent Butler Transformative Impact Award
  • Samuel T. Gladding Unsung Heroes Award

Human Rights / Social Justice Awards

  • Don Dinkmeyer Social Interest Award
  • Dr. Judy Lewis Counselors for Social Justice Award
  • Kitty Cole Human Rights Award

ELIGIBILITY, RULES AND CRITERIA

The American Counseling Association Future School Counselors essay competition is open to counseling graduate students in master’s degree and doctoral degree programs working toward a career in school counseling at the elementary, middle school or high school level.

  • Essayists must be enrolled in counseling-related graduate studies in the fall of 2023.
  • Essayists must be American Counseling Association student members.  Join or renew your membership.
  • Essayists may enter  only one  of the following two awards tracks: the 2024 American Counseling Association Future School Counselors essay competition or the 2024 American Counseling Association Tomorrow’s Counselors essay competition.
  • Previous American Counseling Association Future School Counselors essay competition Grand Prize awardees are not eligible to submit an essay. Previous winners of ACA Future School Counselors essay competitions in other categories (First Place through Honorable Mention) may submit for the 2023 Future School Counselors essay competition.
  • Essayists submitting to the American Counseling Association Future School Counselors essay competition must certify that they are working toward a career as a professional school counselor at the elementary, middle school or high school level.
  • Only one essay can be submitted by each American Counseling Association student member.

All entries will be read by a team of experienced professional counselors and evaluated in terms of how effectively each essay addresses the subject and offers provocative insights into the profession of counseling and its future.

Judges will want to see ideas well explained and supported. They will be evaluating how effectively the essayist presents his/her view and how interesting that position will be to the counseling community at large.

The decisions of the judges are final. There can be no substitution of prizes.

HOW TO APPLY

  • Submit an essay of 500 words or less, addressing the theme: How can school counselors help students address personal/social issues that are impacting their success in school?  What do you believe is the most pressing issue and how will they be able to demonstrate and document their effectiveness?
  • It is recommended that awards program entrants write their essay in a software program of their choice, save it and then copy and paste the essay into the online submission form. Keep a copy of the essay in case there is a problem in the electronic transmission of the awards entry.
  • Neither the American Counseling Association nor the American Counseling Association Foundation is responsible if an entry does not reach the Awards program submission queue.
  • All entrants, by the act of entering, grant the American Counseling Association and the American Counseling Association Foundation the right to publish their name and their essay as part of the post-competition publicity on  CT Online.
  •  Check ACA membership status.
  • Submit an essay meeting all award requirements.

American Counseling Association

American Counseling Association  PO Box 31110. Alexandria, VA 22310-9110  800-347-6647 | (fax) 800-473-2329 

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School Licensed Counselor’s Interview on Profession Essay

Pre-interview impressions of a counselor, counselor interview, post-interview impressions of a counselor, conclusions.

In this paper, an interview with a licensed counselor will be developed and analyzed. The peculiar feature of this kind of work is the possibility to develop a personal attitude to a topic before an interview, learn a lot during the interviewing process, and develop conclusions and attitudes to this profession at the end.

Using different books and peer-reviewed articles, much information about the counseling profession could be found. For example, it is a well-known fact that the middle of the 20 th century was the period when this profession emerged as the possibility to guide people in personal, vocational, and academic matters (Schweiger, Henderson, McCaslill, Clawson, & Collins, 2013). Therefore, I understand that licensed counselors usually involve in different types of activities and could help at personal, as well as academic or professional, levels.

Besides, I know that counselors may work in different disciplines like medicine, education, or business and follow the same endeavors because regardless of the fields and disciplines, there is one mutual goal, to empower an individual to accomplish personal goals and cope with emotional challenges (Scott, Royal, & Kissinger, 2014). I am not sure of the correctness of such an approach. Therefore, I want to believe that my further communication with a counselor could provide me with some answers and promote discussions about the role of counseling in human life.

This time, I would like to focus on school counseling and interview a school counselor, who explains to me the peculiarities of this profession and describes the path of becoming an expert of children’s souls.

I think that it is not enough to read books and booklets and consider the opinions of the experts to comprehend the value of this profession. Direct communication is one of the best methods to gather information and identify the strengths and weaknesses of being a counselor.

