


































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 3, No. 3, 2022 

www.scholink.org/ojs/index.php/elsr 

34 
 

Original Paper 

Demand for Counselling Heightens in Schools after COVID-19 

Pandemic and Associated Socio-economic Setbacks 

Wahab Ali1, Ruveni Tuimavana2 & Prathika Gounder3 

1 Wahab Ali is an Associate Professor in the Education Department at the School of Humanities & Arts 

at The University of Fiji. He is the principal researcher for Demand for counselling heightens in schools 

after COVID-19 Pandemic and associated socio-economic setbacks. He can be contacted on (+679) 

6640600, Ext. 154, Email: wahaba@unifiji.ac.fj 

2 Ruveni Tuimavana is a Lecturer in Education Department at the School of Humanities & Arts at The 

University of Fiji. He is a researcher for Demand for counselling heightens in schools after COVID-19 

Pandemic and associated socio-economic setbacks. He can be contacted on (+679) 6640600, Ext. 144, 

Email: ruvenit@unifiji.ac.fj 

3 Prathika Gounder is a Lecturer in Education Department at the School of Humanities & Arts at The 

University of Fiji. He is a researcher for Demand for counselling heightens in schools after COVID-19 

Pandemic and associated socio-economic setbacks. He can be contacted on (+679) 6640600, Ext. 146, 

Email: prathikag@unifiji.ac.fj 

    

Received: July 5, 2022          Accepted: July 29, 2022        Online Published: August 12, 2022 

doi:10.22158/elsr.v3n3p34           URL: http://dx.doi.org/10.22158/elsr.v3n3p34 

 

Abstract 

The departure from traditional family structure and the evolving social trends with a breakdown in the 

customary support system has created a gap for fulfilling the physical, psychological and social needs of 

the children. The emphasis is on the need for an alternative support system to mediate the needs of them 

and counselling in schools is definitely the bridge that fills this gap. There is no doubt that COVID-19 

pandemic and associated socio-economic factors have heightened the need for counselors in schools. 

This study investigates the views of school administrators, principals, head teachers and classroom 

teachers regarding counselling in schools. A survey research design was implemented and a survey was 

executed to 100 participants in the western division. 78 of them responded by returning the completed 

survey giving a response rate of 78%, which is acceptable for discussion. Findings reveal that Fiji has 

seen an increase in counselling needs after COVID-19 and subsequent lockdowns. Findings also reveal 

that school leaders and teachers are looking forward to a counselling program that prepares counsellors 

who can assist students suffering from short-term and long-term psychological effects of the pandemic 



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and prepare students for the ‘new norm’. Majority of the participants indicated that counseling skills are 

indispensable manifestations considering the current unprecedented epidemiological environment.  

Keywords 

counselling, mental health, substance abuse, stress management, pandemic, socio-economic impact 

 

1. Introduction 

Counseling in schools is a profession that focuses on the relations and interactions between students and 

their school environment to reduce the effects of environmental and institutional barriers that impede 

student academic success. School counsellors foster educational equity, access, and academic success in 

a rigorous curriculum to ensure that all students succeed in their education. This calls for trained school 

counsellors who must be an assertive in creating opportunities for all students to pursue dreams of high 

aspirations. The counsellor assists students in their academic, career, social, and personal development 

and helps them follow the path to success (Perusse, Goodnough, Donegan, & Jones, 2004). The school 

counsellors serve as experts and work with teachers, administrators, parents and other school personnel 

to help each student succeed. The school counsellor as consultant empowers families to act on behalf of 

their children by helping parents and guardians identify student needs and interests, and access available 

resources. COVID-19 and subsequent socio-economic conditions have increased the seriousness of the 

counselling situation in Fijian schools. The COVID-19 crisis has generated unprecedented challenges for 

schools and their students globally.  

School counsellors have specialized training which includes knowledge of human development, cultural 

diversity, counselling and consultation techniques (Perusse et al., 2004). Likewise, it is a profession 

which aims primarily to improve the academic performances of the students and helps in social and 

personal development of the students. It provides the much-needed bridge between parents and students 

and positively functions in preventive remedial and developmental modes. Counselling in schools 

involves the team efforts of the teachers, the parents and other school staff towards addressing the 

behavioural, emotional, social, academic or psychological needs of the students (Perusse et al., 2004). In 

the current era, COVID-19 pandemic has presented significant and unique challenges to the children and 

their families. The negative impact on livelihood due to the pandemic has resulted in an unprecedented 

lockdown on daily life and economic activities might account for part of the mental health problems in 

those whose earning capacities have dwindled. Likewise, disruptions to school, access to familial 

financial security and related consequences has left students with heightened anxiety and stress (Zenone 

et al., 2021).  

The Ministry of Education Heritage and Arts (MEHA) has also made public statements about the need 

for more counsellors in schools. While making her response in the parliament on 18th May 2019, Hon. 

Rosy Akbar stated that “there was a shortage of counsellors in schools is due to higher education 

institutions not providing qualifications in counselling.” The Substance Abuse Advisory Council (SAAC) 

was established on 1st March, 1999 after the passing of the Substance Abuse Advisory Council Act of 



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1998. This statutory body was established under the Ministry of Education to collaborate with 

government ministries and NGO’s to undertake counselling services to address problems arising out of 

drugs and substance abuse (SAAC, 2020). MEHA has a policy in drugs and substance abuse in schools. 

