School Counselling Programme and Students’ Academic Development

Main Article Content

Imara Sekibo
Jokia Tinibu
Mchumba Balogun


From the perspectives of various stakeholders, this study examined the Namibian School Counselling Program, including its goals, services provided, school resources available for its implementation and beneficiaries, as well as overall effectiveness and customer satisfaction. The study also looked at how the program was perceived by students and teachers. As a result, there were insufficient counseling rooms for individual counseling for teacher-counsellors, there was no separate budget for school counseling, there were no file cabinets or display boards, there were insufficient counselors, and there was insufficient knowledge about counseling activities, according to the findings of the study. A distinct or special budget be made aside for the school counseling program, as well as assignments of teacher-counselors to schools where positions have not yet been filled, and frequent awareness-raising activities are proposed as a consequence of this.

Article Details

How to Cite
Sekibo, I., Tinibu, J., & Balogun, M. (2022). School Counselling Programme and Students’ Academic Development. Journal Educational Verkenning, 3(1), 1-9. Retrieved from


Akosah-Twumasi, P., Emeto, T. I., Lindsay, D., Tsey, K., & Malau-Aduli, B. S. (2018, July). A systematic review of factors that influence youths career choices—the role of culture. In Frontiers in Education 3, p. 58. Frontiers.

Clark, M. A., & Breman, J. C. (2009). School counselor inclusion: A collaborative model to provide academic and social‐emotional support in the classroom setting. Journal of Counseling & Development, 87(1), 6-11.

Lowery, K., Quick, M., Boyland, L., Geesa, R. L., & Mayes, R. D. (2018). " It Wasn't Mentioned and Should Have Been": Principals' Preparation to Support Comprehensive School Counseling. Journal of Organizational and Educational Leadership, 3(2), 2

Munyaradzi, C., Chikuvadze, P., Dube, S., & Gonzo, G. (2021). Effectiveness of Guidance and Counselling Policy and Practice in Rural Zimbabwean Learners'sustainable Formation: A Critical Analysis. e-BANGI, 18(7), 66-81.

O'Hara, C., Chang, C. Y., & Giordano, A. L. (2021). Multicultural competence in counseling research: The cornerstone of scholarship. Journal of Counseling & Development, 99(2), 200-209.

Rashid, T., & McGrath, R. (2020). Strengths-based actions to enhance wellbeing in the time of COVID-19. International Journal of Wellbeing, 10(4)

Rodriguez, B. (2021). Predictive Ability of Career Maturity, Academic Self-Concept, Achievement Motivation, and Familismo on Career Decision-Making with First-Year College Students (Doctoral dissertation, Texas A&M University-Corpus Christi).

Spratley, S. (2020). Exploring the Role of the Academic Advisor in Leadership Education. Journal of Leadership Education, 19(2).

Tugtekin, E. B., & Koc, M. (2020). Understanding the relationship between new media literacy, communication skills, and democratic tendency: Model development and testing. New media & society, 22(10), 1922-1941.

Webb, L. D., Brigman, G. A., & Campbell, C. (2005). Linking school counselors and student success: A replication of the Student Success Skills approach targeting the academic and social competence of students. Professional School Counseling, 407-413.