Making the Grade: The Importance of Academic Enablers in the Elementary School Counseling Program

Abstract

Elementary school counselors can support academic achievement by connecting their comprehensive programs to increasing academic competence. One valuable framework focuses on academic enablers, which are identified as interpersonal skills, motivation, engagement, and study skills (DiPerna, 2004). In this article, the authors (a) discuss the essential role of elementary school counselors in supporting student achievement, (b) provide an overview of the academic enablers’ framework, and (c) offer practical recommendations for implementing this framework.

Longitudinal Examination of Aggression and Study Skills From Middle to High School: Implications for Dropout Prevention

“…A “What Works Clearinghouse” review of this intervention found positive effects for adolescent students, particularly in the domain of comprehension . School counselors could also help fill this gap for both teachers and their students …”

“…Study skills refer to an array of strategies to acquire, organize, remember, and apply information effectively. The use of study skills implies that a student is motivated to learn and is applying specific strategies to increase learning . Researchers who have studied the typologies of high school dropouts have frequently pointed to the intersection of behavioral problems (aggression, delinquency, and truancy) and academic problems (low grades, school disengagement, and poor study skills) .…”

The Impact of School Counselor Resources in Elementary and Middle Grades

“…These professionals also often work one-on-one with students, coordinate school-wide disciplinary systems, and help educators design and implement positive behavioral support systems or multitiered systems of support. Further, in many schools, school counselors play a central role in classroom assignment or course scheduling, shaping the composition of teacher teams, distributing special needs students, and placing students in curriculum ability levels (Akos et al, 2005; Barna & Brott, 2013; Rose & Steen, 2015).…”