Helping Seventh Graders Be Safe and Successful: A Statewide Study of the Impact of Comprehensive Guidance and Counseling Programs

Abstract

The researchers examined the relationships between statewide implementation of comprehensive guidance and counseling programs and indicators of safety and success for seventh graders. Hierarchical linear modeling was used to analyze data from 22,601 seventh graders attending 184 Missouri schools and 4,868 middle school teachers. After researchers controlled for differences between schools due to socioeconomic status and enrollment size, students attending middle schools with more fully implemented comprehensive programs reported (a) feeling safer attending their schools, (b) having better relationships with their teachers, (c) believing that their education was more relevant and important to their futures, (d) being more satisfied with the quality of education available to them in their schools, (e) having fewer problems related to the physical and interpersonal milieu in their schools, and (f) earning higher grades.

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“…The physical environment includes school buildings, the noise levels, text books, recreational facilities and the neighborhood (Lapan, 2003).when students join secondary school they find themselves in a more expansive school environment, larger size classroom and more noisy environment than what they were used to in their relatively smaller primary schools (Adeyemo, 2001). The expansive physical environment that new students in secondary schools find themselves in has library, laboratories, big dormitories, flush toilets, and many exercise and text books due to expanded curriculum, new games and facilities.…”

“…To Lapan, Gysbers and Petroski (2003) these services create greater students' feelings of safety in schools. In this kind of environment, students have a sense of belonging (Lapan, 2003). Lonborg and Bowen (2004) further found that in America students are able to make friends and hold their temper down as a result of school Guidance and Counselling service they received.…”

“…Gonder and Hymes (1994) found that a school environment has physical, social and academic aspects. The physical environment includes school buildings, the noise levels, text books, recreational facilities and the neighborhood (Lapan, 2003). Adeyemo (2001) postulates that when students join secondary schools they find themselves in a more expansive school environment, larger classroom and an environment that has more noise than what they were used to in their relatively smaller primary schools.…”

Stakeholders’ Perspectives on School Counselling Programme in Namibia

“…Results from several previous studies disclose that learners who received counselling improve their academic performance (Border & Drury, 1992;Lapan et al, 1997;Lapan et al, 2001;. As counselling service is designed to enhance self-understanding and development, it is best done through individual or small-group relationships (Lunenburg, 2010).…”

School counselor perceptions and competencies for closing the achievement gap : implications for counselor and higher education programs for all educators.

“…One component of both processes -the ASCA model and School Improvement -is intentional, focused work aimed at closing the achievement gap. Implementing a comprehensive school-counseling program is consistently associated with students having better relationships with their teachers, being more satisfied with the quality of education available to them, and earning higher grades (Lapan, Gysbers & Petroski, 2001). …”