With rising awareness about mental health, especially in the context of young children and adolescents, it is a welcome change to note that the need for counsellors has been recognised across schools in the country. At the same time, however, there is often a lack of clarity associated with the actual role and responsibilities of a school counsellor.
Before delving into the role of a school counsellor, it would be pertinent to note the pure disproportional nature, with a single school counsellor (in most systems) who is hired for an entire school, which comprises at times of 2,500 to 3,000 students! And given the increasing prevalence of mental illnesses globally, coupled with the presence of psychosocial stressors in the form of academic workloads, peer pressures, bullying and aggression, tendencies of substance use and risk taking behaviour and the ever-increasing exposure to various forms of unfiltered media, and so on, recognising the potential role of a school counsellor to single handedly ensure the psychological well-being and safety of all the students in the school is definitely an unrealistic expectation.
Building bonds
Keeping these factors in mind, we must remember that one school counsellor alone cannot address the emotional well-being of the entire school, one student at a time. What is now required is for school counsellors to take a more pro-active approach, to work towards preventive mental health, rather than focusing on treatment alone. What we need is a collective effort of the entire school system which encourages sensitivity towards mental health and psychological well-being, with the school counsellor spearheading the initiative as an ambassador and as an advocate of mental health.
One of the most crucial roles of a school counsellor is to ensure that mental health is given the same importance given to general health, hygiene and nutrition. Contrary to common misconceptions, mental illnesses, like any other physical ailment, also have biological basis too.
The efforts of a school counsellor, therefore, could be directed at ensuring sensitivity to mental health within the existing teaching system and curriculum, which can be done simply by creating awareness and encouraging conversations about mental health, reducing hesitation and students feel comfortable in talking about their feelings and seeking help in an open environment. They will be able to identify when they need to reach out for help, and also feel more empowered when someone reaches out to them for help.
In addition, a focus on introducing modules of life skills training, within the existing curriculum, can help students be more equipped to deal with the psychosocial challenges they are likely to experience not just during the schooling years but subsequently as well. Such training is not imparted as an addition to academia but is an experiential learning about dealing with bullying and aggression, assertiveness training to respond to peer pressure, gender sensitivity, as well as skill building for improving their emotional regulation, instilling empathy or building an emotional resilience.
What we must remember is that psychological well-being and life skills can’t be taught in the form of textbooks, and assessed by way of annual exams. Counsellors must engage in dialogue, make use of teaching moments as they occur in society, and encourage group activities and discussions. With the school counsellors ensuring such a transformation within the existing educational paradigm, it will be possible to envision a future in which people are not just informed and educated, but are also sensitised towards mental health, making it a priority for all.
The writer is the Director at Department of Mental Health and Behavioural Sciences at Fortis Healthcare.
