PROSPECTIVE VISION OF SCHOOL COUNSELLING: ADDRESSING CONTEMPORARY BEHAVIOURAL PROBLEMS IN SCHOOLS

Abstract

This study examines the growing behavioural and emotional issues confronting students in the Nigerian educational system including bullying, digital addiction, aggressive behaviours, and social anxiety all impacting academic engagement and student development. These issues are related to other significant implications, including poor academic performance, social withdrawal and future mental health issues, and are intensified and magnified by socio-economic and family-related issues embedded in the educational system. In response, this study considers a holistic, multi-levelled school counselling model presumably in response to these behavioural challenges through a trauma-informed care model, building resilience and being culturally responsive to interventions. The study employs a systematic literature review founded on most up-to-date peer-reviewed journal articles, policy documents and institutional reports creating a nuanced framework that will be applicable within the Nigerian context. The results of the study highlight the necessity for school counsellors to move away from the traditional discipline, roles and transition to a proactive mental health approach which includes emotional intelligence, and confidence resolution, and furthermore digital literacy. The innovation in the model suggests early intervention with active collaboration between the school counselors, and teachers, and parents while paying more attention to digital wellbeing. The recommendations include training school counselors to be more effective in their practice, encouraging the use of social-emotional learning (SEL) programmes, and to advocate for policy improvements for mental health services and support. This article offers both theoretical contributors and practical support to promote develop effective mental health services in the schools within limited resources and culturally diverse contexts.