This Policy aims to promote and maintain a healthy, safe and drug free environment in our schools in Fiji 

where the welfare of students is paramount. The proposed diploma in counselling program is in response 

to the MEHA’s policy and is meant for both teachers and working professionals who are related to the 

field of teaching. This program also intends to prepare counsellors who can assist students who are 

victims of COVID-19 related socio-economic issues like domestic violence stress and poverty. 

 

2. Aim of the Study 

The need for a counselling program to address the needs of students in schools provided the motivation 

for this study. The aim of this program is to prepare counselling practitioners gain knowledge and 

competence in working with young people aged 6-18 years in an ethical and effective way. This program 

intends to prepare counsellors who can assist students who are victims of bullying, teasing, substance 

abuse, drugs and COVID-19 related socio-economic issues like domestic violence stress and poverty. 

Likewise, COVID-19 Pandemic has presented difficulties for everyone, and academic stress and 

economic challenge has taken the center stage in this lockdown period and has shattered the education 

system across the globe. This study investigates the views of heads of schools and teachers in regards to 

the need for counsellors in the school system. The intention of the study is to investigate the role school 

counsellors could play in supporting teaching and learning and school development in relation to what 

benefit can emerge from having counsellors in schools. 

This study is guided by the following research questions: 

i) Why is there a need for a counselling program for teachers? 

ii) What content would you like to be covered in a counselling program? 

iii) What impact has COVID-19 on the need for counsellors in schools? 

 

3. Research Significance  

The findings of this study are considered to be of great importance to various stakeholders for several 

reasons. Foremost, findings will assist the developers of the proposed program to upgrade and improve 

the content of it. The feedback from principals and teachers will be very informative in the development 

of the proposed program as they have had first hand experience dealing with counselling issues in schools. 

There is also a paucity of previous research on counselling requirements in Fiji and the findings will 

assist the administration in better understanding the counselling issues faced by teachers in schools. They 

will be able to develop appropriate strategies to handle such situations and prepare teachers accordingly.  

This study will help uncover critical areas and contribute to local literature on the subject, which in turn 

could be used by relevant authorities in improving their counselling initiatives. Teachers would be able 

to realize the importance of undertaking studies in counselling. The finding of this study will rebound to 



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the benefit of HE institutions by providing them important insights into counselling enabling them to 

strengthen their programs to better prepare counsellors to deal with the diverse exigencies of the COVID-

19 pandemic. Furthermore, the study makes considerable contribution through its findings by revealing 

the intricacies associated with counselling considering COVID-19 and associated lockdowns and school 

closures (Nazish, Irum, Sharif, Zubair Hassan, & Sadiq, 2020). Notably, the findings will be of great 

value to the staff as they are in constant touch with the students and will be able to better understand their 

behaviour and address counselling issues amicably. This study would hopefully shed light on the pivotal 

role school counsellors can play in supporting the individual learner or teacher, as well as the school as 

a whole. 

 

4. Literature Review 

Counseling is a process in which a counselor provides psychological support to a specific person or a 

group. They give important tips to create insight that helps people to tackle their problems and 

channelized them in a better way. Nowadays lots of people are consulting counselors to reduce their 

psychological burden of lockdown of covid-19 (Kumari & Singh, 2021). Counselling was already an 

essential service that is needed in school pre COVID-19 and with an increase in covid cases in Fiji, the 

need for counseling will increase in the schools due to an increase in social problems. These changes 

included an increase in the number of single-parent families, divorce rates, issues of substance abuse, 

issues related to sexuality and reproductive health, especially among adolescent age groups and various 

mental health issues (Thomas et al., 2020). Some of the common disruptive behaviors identified in Fiji 

are teasing, fighting, bullying, taking other things forcefully, pushing, and swearing (Walker, 1994).  

The factors that may have triggered these disruptive behaviors are numerous and includes, job losses in 

the family, domestic violence in the family, and relocations of their homes. Putting food on the table will 

be a dire need for any family that has breadwinners losing their jobs or their working hours reduced. 

According to UNESCO (2020) the impact which COVID-19 will have on poverty levels, it is observed 

that secondary education enrolment will remain below pre-COVID-19 levels even after the re-opening 

of schools. School attendance will become sporadic and home support may not be fulfilled. Home 

cultures of the majority of indigenous Fijians are not very supportive and accommodating to students to 

excel academically. Whilst the job losses are not only limited to a particular ethnic group, but the home 

support will also greatly diminish for the affected students. This will give an added burden on teachers 

to prepare students for their learning. In 2020, Fiji recorded an increase in domestic violence during the 

lockdowns (Cowley, 2020).  

These lockdowns are not a favourable state to be in especially in an abusive relationship. The bully in 

the relationship is in close proximity to the other family members. When boredom or frustrations sets in, 

this is usually being meted out to other members as the oppressor is unable to get out of the house due to 

the legislated lockdowns (Beena Antony & Kaushik, 2019). The vulnerable members are usually at the 

mercy of the abusive members with an absence of external assistance. Similarly, a report on Fiji Gender, 



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Disability and Inclusion Analysis of COVID-19 and TC Harold reveals increased levels of stress and 

tension are widespread with greater potential for violence but adequate psychosocial support services are 

lacking. Children who are exposed to domestic violence will be traumatized and will have difficulty in 

concentrating on their studies. Students who are exposed to violence tend to utilize similar means and 

resort to bullying to show their frustrations with other students in schools (Cowley, 2020).  