The interview occurs in a school, where the chosen counselor works at the moment. She is a too busy woman. Therefore, we agree to meet at 3 p.m. in her office that is a separate room in the school building with 2 large windows and several flowers in pots. There are also several pictures on the walls and two large bookcases. She meets me with a smile on her face and explains that she has about one hour for this interview. After nice greetings, we pass directly to the questions prepared beforehand.

Why did you choose counseling as your job? Did you have this profession as your goal when you were a school student?

When I was 10, I faced several deaths in my life. They were my close relatives, and I could not cope with the emotions and feelings. As was expected, I was directed to a local psychologist, who helped me to survive that period. With time, I started reading some books on Psychology. At the age of 16, I found several powerful Freud’s works. When the time to choose a degree came, I did not have any doubts. I wanted Psychology as my major.

Did your college choice was a personal decision or mutual (with your parents)?

My parents supported me a lot. They also believed that psychology was the field that helped people in their complicated lives. The University of Florida was the final choice. I was accepted, and I wanted to become a good student to get as many opportunities as possible.

Have you ever thought about your practice?

You know, it is not always easy to find patients in a short period. Besides, my management and leadership skills are not as good as my psychological knowledge. Therefore, at this time, I do not think about my independent project. I think that I could help many students at this school and enjoy the local beauties.

Are you satisfied with the working hours, conditions, and salary?

It is hard to achieve satisfaction at all points. Still, I am close to it. I have a good place to work at. I can establish my working hours on my own. However, I prefer to work the way this school works and follow the schedules defined by the manager. As a rule, I work 6-8 hours per day. Sometimes, I could work with 10 students per day, and sometimes, I have one or two meetings only. As for the salary, I think that everyone wants to earn more. I believe in my perspectives. As soon as I get the necessary experience and develop the required portion of skills, I will think about my financial opportunities.

What do you like about your job the most?

Communication and diversity! I cannot imagine a day without people asking me for help or a child wanting to cope with a new challenge. If I do not have meetings, I try to walk around the school and observe students’ behavior and relations. It is interesting to observe how children communicate, make decisions, and even move.

So, you like to work with children. There is a quote by Asa Don Brown that “all children should be taught to unconditionally accept, approve, admire, appreciated, forgive, trust, and ultimately, love their person” (Purushothaman, 2015). Do you support this thought?

I think that there are some of these actions that should be taken unconditionally. Still, not all of them. This quote seems to be an approval for all decisions and thoughts developed by students. However, it could happen that students, as well as adults, make mistakes. Therefore, it is not necessary to forgive or trust unconditionally. I think that a counselor’s job is to make students believe that everything is in their hands in case they can accept it and understand the environment and the changes around. In other words, it is too easy to take everything for granted. It is possible to challenge something and believe that everything could be changed in case personal confidence and knowledge are applied.

What are the main challenges in your work?

It is not always possible to understand if a student needs help. Besides, some students do not want to receive help. Sometimes, they are ready to demonstrate their aggressive behavior due to the necessity to follow certain rules. Therefore, the establishment of contact with students is the main challenge I have to deal with.

Do you believe that students and adult patients need the same help? In other words, are you ready to work with older patients?

I do not think that counseling should be the same for all ages. When a student addresses a counselor, the reasons may vary from personal instability or ordinary laziness. When an adult searches for a counselor, a certain type of help should be offered relying on personal knowledge and practice. I am not sure that I am ready to provide an old lady, who comes from her husband’s funerals and asks for what should be done next, with a high-quality idea being a single 27-year-old woman. This lady has a life that I could only dream of. I am afraid that I am just not ready to work with adult patients. Therefore, school counseling is what I am good at.

Finally, do you have any regrets or concerns about your profession? What do you expect from this line of work?

There are many interesting books written by Rosemary Thompson and Tamara Davis about the worth of school counseling and the methods of helping children. I am lucky to read those books and follow their suggestions. Still, the variety of counseling help is impressive indeed. I have so much work to deal with. I have never regretted the choices made. By the way, I enjoy each morning cherishing the thought that I am going to a school where children may need my help. I believe that in ten years, I would be able to open my practice and provide people with credible help in different directions.

