Week 3

            In light of challenging school budgets and the decision of some districts to cut or even eliminate school counseling positions altogether, the question of the role of the school counselor takes on even greater significance.  Are school counselors an integral part of the school system or are they an add-on which is nice, and even helpful, but not necessary?  As schools are faced with fewer dollars and more demands this is a question that is more than simply a philosophical debate.  It is one that will guide the use of dollars in a cash-strapped educational system. 

            The Dollarhide and Saginak text spoke of how the primary mission of the school system is academic.  Therefore counselors have the obligation to demonstrate how their role and their activities impact academic success.  There are ample studies that demonstrate that a student’s academic success is determined by more than simply the instructional methods of the teacher.  The Walsh article mentions a study that examined the achievement gap between high- and middle-income students as compared to their low-income counterparts.  The study reports that between 32% and 52% of the difference is attributed to family and community issues, not classroom size or teaching methods.  Clearly the areas of expertise of school counselors do contribute to academic achievement.  Additional studies confirm that analysis, yet counselors may still be seen as add-on staff rather than integral to the mission of our schools.

            For better or worse, it is often up to school counselors to make the case for the own importance.  This may not mean telling people how important we are.  But it may mean taking our place at the table with the other professionals in the school system to collaborate on student needs and achievement.  It may mean being willing to be accountable to the unique role we play.  It may mean being willing to assume the responsibility of the role and looking at a comprehensive way to engage more than just a few students.  It may mean reflecting, and evaluating, and assessing the outcomes of what we do in light of the school’s mission of academic achievement. 

            I was particularly heartened by the school principal’s response to the work of the counselors in the Boston schools.  Over time those principals became advocates for the presence and importance of school counselors.  One would imagine that those school counselors found a way to tell their story and to demonstrate their importance so that they began to be seen as integral to the success of the school’s mission. 

            Gone are the days when school counseling positions are a given.  As with most in the education system, there is a calling for accountability and transparency in regards to the value that a position brings to the academic mandate of the school.  Counselors are important and it will likely be imperative for each counselor to demonstrate that on a regular basis.

References

Dollarhide, C.T. & Saginak, K.A. (2012) Comprehensive school counseling programs. (2nd ed.). New York: Pearson, Inc.

Walsh, M.E., Barrett, J. G., & DePaul, J. (2007). Day-to-day activities of school counselors: Alignment with new directions in the field and the ASCA National Model. Professional School Counseling, 10(4), 370-378.