‘Extra appendage’ or integrated service? School counsellors' reflections on their professional identity in an era of education reform

Abstract

Aims: Since 2003, Government policies have located increasing responsibility for children's well‐being on schools working in partnership with other agencies. This study sought to investigate how these policies affect the working lives and professional identities of counsellors in schools in challenging circumstances in England. Method: In‐depth interviews with six school counsellors (4 primary and 2 secondary). Transcripts were analysed using Interpretive Phenomenological Analysis to reveal five master themes, one of which is the focus of this paper. Findings: School counsellors derive most reward from their therapeutic work with children. Their sense of professional identity however, is affected by their positioning within schools. Counsellors with dual roles perceive themselves as ‘insiders’ with the capacity to influence and contribute meaningfully to the school's well‐being agenda. Counsellors engaged on part‐time contracts either independently or via an agency feel like ‘outsiders’, situated on the margins of school life and vulnerable to neglectful and oppressive practices from school leadership. Some implications for practice are considered.

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