After the interview, the first thing I did was search for books by Thompson and Davis. These authors speculate about the importance of school counseling from different perspectives and help potential counselors to understand their power. Counselors should be the experts in human behavior (Thompson, 2013). Human behavior has several forms, and it is impossible to learn all of them at once. Years may be required to succeed in counseling.

Human behavior, as well as their needs and expectations, depend not on age only but also gender and even nationality. People ask licensed counselors for professional help and suggestions. Still, even the best experts do not know what to expect from a young 15-year-old White girl or a 46-year-old African American man. They might be challenged with the same problem or have to deal with absolutely different concerns. The interview also helps me to comprehend that counselors support the idea of life-long learning. It is impossible to know everything and use the same knowledge during the whole line of work. New sources, theories, and examples could be used regularly.

Finally, this communication with a school counselor shows that successful counselors should love their work to become successful and satisfied. Though it is possible to chase the dream and search for some new opportunities, it seems to be reasonable to choose one direction and follow it taking the best things from every moment.

In general, the interview with a counselor is a useful tool in discussing the peculiarities of the chosen kind of work. School counseling is an integral part of the existing educational system. The role of these people is to support the appropriate emotional, social, and academic development of students. Counselors understand students’ needs and help them to combine their abilities with their demands. There is no need for students to succeed in their academic life at the expense of their relations. Counselors guide students and their families, and their success depends on the level of professionalism and dedication to their work.

Purushothaman. (2015). Children’s quotes. Kerala, India: Centre for Human Perfection.

Schweiger, W.K., Henderson, D.A., McCaslill, K., Clawson, T.W., & Collins, D.R. (2013). Counselor preparation: Programs, faculty, trends (13 th ed.). New York, NY: Routledge.

Scott, D.A., Royal, C.W., & Kissinger, D.B. (2014). Counselor as consultant. Thousand Oaks, CA: SAGE Publications.

Thompson, R.A. (2013). School counseling: Best practices for working in the schools. New York, NY: Routledge.

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IvyPanda. (2024, February 13). School Licensed Counselor's Interview on Profession. https://ivypanda.com/essays/school-licensed-counselors-interview-on-profession/

"School Licensed Counselor's Interview on Profession." IvyPanda , 13 Feb. 2024, ivypanda.com/essays/school-licensed-counselors-interview-on-profession/.

IvyPanda . (2024) 'School Licensed Counselor's Interview on Profession'. 13 February.

IvyPanda . 2024. "School Licensed Counselor's Interview on Profession." February 13, 2024. https://ivypanda.com/essays/school-licensed-counselors-interview-on-profession/.

1. IvyPanda . "School Licensed Counselor's Interview on Profession." February 13, 2024. https://ivypanda.com/essays/school-licensed-counselors-interview-on-profession/.

Bibliography

IvyPanda . "School Licensed Counselor's Interview on Profession." February 13, 2024. https://ivypanda.com/essays/school-licensed-counselors-interview-on-profession/.

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Application Requirements

We look forward to learning about you through your application.

Here you'll find a detailed explanation of each admission application requirement. Most of the information here applies to both first-year and transfer applicants, and requirements are the same for domestic and international applicants.  

Don't forget to reference our Application Tips for guidance on filling out the Common Application.

Application

We accept the Common Application  and the Coalition Application by Scoir . Both are treated equally by the Admissions Committee. Complete and submit your materials as soon as possible to ensure full and timely consideration of your application. Your portions of the application are due by the application deadlines (November 1 for Restrictive Early Action and January 1 for Regular Decision); high school counselors are given an additional week to submit materials on your behalf. 

If you use the Common Application , you must submit your application before your supporting materials (Secondary School Report, Teacher Recommendations, etc.) can be released to a college. Until you submit your own application sections, no part of your application will be transmitted to the Harvard Admissions Office.

If you use the Coalition Application , remember you must submit the separate Harvard supplement in addition to the application by the application deadline for your application to be considered complete. 

Submitting Your Application

Receiving confirmation of your application.

