Do teaching staff in primary schools perceive any impacts of school-based counselling on school engagement?. Issue 2 (4th March 2022)

• Record Type: Journal Article
• Authors: Raynham, Helen; Jinks, Gordon
• Is Part Of: British journal of guidance & counselling. Volume 50:Issue 2(2022)
• Page Start: 230
• Page End: 247
• Publication Date: 2022-03-04
• Subjects: School-based counselling -- school engagement -- teachers -- primary schools; Educational counseling -- Great Britain -- Periodicals; Vocational guidance -- Great Britain -- Periodicals; 371.4
• DOI: 10.1080/03069885.2021.1904502
• Languages: English
• ISSNs: 0306-9885

Abstract

ABSTRACT: Teaching assistants and teachers ( N = 186) in Cambridgeshire primary schools in the UK were invited to participate in a survey to explore the perceived impact of school-based counselling (SBC) on pupils' cognitive, social, and emotional engagement. Participants were also asked which of these factors they believed were most important to a child's educational progress. T -tests and one-way ANOVAs were conducted to explore the findings. Perceived effects of SBC were greatest on pupils' social engagement ( M = 18.05, SD = 4.17), followed by emotional engagement ( M = 16.71, SD = 5.24) and cognitive engagement ( M = 15.08, SD = 3.96). Emotional engagement was reported as the most important factor in a child's educational progress χ 2 (2, n = 169) = 77.834, p < .0001.