Subsequently, an increase in the prevalence of mental health disorders like depression among school-

going adolescents was reported (Sindhu, 2020). School closures have also placed a huge demand on 

teachers in terms of syllabus coverage. The exam-oriented nature of Fiji’s education system further 

exacerbates the issue. Regardless of the locality of schools, they are being measured by the same 

yardstick. This causes teachers to focus on average and above-average students to raise the school’s 

achievement. School counseling increases student’s ability to concentrate, study, and ultimately learn. It 

decreases classroom disturbances (Cowley, 2020). Counseling services support teachers in the classroom 

in order to enable teachers to provide quality instruction designed to assist students in achieving high 

standards. School counselors are trained to recognise early warning signs in at-risk youth (Chen & Kok, 

2017; Daniels, 2013). School counselors work with principals, teachers, and other staff to develop and 

implement school safety, and to prevent school violence. Even with growing research about the positive 

impact of school counseling, school counselors face various challenges in their workplace. School-based 

counseling across the world shows great variability in terms of focus, role, training, and models (Theresa, 

2018).  

 

5. Research Methodology 

Survey research is one of the most important areas of measurement in applied social research. The broad 

area of survey research encompasses any measurement procedures that involve asking questions of 

respondents (Peter, 2006). Different types of surveys are actually composed of several research 

techniques, developed by a variety of disciplines. Survey research does not belong to any one field and 

it can be employed by almost any discipline (Nardi, 2006). A survey design was most appropriate to 

collect ample information in a short duration of time. Surveys are a favoured tool for many who are 

engaged in research as it provides a quick and effective way of collecting data (Wilkinson & Birmingham, 

2003). In the current study, the nature of the research statements warranted the use of a survey research 

as survey was also used by Arredondo and Bauch (2006) in their study about principles’ perception about 

climate change. As such, five point Likert type scale ranging from 5 (strongly agree) to 1 (strongly 

disagree) was used for numbers 1 to 15 in the survey to develop a better understanding of principals’ 

view of counselling in schools.  

Selecting research sample is an imminent issue frequently raised by researchers and students (Minichiello, 

Aroni, & Hays, 2008). According to Fraenkel and Wallen (2006) researchers are always concerned with 

what can be labelled as an adequate size for a sample. They further suggest that despite shortage of time 

and financial constraints into consideration, it is advisable to obtain “as large a sample as they reasonably 



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can” (Fraenkel & Wallen, 2006, p. 104). For the purpose of this study, principals and teachers from all 

over Fiji were targeted but it was not possible to reach them all due to demographical reasons and 

COVID-19 restrictions. The target population is the entire group a researcher is interested in and in this 

case the principals in the secondary schools. The survey was administered to 100 principals and teachers 

and 78 of them attempted the survey resulting in a response rate of 78% which is acceptable for discussion. 

Table 1 shows the respondents in the survey. 

 

Table 1. Study Respondents 

Position N of Items 

Principals 8 

Vice-principals 4 

Head Teachers 10 

Teachers 56 

TOTAL 78 

 

The Cronbach’s coefficient alpha (α) was used to assess the reliability of the study constructs as it is 

widely used for assessing the reliability of measurement scales with multi-point items. Thus, the 

reliability of the constructs based on the 15 items was .707. Table 2 shows the Cronbach’s Alpha value 

of the study constructs. The stated value of Cronbach’s Alpha reveals it is at an acceptable level and that 

the constructs are reliable to address the research question. 

 

Table 2. Reliability Statistics of Study Constructs 

Cronbach’s Alpha N of Items 

.707 15 

 

The findings section will discuss the items in the table with reference to pertinent literature wherever 

possible. 

 

6. Findings and Discussion 

This section discusses the findings as per the research questions according to thematic approach. Table 3 

shows the study constructs. 

 

 

 

 



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Table 3. Item-Total Statistics 