After you submit your application, we will send an email confirmation with a PIN to access the Applicant Portal. We begin sending these daily application confirmation emails in mid-September each year. Most applicant receive their confirmation email the day after they submit their application online. Applications sent in the mail will take up to two weeks to process.

If you have not received your confirmation email, please check your spam/junk folder for messages from [email protected] or [email protected]

If have searched your inbox and still cannot find your confirmation email, we encourage you to check the application system you used and ensure you clicked "Submit" and not just "Save".

If you still cannot locate your application confirmation email, please contact us . Choose the category “Admissions” and then the subject “Applicant Questions (if you've already submitted your application)” in the drop-down menu, or call 617-495-1551.

Paying the application fee or requesting a fee waiver

You may pay your application fee online with a credit card via the Common Application or Coalition Application, Powered by Scoir websites.

You may also send a check or money order to Harvard College Admissions, 86 Brattle Street, Cambridge, MA 02138. Please include the applicant’s name with the payment.

Fee waivers: We are committed to making the application process accessible for all students. If the admissions application fee presents a hardship for you or your family and you plan on applying for financial aid, the fee will be waived. Please follow these instructions to request your fee waiver . Requesting a fee waiver will not disadvantage your application in any way.

Completing the Harvard supplement questions

Complete the Harvard Questions with the Common Application or Coalition Application, Powered by Scoir*. This includes the following five required short-answer questions, each with a 200 word limit. 

  • Harvard has long recognized the importance of enrolling a diverse student body. How will the life experiences that shape who you are today enable you to contribute to Harvard?
  • Briefly describe an intellectual experience that was important to you. 
  • Briefly describe any of your extracurricular activities, employment experience, travel, or family responsibilities that have shaped who you are.
  • How do you hope to use your Harvard education in the future?
  • Top 3 things your roommates might like to know about you. 

*Please note that the Harvard supplement is separate for the Coalition Application, so you must submit both the application AND supplement for your application to be considered complete. 

Additional application questions

What if i am homeschooled.

Each applicant to Harvard College is considered with great care and homeschooled applicants are treated the same as all other applicants. There is no special process, but all relevant information about your educational and personal background is welcome. In addition to the application, all applicants are required to submit a transcript (which can be created by the family member or agency overseeing your schooling), and recommendations. If the application fee presents a hardship for your family,  simply request a fee waiver .

Hear from Harvard students who were homeschooled, in the Harvard Gazette article ‘ Homeschooled en route to Harvard .’

What if I need to make updates to my application after I submit it?

Do not resend your application in order to make updates. If you need to update your identification or contact information, or send updates, additional information, or corrections, please do so via the  Applicant Portal .

Misrepresentation of Credentials

Be completely accurate in your application materials. If we discover a misrepresentation during the admissions process, you will be denied admission. If you have already been admitted, your offer will typically be withdrawn. If you have already registered, your admission will normally be revoked, and we will require you to leave the College. Harvard rescinds degrees if misrepresentations in application materials are discovered.

The determination that an application is inaccurate or contains misrepresentations rests solely with the Admissions Office and will be resolved outside the student disciplinary process.

School Reports and Teacher Recommendations

Secondary school report.

The secondary school report is a required form that is submitted by your school counselor or another school leader. This form gives an overview of the student's academic record. It includes the applicant's academic transcript(s), a letter of recommendation, and a school profile (if available). If a counselor is unable to submit a letter of recommendation for the applicant, another teacher or school leader may submit an additional recommendation letter. 

Midyear School Report

When you apply, your school counselor will often send your transcript with few or no senior year course grades included. That is why the midyear school report is required - to allow us to review your performance in the first half of your senior year coursework .  The midyear school report must be completed by your school counselor or other school official. Please request that the midyear school report is completed and returned to our office as soon as possible. 

Midyear School Report FAQs

What if i'm applying restrictive early action and i don't have my midyear grades yet.

Restrictive Early Action applicants are not required to submit the midyear report by the November 1 deadline. If you applied Restrictive Early Action and are deferred to Regular Decision, please submit the midyear report and transcript in February, or as soon as your midyear grades are available.

I'm an international student and my academic year is different. Do I still need to submit the midyear report?

