• School counselors serve as a first line of defense in identifying and addressing student social/emotional needs within the school setting. School counselors have unique training in helping students with social/emotional issues that may become barriers to academic success. Within the context of a school counseling program school counselors develop school counseling curriculum, deliver small-group counseling and provide appraisal and advisement directed at improving students 'social/ emotional well-being. 

    The social/emotional domain is composed of standards to help students manage emotions and learn and apply interpersonal skills. School counselors promote mindsets and behaviors in all grade levels that enhance the learning process and create a culture of readiness for all students in the area of social/emotional development. 

    The school counselor is key to identifying students’ social/emotional needs (VanVelsor, 2009). Educational systems as a whole, including school counselors, should graduate students who are not only proficient in core academic subjects but demonstrate an ability to socially and emotionally practice healthy behaviors and behave respectfully when working with others from diverse backgrounds (ASCD, 2007). 

    School counselors are committed to supporting students’ social/emotional needs. As advocates for students, school counselors promote a positive environment that enhances students’ ability to properly manage the social/emotional demands of their lives. School counselors use appropriate appraisal methods to promote a school environment designed to propel students toward positive mindsets and behaviors supporting social/emotional development through direct (e.g., classroom curriculum, group counseling and individual counseling) and indirect (e.g., collaborating or consulting with staff, families or communities) services. 

  • American School Counselor Association. (2019). ASCA National Model: A framework for school counseling programs (4th ed.). Alexandria, VA