Study Constructs Scale Mean 

if Item 

Deleted 

Scale 

Variance if 

Item Deleted 

Corrected 

Item-Total 

Correlation 

Cronbach’s 

Alpha if Item 

Deleted 

There is an urgent need for counsellors in Fiji schools. 63.45 15.186 .178 .707 

There has been an increase in bullying and drugs related 

issues in schools 
63.54 14.408 .212 .709 

The counselling program should cover the different 

theories associated with counselling and mentoring. 
63.73 13.836 .348 .688 

The need for counselling in schools have increased after 

the arrival of COVID-19 and subsequent lockdowns 
63.62 13.253 .510 .666 

Most of the students requiring counselling are affected 

by the socio-economic impact of COVID-19 
63.44 12.976 .518 .663 

The counselling program should cover the different 

theories associated with counselling and mentoring. 
63.41 13.336 .476 .670 

Apply counselling skills in addressing issues associated 

with students in schools 
63.37 15.873 .016 .723 

Reflect on how their cultural background and 

worldviews affect their psychological practice; 
63.38 13.668 .440 .676 

Deliver imaginative, culturally mindful and inclusive 

counselling experiences for all clients 
63.18 15.604 .086 .715 

Ensure that efficient and effective counselling services is 

available to students at all times 
63.19 14.703 .380 .688 

Protect the confidentiality of students’ records and 

release students’ personal data in accordance with 

prescribed laws and school policies 

63.37 14.600 .254 .700 

Demonstrate crisis management skills and plan 

interventions accordingly 
63.18 15.188 .221 .702 

Demonstrate empathy towards the client so that they 

have better coping mechanisms in life 
63.22 14.900 .288 .696 

Develop and demonstrate well informed decision-

making processes regarding dilemmas arising in 

counselling 

63.36 14.363 .379 .686 

The counselling program should be able to equip teachers 

and leaders on how to make referrals to higher authorities 

when a child is at risk 

63.13 14.866 .368 .690 



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The above constructs are discussed using thematic approach in the forthcoming paragraphs. The 

constructs were informed by literature review and the aim of the research. 

6.1 Need for Counsellors in Schools 

The findings uncovered strong positive emotions about the need for counsellors in schools. Almost all 

the respondents agreed that there was an urgent need for counsellors in Fijian schools. Only a few 

teachers were unsure as they may not be facing any counselling issues in their respective schools. 

Likewise, majority (91%) of the teachers agreed that all teachers needed to have basic counselling skills. 

Findings provide sound justifications for having a counselling program for the teachers (see Table 4).  

 

Table 4. There Is an Urgent Need for Counsellors in Fiji Schools 

 Frequency Percent Valid Percent Cumulative 

Percent 

Valid 

Strongly Agree 37 47.4 47.4 47.4 

Agree 39 50.0 50.0 97.4 

Unsure 2 2.6 2.6 100.0 

Total 78 100.0 100.0  

 

Literature supports the findings of the study as counsellors are needed to facilitate academic as well as 

the social and personal development of learners. According to Daniels (2013) the evolvement of school 

counselling involves balanced approach to counselling which includes support for student development 

namely in careers, academics and personal or social development. The high need for counsellors is also 

mentioned by Kodad and Kazi (2014) who are assertive that changing family trends such as working 

mothers, divorces, single parent families have reduced the emotional cushioning provided so far by most 

of the families. Also, the immense technological advances, the increased social life and issues such as 

drug abuse have contributed to stress and strain on the students demanding for more counsellors in our 

education systems. 

Findings reveal that majority (32%) of the respondents strongly believe that there was an urgent need for 

counsellors in schools (see Figure 1). There is an acute shortage of counsellors in schools and similar 

sentiments has been shared by educational administrators. One of respondents made the following 

comment in the survey: 

“There has been a drastic need for counsellors in schools after COVID-19 and after lockdowns 

when students started coming to school again. They seem to have a lot of social problems at 

home. Teachers are not qualified to deal with delinquent student behaviours and attitudes”. 

The respondents seem to be fed up with the counselling issues in their schools that they look forward to 

professional counsellors to deal with such issues. Respondents are certain that students wrestle with a 

complex array of life circumstances and suffer from a variety of mental disorders due to COVID-19 



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socio-economic impacts. These unprecedented situations challenge their ability to focus on their studies 

and achieve their academic potential, calling for qualified school counsellors who are prepared to provide 

responsive services to the students. While responding to the open-ended questions majority of the 

participants raised issues like social media abuse, tiktok, cyber-bullying sexual abuse and pornography. 

Some students also show symptoms of depression, grief and anxiety, while some go in denial and become 

mentally affected and become misfits in the classroom. According to respondents, demand for 

counsellors is severe especially after the lockdowns and the socio-economic impact of COVID-19 

pandemic and its new B.1.617 variant. 

6.2 Increase in Demand for Counsellors 

Survey findings reveal that majority (92.3%) of the school leaders and teachers believe that the need for 

counselling in schools have increased after the arrival of COVID-19 and subsequent lockdowns. As the 

world grapples with the eruption of the COVID-19 pandemic affecting millions of students worldwide, 

as emotional distress has become the “new normal”. A few (5.1%) of them were unsure while only a few 

(2.6%) disagreed (see Table 5). The massive agreement of teachers reveals that they must have 

experienced the need for counsellors after the emergence of COVID-19. It is reasonable that few of the 

teachers were unsure and disagreed as according to them there was always a demand for counsellors in 

the schools. 

 

Table 5. Increase in Counselling Needs after COVID-19 and Subsequent Lockdowns 

 Frequency Percent Valid Percent Cumulative 

Percent 

Valid 

Strongly Agree 30 38.5 38.5 38.5 

Agree 42 53.8 53.8 92.3 

Unsure 4 5.1 5.1 97.4 

Disagree 2 2.6 2.6 100.0 

Total 78 100.0 100.0  

 

Previous research on academic stress among college students during COVID-19 pandemic and 

subsequent lockdown reveals that majority of the college students in India had the common feelings of 

fear of death, fear of being isolated, sense of meaninglessness and anxiety. Moreover, the lockdown 

situation had shot up the academic stress levels among college students where they were clueless about 

what would happen next (Gupta, 2020). Likewise, according to Nazish et al., (2020) routines, social 

interactions and friendships are among the most important factors responsible for children’s normal 

psychological development. Since the COVID-19 related disease containment measures and school 

closures became common, an increase has been noted in students’ delinquent behaviours and stress levels. 