If you study the IB curriculum or the A-level curriculum, then we expect that your school will send predicted grades, based on your current classroom work and the results of any internal or mock exams you have taken up to that point. If your school does not issue official or predicted midyear grades for your final year of school, then you do not need to submit the midyear report form, although the item may remain on your checklist.

What if I have already graduated from high school?

If you have already graduated from high school, you should ignore the midyear report requirement (though the item may remain on your Checklist in the Applicant Portal) and simply ask your school to send a final school report if you have not already done so.

Teacher Evaluations

Ask two teachers in different academic subjects who know you well to complete the Teacher Recommendation forms (which includes an evaluation form and a letter of recommendation). If you wish to submit additional letters of recommendation, you can do so after you submit your application. In your application confirmation email, there will be a personalized link to send to your recommenders.

What courses should I take to prepare for applying to Harvard?

There is no “one size fits all” rule about which curriculum to study during secondary school years. Students should challenge themselves by taking courses deemed appropriate by their teachers and counselors. But some students believe that “more is always better” when it comes to AP, IB or other advanced courses.

While some students prosper academically and personally by taking large numbers of such courses, others benefit from a more balanced approach that allows them additional time for extracurricular and personal development. Even the best students can be negatively affected by taking too many courses at once, and might benefit instead from writing, reading or research projects on subjects of great interest to them.

To learn more, read our Guide to Preparing for College. To avoid the “burnout” often seen among secondary school students, please refer to our article, Time Out or Burn Out for the Next Generation .

Is there a specific math requirement?

Applicants to Harvard should excel in a challenging high school math sequence corresponding to their educational interests and aspirations. We recommend that applicants take four years of math courses in high school. Ideally, these math courses will focus on conceptual understanding, promote higher-order thinking, and encourage students to use mathematical reasoning to critically examine the world. Examples include rigorous and relevant courses in computer science, statistics and its subfields, mathematical modeling, calculus, and other advanced math subjects.

Students’ math records are viewed holistically, and no specific course is required. Specifically, calculus is not a requirement for admission to Harvard. We understand that applicants do not have the same opportunities and course offerings in their high schools. Moreover, many programs of study at Harvard do not require knowledge of calculus. We encourage applicants to take the courses that are available to them and aligned with their interests and goals.

Students intending to study engineering, computer science, physics, mathematics, statistics or other fields where calculus is needed may benefit from taking calculus in high school. However, students at Harvard can still pursue such fields by starting with one of our introductory calculus classes that has no high school calculus prerequisite. On balance, we encourage all students to master foundational mathematical material instead of rushing through any of the more advanced courses.

Final School Report and Transcripts

All admitted students who choose to enroll are required to send a Final School Report and transcript as soon as their final grades become available – no later than July 1. The Final School Report and transcript should be completed and sent by a school counselor or other school official through Parchment/Docufide or Scrip-Safe International, if your school has access to these submission options.

IB students should send their final results as soon as they are released in mid-July. We will expect to see final A levels results by mid-August.

Standardized Test Scores

For the College Classes of 2027-2030, students may apply for admission without standardized test scores. Please read our announcement for more details on the application changes for the upcoming cycles. 

If you choose to submit standardized tests, you may submit the SAT or ACT (with or without the writing component). While the College Board no longer offers Subject Tests and they are not a requirement for applying, you may submit Subject Tests taken in the last 5 years. If you choose to submit Subject Tests, it is more useful to choose only one mathematics test rather than two. Similarly, if your first language is not English, a Subject Test in your first language may be less helpful.

Standardized Testing FAQs

How do i let harvard know whether i would like my application reviewed with or without test scores.

When you apply for admission, you can choose whether or not our review of your application will include your standardized test scores (SAT and ACT).

  • If your scores already are on file before you apply and you choose at the time of your application to proceed without scores, we will not consider those scores. 
  • If you initially chose an application review without scores and would now like to include scores in your file, you may make this request by submitting the "Change to consideration of test scores" form on your Applicant Portal. 
  • If you ask that our review includes your scores, either at the time of application or after you apply by submitting the form in the Applicant Portal, they will be part of your application throughout the admissions process.

Can I self-report my test scores?

Yes. Applicants may provide self-reported SAT and ACT test scores (including Subject Tests, Advanced Placement, IB, etc.). Admitted students who decide to enroll at Harvard College will be required to submit official test scores.