On similar note, survey data reveals that majority (92.3%) of the respondents agreed that there has been 



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an increase in bullying and drug related issues in schools. Although there had been some mixed feelings, 

respondents established that the effects of drug and substance abuse leads to increase in social problems 

such as crime, school dropout rate, family break ups, and long-term detrimental health effects.  

Moreover, drug abuse has multiple negative effects on a student’s academics. From continual absences 

to poor grades, abusing drugs and alcohol can cause damaging academic problems that are difficult to 

recover from. Drug use can also cause mental and cognitive impairments that make it difficult for students 

to succeed in school (SAAC, 2020). The MEHA is aware of this issue and has policy document in this 

regard. The policy aims to promote and maintain a healthy, safe and drug free environment in our schools 

in Fiji where the welfare of students is paramount (MEHA, 2008). The Ministry does not permit the 

possession, consumption promotion, distribution, or sale of all drugs including alcohol, tobacco and 

marijuana. More so, drug and substance abuse is ranked as one of the worst amongst Fiji’s problems as 

it has detrimental effects on health, our society, the economy and security of the Nation. The National 

Substance Abuse Advisory Council NSAAC is a statutory body that was established through the National 

Substance Abuse Advisory Council Act of 1998 to work under the Ministry. Cabinet has agreed that the 

primary objective of NSAAC should be, ‘the promotion of health and the minimisation of harm 

associated with the abuse and misuse of alcohol and other substances for students in schools and the 

community as well’(MEHA, 2008). A study undertaken in Malaysia revealed an increase in disciplinary, 

drug problems, vandalism and social problems in (Chen & Kok, 2017) 

6.3 Socio-economic Impact 

The economic impact of COVID-19 and subsequent lockdowns are evident in the decline in growth, 

trade and employment in all countries. Closure of businesses, job lay-offs and supply chain disruption 

have been prominent regionally. The impacts are more pronounced with the decline in income and rise 

in expenditure. The adverse impacts are significant and recovery and adjustment to the new normal will 

take time. Disruption to food distribution networks, loss of livelihoods, safety nets, panic hoarding of 

essential goods, limited access to healthcare and schools has led to counselling issues in schools. There 

is no doubt that, COVID-19 has created stress on our educational systems at all levels. School closures, 

even when temporary, are challenging for copious reasons. Foremost, there is a reduction in instructional 

time, which impacts learning achievement as when schools close, educational performance suffers.  

The findings uncovered strong positive emotions about the need for counselling in schools. Almost all 

(91%) of the respondents are in agreement that majority of students who require counselling in schools 

are affected by the socio-economic impact of COVID-19 (see Table 6). There were only a few 

disagreements some were unsure as counselling is multi-dimensional and there are many variables to 

consider.  

 

 

 



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Table 6. Students Requiring Counselling Are Affected by the Socio-Economic Impact of COVID-

19 

 Frequency Percent Valid Percent Cumulative Percent 

Valid 

Strongly Agree 45 57.7 57.7 57.7 

Agree 26 33.3 33.3 91.0 

Unsure 5 6.4 6.4 97.4 

Disagree 2 2.6 2.6 100.0 

Total 78 100.0 100.0  

 

Disrupting schooling also leads to other immeasurable losses, such as inconveniences to families, 

decreased economic productivity as parents struggle to balance work obligations with childcare. The 

closures also compound educational inequities because economically advantaged families tend to have 

higher levels of stress and their children also get affected (Kalim & Maleeha, 2021). 

Similarly, the education disruption has had, and will continue to have, substantial effects on students. 

Closures of educational institutions hamper the provision of essential services to children and 

communities, including access to nutritious food, affect the ability of many parents to work, and increase 

risks of violence against women and girls (United Nations, 2020). Likewise, businesses have shut down 

and the closing of the boarders has left many airport workers and those in related fields unemployed 

affecting hundreds of families in putting decent meals on their tables. Fiji has developed innovative 

approaches in support of education and training in form of radio and television to take-home packages. 

For it must be considered that there are many children affected by a lack of resources or enabling 

environment to access learning. It is true for the teaching profession and their need for better training in 

new methods of education delivery, as well as support. In essence, such initiatives place certain demands 

on the governments, respective ministries and school communities at large as they are key to building a 

better and more resilient education system. The situation calls for a new breed of counsellors who can 

assist students in schools whose parents have lost jobs and are unable to meet all the demands of 

schooling. 

6.4 Application of Counselling Theories and Skills 

This question in the survey tried to illicit participants views in regards to the contents of a counselling 

program. Counselling approaches are based upon theories about human function as determining whether 

one counselling approach works better than another is difficult, because there are so many variables to 

consider in the counselling process. Even when applying the same theoretical model, there can be major 

differences in the counselling outcome due to differences in the clients’ histories and situations, 

differences in the counsellors’ communication styles, and even differences in client and counsellor mood 

on the day of the comparison. The responsibility starts with becoming familiar with the models that have 

shown to be most beneficial in actual practice. Findings reveal that majority (94%) of the respondents 



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agree that a counselling program should cover the different theories associated with counselling and 

mentoring.  

 

Table 7. Covering of Different Theories Associated with Counselling and Mentoring 

 Frequency Percent Valid Percent Cumulative 

Percent 

Valid 

Strongly Agree 45 57.7 57.7 57.7 

Agree 28 35.9 35.9 93.6 

Unsure 3 3.8 3.8 97.4 

Disagree 2 2.6 2.6 100.0 

Total 78 100.0 100.0  

 

Literature reveals that different theories and models highlight different areas of interest, and seek help 

from different theories and models (Tveit & Sunde, 2016). The focus here is on theories and how different 

aspects of an act actualize different theories (Perrone, Perrone, Chan, & Thomas, 2000). The theories 

illustrate the framework in practice, and is suitable for ethical reflection. Theories enable counsellors to 

better understand their clients and apply appropriate theories in addressing their counselling issues in 

schools. Lindh and Dahlin (2000) are in concurrence with Perrone et al., (2000) that career counsellors 

need to stop relying on traditional theories and focus on sociological and psychological theories to better 

address counselling issues in the current era. Findings further reveal that majority (97%) of the 

respondents strongly consider counsellors should have adequate skills and apply them in addressing 

counselling issues in schools. Similarly, according to Stark and Mills (2020) counselling skills are seen 

as vital for effective counselling and rated counseling skills as either important or indispensable. 

Apart from theories and skills, majority (94%) of the respondents ascertain the importance of cultural 

background and worldviews in providing psychological counselling to students. Cultural diversity 

includes beliefs, values, mores, religious background, sexuality, socioeconomic status. Participants are 

certain that counsellors should be able to investigate how the client’s particular actions relates to their 

belief systems. It needs to be understood how the client’s culture helped to develop them into the person 

they are today. According to Laungani, (1997) we live in a diverse society, and in order to counsel 

ethically and effectively, it is important that we are mindful of how diversity and difference impact on 

our clients, our profession, our own lives and the therapeutic relationships we form with clients. 

Multicultural counselling characterizes the counselling practice that offers effective interventions to 

culturally diverse clients. Race, ethnicity, and culture influence a client’s identity and life circumstances. 

Other factors, such as gender and gender identity, sexual orientation, age, socioeconomic status, religion, 

and ability also play into the context of given client’s mental health, and relational or personal issues. A 

culturally competent counselor considers all aspects of a client’s worldview when selecting treatment 



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approaches (Laungani, 1997). Similarly, majority (96%) of the respondents determine that counsellors 

always need to be culturally mindful and provide inclusive experiences for all clients. 

6.5 Conflict Resolution and Mediation 

Conflict resolution and mediation are important aspects of the counselling process in schools. The key 

difference between negotiation and mediation is that in negotiation, the parties involved work out their 

own agreement (Daunic, Smith, Robinson, Miller, & Landry, 2000; Diamant, 2000). In mediation, 

students have the support of the third party, the mediator, to help them come to an agreement. In the 

school environment, conflicts are common and although a conflict by itself is not destructive, inadequate 

ways of resolving the conflict lead to numerous negative consequences (Daunic et al., 2000). Mediation 

is the involvement of an impartial third party to support and help those involved in a conflict to find a 

resolution. All the respondents in the survey agreed that counsellors should be able to demonstrate 

conflict resolution and mediation steps used during counselling. School leaders and teachers must have 

experienced conflicts among children and young people.  

 

Table 8. Demonstrate Conflict Resolution and Mediation Steps Used during Counselling 

 Frequency Percent Valid Percent Cumulative 

Percent 

Valid 

Strongly Agree 49 62.8 62.8 62.8 

Agree 29 37.2 37.2 100.0 

Total 78 100.0 100.0  

 

Conflicts in schools are specific and the process of conflict development among children and youths can 

be observed and described. According to Daunic et al., (2000) conflict starts when two or more children 

perceive great mutual differences in their interaction when trying to achieve their needs and goals. 

Children in such situations react with certain behaviours including aggression or other conflict reactions. 

Literature further entails that conflict escalates if there is an increase in the expression of anger, 

frustration or perceived threat, and if other children join in and take the side of any of the opposing parties 

(Daunic et al., 2000). Likewise, conflict can be reduced if children were friends before the conflict and 

if they focus their attention on the problem and not on the parties to the conflict, meaning children have 

know‑how on resolving conflicts, or have someone who can help mediate in that situation (Daunic et al., 

2000; Diamant, 2000). 

Literature further entails that mediation, whether formal or informal, can often help solve conflicts that 

have gone beyond the negotiation stage. Conflicts happen whenever people have different expectations. 

This makes conflict management critical, whether avoiding arguments, disputes, lasting conflict or 

ultimately, litigation. Conflict can be avoided if steps are taken early in a discussion to diffuse anger and 

facilitate communication, and it can be resolved by applying a series of thoughtfully applied steps 



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(Daunic et al., 2000; Diamant, 2000; Peuraca & Vejmelka, 2015). The respondents in the current study 

unanimously agree that counselling is an integral aspect of schooling and ensure that efficient and 

effective counselling services should be available to students at all times. 