How do I send my test scores?

You are free to use the College Board Score Choice option or the similar option offered by the ACT. Our official codes are 3434 for the College Board SAT Reasoning Tests and 1840 for the ACT if you are submitting official test scores as part of your application.

  • How to send your SAT scores
  • How to send your ACT scores

Are there test score "cutoffs"?

There are no score cutoffs, and we do not admit “by the numbers.” For the ACT, we will evaluate your highest composite score and any other scores you choose to share with us. We take into account your educational background when reviewing your scores.

Should I prepare for standardized tests?

Opportunities to prepare for standardized tests vary greatly for students of different socioeconomic backgrounds. Research indicates that short term test preparation usually has little effect, but the free “test prep” now offered by the SAT and the ACT might make a significant difference for students who follow their programs for extended periods of time. Such free programs could help to level the playing field for students from under-resourced schools by providing the academic skills that will serve them well on standardized tests and also in college. Students can also do well by studying widely and deeply over a long period of time on their own with the help of family, school, or community organizations.

What do standardized tests and grades indicate about academic preparation for college?

Standardized tests provide a rough yardstick of what a student has learned over time and how that student might perform academically in college - but they are only one of many factors considered. High school grades in a rigorous academic program can also be helpful in assessing readiness for college courses, but the thousands of secondary schools around the country and the world employ various high school curricula and a wide range of grading systems - and some have no grades at all. Other students have been homeschooled or prepared for college by taking part in multiple schooling opportunities both in person and electronic.

Given the wide variation in how students prepare for Harvard – as well as the fact that most applicants and admitted students have outstanding academic records – it is difficult for high school grades to differentiate individual applications. That does not mean that high school grades are unimportant. Students who come to Harvard have done well day to day in their high school studies, providing a crucial foundation for academic success in college, including a 97% - 98% graduation rate.

SAT and ACT tests are better predictors of Harvard grades than high school grades. However, admission officers understand that not all students attend well-resourced schools throughout their lives, and that those who come from modest economic backgrounds or first-generation college families may have had fewer opportunities to prepare for standardized tests. Each application to Harvard is read with great care, keeping in mind that talent is everywhere, but opportunity and access are not.

Does Harvard accept SAT Subject Test scores?

As announced by the College Board, Subject Tests and the essay portion of the SAT have been terminated, except in certain special circumstances. See the  College Board's announcement for more details. Harvard admission officers review all material that an applicant submits, so if you have already taken Subject Tests or the essay portion of the SAT, you may still submit it along with your other application materials.

How do I choose whether to submit my standardized test score?

Choosing whether or not to submit test scores is a personal decision for every applicant. There are many reasons why students do not submit test scores, including expense. In general, though, anything that might give a more complete or positive picture of an applicant can be helpful. Even if you feel your test scores do not fully represent your strengths, perhaps because of a lack of resources at your school or limited opportunities to prepare for or take the tests, you could note this fact in your application to provide context. There are no score cutoffs and we do not admit “by the numbers.”

Why can't I view my standardized test scores in the Common Application?

Since Harvard College is not requiring applicants to submit standardized test scores for the 2022-2026 application cycles , your standardized scores will not display in the Common Application PDF preview, even if you have chosen to submit them. However, if you entered your test score information and would like it to be considered, that data will still be transmitted to us with your application and we will review it. You can verify this by viewing the Application Checklist in your Applicant Portal. You will see a green check mark if we have received your standardized test scores.

How will Harvard evaluate the new digital SAT?

The College Board's shift to a digital delivery of the SAT will not impact the way in which Harvard reviews test scores within applications. For the College Classes of 2027-2030, students may apply for admission without standardized test scores. Students who do not submit standardized test scores will not be disadvantaged in their application process. Please  visit the College Board FAQs  for more information.  

Supplemental Materials

Our standard application materials typically give us ample information for making admission decisions. However, we recognize you may have truly exceptional talents or achievements you wish to share, and we want you to have every opportunity to best represent yourself.

At the discretion of the Admissions Committee, supplementary materials—such as music recordings, artwork, or selected samples of academic work—may be evaluated by faculty. These materials are entirely optional.