6.6 Crisis Management and Interventions 

Crisis counselling involves assessing the client’s current situation and listening to the client, asking 

questions and determining the individual needs to cope effectively with the crisis. Crisis intervention 

requires that the person experiencing crisis receive timely and skilful support to help cope with situation 

before future physical or emotional deterioration occurs. For this reason, counsellors need to poses basic 

knowledge of crisis theory and intervention and must be able to recognize and assess for symptoms of 

trauma. Subsequently, almost all (99%) of the respondents maintain that counsellors should be able to 

focus on crisis management and design interventions plans. Crisis, disaster, and trauma are inevitable 

truths of our life, preventable but sometimes completely avoidable, as they occur with or without any 

early signs. The psychological trauma in the aftermath can be devastating for individuals who have 

directly and or indirectly experienced the incident, in the current context is COVID-19 pandemic. Hence, 

as professional counsellors, they need to possess basic knowledge of crisis theory and intervention and 

should be able to recognize and assess for symptoms of trauma (Pau, Ahmad, & Tang, 2020). 

 

Table 9. Demonstrate the Ability to Focus on Crisis Management and Design Interventions Plans 

 Frequency Percent Valid Percent Cumulative Percent 

Valid 

Strongly Agree 57 73.1 73.1 73.1 

Agree 20 25.6 25.6 98.7 

Unsure 1 1.3 1.3 100.0 

Total 78 100.0 100.0  

 

Literature further details that COVID-19 and subsequent lockdowns have left school many children idle 

and left unsupervised. Many are unable to grasp the consequences of not adhering to lockdown 

regulations and the real impact of the crisis. Crisis is a ubiquitous experience, and all counsellors will 

inevitably encounter a client who is in crisis or has experienced a traumatic event. Thus, it is important 

for all counsellors to have a basic understanding of crisis and trauma theories, assessment, and 

interventions. Many students may not be able to deal with the trauma of being Corona Virus positive or 

having spent time in quarantine or isolation centres. According to Pau et al., (2020) trauma is much more 

difficult to define as the term has often been used to describe almost any stressor experienced by an 

individual. At the most basic level, trauma refers to the emotional response an individual has to an event 

that was perceived to be physically or emotionally harmful. Literature also spells out that traumas can 

have lasting adverse effects on an individual’s mental, physical, social, and spiritual wellbeing. For while 

crises are relatively brief events, a trauma response is more extreme, enduring and involves specific 



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psychological and physiological responses (Levers, 2012). The effects of trauma can be prolonged, as 

individuals may have recurrent experiences of the event and such situations call for professional 

counselling. 

6.7 COVID-19’s Impact on Counsellors 

Our education system needs a new breed of counsellors. Counsellors who are well equipped to deal with 

crisis management and assisting students physically, socially, psychologically, mentally and 

economically affected by COVID-19 and subsequent lockdowns. Mitigating the adverse physical health 

risks associated with COVID-19 has been a priority of public health incentives. Less attention has been 

placed on understanding the psychological factors related to the global pandemic, especially among our 

students (O’Sullivan et al., 2021). Current findings reveal that majority (97%) of the school leaders and 

teachers are of firm believe that counsellors should be able to make well informed decisions regarding 

dilemmas arising in counselling and be able to demonstrate empathy towards students so that they have 

better coping mechanisms in life. Many a times discourses and policies around COVID-19 

disproportionately focuses on the adverse effects of the public health crisis on adults.  

 

Table 10. Make Well Informed Decision-making Regarding Dilemmas Arising in Counselling 

 Frequency Percent Valid Percent Cumulative 

Percent 

Valid 

Strongly Agree 44 56.4 56.4 56.4 

Agree 32 41.0 41.0 97.4 

Unsure 2 2.6 2.6 100.0 

Total 78 100.0 100.0  

 

On similar note, previous research shows that depression, anxiety, and post-traumatic stress are the most 

common psychological reactions to the pandemic in adults, however, the impact of COVID-19 on young 

people is not fully understood. The United Nations Sustainable Development Group (UNSDG) labels 

them a vulnerable group that is at-risk for becoming its biggest victims and for some, the impact would 

last for life (United Nations, 2020). Literature further illustrates that in order to curb the spread of Corona 

virus and its variant like B.1.617 many governments like the Fijian government have in place lockdowns 

and travel restrictions. The short-term policy strategies of governments have focused on mitigating the 

physical risks of COVID-19 by placing limits on social interactions. These policies have transformed the 

behaviour of children and young adults as their personal space and style of living has been affected 

(O’Sullivan et al., 2021). Disruptions of this magnitude have been shown to disproportionately affect 

children, while reductions in families’ incomes, from a decrease in work hours, have negatively impacted 

households’ quality of life and student life. These factors have had significant impacts on children’s 

health and wellbeing and this calls for well trained professional counsellors (Syed & Ahmad, 2020). 



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Previous research shows that social isolation and loneliness have had a great impact on children and 

young people (Loades et al., 2020). There have been increases in adolescent anxiety which has been due 

in some part to pandemic related restrictions (Qi et al., 2020). As discussed earlier, young people are 

sociable in nature and keeping them in restricted zones negatively affects their emotions and behaviour. 

The extent of the impact likely depends on other factors like age, gender, socioeconomic indicators, and 

country of origin (O’Sullivan et al., 2021). These pressing issues call for a new breed of councillors who 

are well trained to handle children and young adolescence who are mostly students. Likewise, the school 

leaders and teachers are certain (92%) that counsellors need to protect the confidentiality of students’ 

records and release students’ personal data in accordance with prescribed laws and school policies (see 

Table 11). 