Material Types

How to submit documents and articles.

Scholarly articles, research, creative writing or other documents of which you are the primary author should be submitted in the Upload Materials section of the Applicant Portal . This is the most efficient and direct method of submitting these materials, because they will be added directly to your official application. All submissions should include a list of any individuals with whom you collaborated in the production of the work. If appropriate, please identify your research sponsor, mentor, and/or laboratory or research group leader and provide a short description of your particular contribution to the work.

How to submit media (video, audio, or images)

You may submit optional supplementary media materials (e.g. videos, audio recordings, or images) electronically via Slideroom . Details for submissions in art, dance or choreography, musical performance or composition, will be found on the Slideroom website. There is a small submission fee, but if this fee causes you economic hardship, you may request a fee waiver at the point of submission. You may also contact us to request a fee waiver.

If you encounter technical difficulties on Slideroom, you may submit a document via your portal with YouTube video links. Our team may follow up to request a Slideroom submission at a later time. 

Should I submit other academic materials?

Harvard accepts other standardized tests or other academic credentials if you choose to submit them. In any admissions process, additional information can be helpful. For example, Advanced Placement, International Baccalaureate, A-levels, national leaving examinations, national or international contests, early high school assessment scores such as the PSAT or pre-ACT, or courses taken outside your school during the school year or summer are just some examples of information that could be submitted. Subject Tests and the essay portion of the SAT have been terminated, except in certain special circumstances. Harvard admission officers review all materials that an applicant submits, so if you’ve already taken Subject Tests or the essay portion of the SAT, you may still submit them along with your other application materials.

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  1. What Is School Counseling? 14 Roles & Goals of Counselors

    A 2020 study by Popov and Spasenovic showed that although the title or role of the school counselor differs somewhat, the key elements of school counseling can be summarized as: Supporting the psychological, academic, and social development of students. Consulting with students, parents, teachers, and principals.

  2. School Counselor Free Essay Example

    Download. Essay, Pages 4 (772 words) Views. 7417. Every student needs help in some way whether entering high school, needing information, choosing a career, or talk about personal problems. As a high schoolor, students realize what roles counselors play in school careers and futures. School counselors are there every step of the way.

  3. School Counselor's Role in Education

    Professional School Counseling. Stone, C. B., & Dahir, C. A. (2006). The transformed school counselor. Boston, MA: Houghton Mifflin Company. This essay, "School Counselor's Role in Education" is published exclusively on IvyPanda's free essay examples database. You can use it for research and reference purposes to write your own paper.

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    School Counselor Study Essay. The client is a 14-year-old ninth-grade student who recently transferred to this counselor's school. The client's former school counselor reports the family is severely dysfunctional, and characterizes both Tami and her mother as being extremely manipulative.

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    their school counseling program to the school's academic mission and school improvement plan. They uphold the ethical and professional standards of ASCA and promote the development of the school counseling program based on the following areas of the ASCA National Model: define, deliver,

  6. Why School Counselors Matter

    School counselors play an important role in ensuring that students have excellent educational experiences. They are part of a school support team who provide essential social-emotional support in addition to academic support. As a mother to an eighth-grader, I have experienced the importance of having a school counselor firsthand.

  7. The School Counselor and Student Mental Health

    The School Counselor's Role. School counselors focus their efforts on designing and implementing school counseling programs that promote academic, career and social/emotional success for all students. School counselors acknowledge they may be the only counseling professional available to students and their families.

  8. PDF School counselors: a review of contemporary issues

    An examination of contemporary themes of school counseling will include job descriptions, preparation, mental health issues, families and communities, student success, leadership, and issues in technology. Counselor identity, functions, and ethics will seek to understand how a counselor comes to relate personally and professionally to the ...

  9. The School Counselor's Role in Student Mental Health

    The school counselor's appropriate role in addressing student mental health concerns is through our school counseling program's preventative and early intervention efforts and through referring students who need long-term counseling to outside resources. The ASCA position statement The School Counselor and Student Mental Health speaks ...

  10. School Guidance Counselors: How They Help Students

    Further, counselors often help students: Maintain academic standards and set goals for academic success. Develop skills to improve organization, study habits, and time management. Work through ...

  11. School Counseling: A Challenge, an Opportunity Essay

    A school counselor is crucial to students' success. I understand that and am willing to accept the challenge for the sake of our youth. Of course, I understand that is not an easy task. Counseling is constantly changing and improving and still needs to be improved further (Grimes et al. 41). It is not a static field, it constantly develops ...

  12. Why I Became a School Counselor

    Jennifer Diaz, Ed.S., LPC is a School Counselor at White Oak Elementary School in Buford, Georgia and a finalist for the American School Counseling Association's 2015 School Counselor of the Year. With all the focus on college and career readiness that our educational world is feeling, I consider myself lucky. In fact, I've always considered […]

  13. A Study On School Counselling Education Essay

    A Study On School Counselling Education Essay. School counseling, a crucial component to students achievement, is a comprehensive program that facilitates students academic, career, and personal and social development within the school setting. Professional school counselors are required to have a minimum of a master's degree in school ...

  14. Ethical Dilemmas for the School Counselor: Balancing Student

    American School Counseling Association (ASCA) (Baker and Gerler, 2008). According to Dahir, Hardy, Ford, and Morrissey (2005), the National Standards for School Counseling provide school counselors, administrators, teachers, and counselor educators with a readily understood "common language" to foster student success across other disciplines.

  15. Why I Want to Be a School Counselor (Essay Examples)

    Why Did You Choose To Be A High School Counselor (Short Essay Sample) At an early age, my parents taught me to ask for help when I needed it. One of the ways that I have received help in my younger years was school counseling. My guidance counselor patiently walked with me throughout much of my school life, and I can definitively say that it ...

  16. School Counseling Specifications

    Consequently, unlike other counselors, school specialists are expected to have higher levels of expertise than other individuals do. For example, in most American school systems a counselor has to have a Masters Degree in School Counseling so as to be well equipped to handle student matters. School counselors are expected to uphold the basic ...

  17. School Counselors Reflective On What Makes Them Effective

    The school counselor needs to be able to advocate on behalf of the students and the counseling program. The counselor also needs to be able to teach others to advocate for themselves and for those who cannot advocate for themselves. Jo Hayslip, professor emerita. Plymouth (New Hampshire) State College. On Humility.

  18. ACA Future School Counselors Essay Competition

    Essayists submitting to the American Counseling Association Future School Counselors essay competition must certify that they are working toward a career as a professional school counselor at the elementary, middle school or high school level. Only one essay can be submitted by each American Counseling Association student member.

  19. PDF School Counselor (5422)

    1. Knows the appropriate role of the school counselor in the support of the development and implementation, and support of student service plans (for example, Individualized Education Program (IEP) meetings, Section 504 plans). 2. Understands the basic characteristics of consultation.

  20. Online Blog from W&M School of Education

    School counselors play a vital role in the development of children and teenagers. These professionals help students navigate academic, emotional and social challenges. Two students in William & Mary's Online M.Ed. in Counseling program have been selected by the Tillman Foundation as 2022 Tillman Scholars.

  21. Resources for High School Counselors

    Cost: $497, $197, or $0, depending on what your school can afford. Learn more. Consulting. Elevate your team's college counseling with personalized coaching from our team of admission experts (Starting at $3,000) Feedback on current + past student applications and essays.

  22. School Licensed Counselor's Interview on Profession Essay

    The interview occurs in a school, where the chosen counselor works at the moment. She is a too busy woman. Therefore, we agree to meet at 3 p.m. in her office that is a separate room in the school building with 2 large windows and several flowers in pots. There are also several pictures on the walls and two large bookcases.

  23. School Counselors Essay

    School Counselor Case Study: "Tami Smith" The client is a 14-year-old ninth-grade student who recently transferred to this counselor's school. The client's former school counselor reports the family is severely dysfunctional, and characterizes both Tami and her mother as being extremely manipulative. Based on the facts outlined in the ...

  24. Application Requirements

    The secondary school report is a required form that is submitted by your school counselor or another school leader. This form gives an overview of the student's academic record. It includes the applicant's academic transcript(s), a letter of recommendation, and a school profile (if available).