A student’s right to privacy and confidentiality is the basis for an effective counselling relationship. 

Confidentiality ensures that school counsellors won’t share students’ disclosures with others except when 

the student authorizes it or when there is all clear and present no danger to the student and other persons. 

The school counsellor and parents need to build a relationship of mutual respect and trust to make the 

best decisions about the child. Trust means that what is shared is confidential and related to the child. 

The relationship between parent and school counsellor develops through working together. With a 

primary obligation to the student, confidentiality is balanced with an understanding of the parents’ legal 

and inherent rights to be the guiding voice in their children’s lives. 

 

Table 11. Protection of Confidentiality of Students’ Records and Personal Data 

 Frequency Percent Valid Percent Cumulative 

Percent 

Valid 

Strongly Agree 47 60.3 60.3 60.3 

Agree 25 32.1 32.1 92.3 

Unsure 6 7.7 7.7 100.0 

Total 78 100.0 100.0  

 

This study, alongside international research, illustrates that there are certain mental health challenges 

arising from COVID-19 pandemic related restrictions. Young people are at risk of suffering 

psychological consequences, and counsellors need to be aware of such uncertainties and be ready to assist 

them accordingly. In addressing these difficulties, there is a growing need to have well qualified 

counsellors who are ready to implement policies that will help children and adolescents cope with the 

short-term and long-term psychological effects of the pandemic, especially those who are deemed more 

vulnerable in this group. 

 

 



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6.8 General Views 

The survey also had an open-ended question that tried to elicit respondents’ general comments about 

counselling and what their expectations of a counselling program were. The responses were analyzed 

using thematic approach. 

 

 

Figure 1. Respondents’ General Comments and Recommendations 

 

Findings reveal that many (27%) of the respondents are looking forward to enrolling in the proposed 

counselling program. While filling in the survey, respondents were able to derive the content of the 

program and thus were interested in enrolling in the program once it would be offered. Similarly, quite 

many (19%) of them like the content of the program as they found it relevant and very contextual. They 

are certain that the program would thoroughly prepare counsellors for dealing with student issues in the 

‘new normal’. Findings further reveal that some (14%) of the respondents had certain recommendations 

to make. Majority of them suggested that the proposed program should prepare counsellors who are able 

to address issues like bullying, teenage pregnancy, suicide, peer pressure, assault, stealing, delinquent 

behaviour and trauma. They also want counsellors to address issues like poverty, embarrassment, family 

negligence, drugs, boyfriend girlfriend affairs, stress and absenteeism. Respondents are in agreement 

(8%) that there is an increase in the previous mentioned cases after COVID-19 and that counsellors 

should be prepared to deal with such cases and prepare students for the new norm. The increasing anxiety 

and depression levels discussed among young people, calls for counsellors who can support them with 

healthy coping mechanisms considering the potentially adverse effects of COVID-19. 

 

7. Limitations of the Study 

Naturally, studies do have certain limitations, likewise this research has a few shortcomings. There is a 

lack of local literature and in reality, this paper may be the first research article on counselling in Fiji. 

Additionally, the time available for this research was very limited as certain deadlines had to be met but 

0

5

10

15

20

25

30

35

Need
professional
counsellors

Like to enrol
in the

program

Like the
program
content

Address
specific Issues

Address
Covid-19

impact on
students

P
er

ce
n

ta
ge



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a more detailed research will be initiated in the near future. The self-reported nature of the data, based 

upon school leaders’ and teachers’ perceptions is a limitation of the study, as the results in this study were 

not verified by triangulation or other independent measures. In addition, the findings may not be 

generalizable to the entire population of educators as limited number were considered for this research. 

As a result, these results should be viewed as a snapshot of principals’ and teachers’ perceptions and 

practices around counselling and as a starting place for discussion and further investigation. 

 

8. Conclusion 

Counselling in schools is a need and is here to stay considering the backdrop of COVID-19 and associated 

socio-economic and associated psychosocial problems faced by students. Counselling needs to cater for 

the emerging needs of the student community considering, drastic changes in family structures and 

changing social values that may lead to mental health issues and immense stress on them. Further our 

findings confirm the work of other scholars that a new pedigree of counsellors are needed who are well 

qualified to assist students’ behavioral and mental health issues at a time of COVID-19 and subsequent 

lockdowns. When providing direct responsive services to depressed students, school counselors should 

use their awareness of diagnostic skills to recognize instances in which students may have depressive 

disorders and provide appropriate crisis intervention, counseling and referral services. Their selection of 

interventions should be guided by research and reflect evidence-based practices. In essence, counsellors 

need to have not only the administrative knowledge and intellectual understanding of their field, but also 

the helping strategies to treat increasing psychosocial problems of the students and prepare them well for 

the ‘new normal’. 

 

Acknowledgements 

We are thankful to the members of the teaching fraternity for voluntarily taking part in the survey. Their 

views have helped in shaping the findings of the study. The principals and teachers in the study are all 

part of our postgraduate students enrolled in a leadership program. 

 

Declaration of conflicting interests 

The authors declare no potential conflicts of interest with respect to the research, authorship, and/or 

publication of this article. 

 

Funding 

The authors did not receive any financial support for the research, authorship, and/or publication of this 

article. 

 

 

 



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