Guidance and counseling, also known as the process of aiding individuals in

uncovering and nurturing their educational, vocational, and psychological

capabilities, aims to facilitate the attainment of optimal personal happiness
and societal contribution. Central to counseling is its democratic essence,
founded on two core principles: firstly, the recognition of every individual's
right to shape their own path, and secondly, the responsibility of mature
community members to ensure that each person's choices benefit both
themselves and society. The role of those guiding children and young adults is
not to negotiate between individual needs and communal demands, but rather
to direct individuals towards opportunities within their environment that best
align with their personal aspirations and fulfillment. This assignment therefore,
aims at discussing the challenges of guidance and counselling in schools.

According to Warner, (2012:14), he argues that three-quarters of guidance

counselors lack time to offer guidance and counseling, and this is their greatest
challenge, including those who have teaching loads and no administrative
support. Counselors are subject tutors as well. Hence, the time table may not
allow them to offer effective counseling services to students. Guidance and
counseling programs are thus relegated to the background as coordinators and
counselors have to attend to teaching and other responsibilities. He further
says, there is lack of shared understanding in their school and community
about the role of guidance and counseling. These challenges combined with a
lack of student awareness of guidance and counseling may mean that some
students who need guidance and counseling were not accessing it.

John, (2011:23) argues that counselors complained on the diversity of their

role and the expertise needed to support students’ complex problems and
situations. Guidance and counseling teachers reported that they are
increasingly dealing with overwhelming home and community problems. Good
number counselors were interviewed and responded that they did not have
access to good professional learning and development that could be useful to

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solve issues coming from students’ homes, and some were paying for it
themselves.

The major challenge of Guidance and Counseling programs in Senior High

Schools is the inability of school authorities to allocate funds for Guidance and
Counseling units to facilitate the work of coordinators. As a result, counselors
are not motivated enough to carry out their assigned duties effectively.
Sometimes, coordinators are compelled under the given circumstances to use
their own money for the purchase of logistics such as books, files, pens etc.
There are also Instances where coordinators need money to go for more
information that will help in finding solutions to certain problems. Their efforts
are usually foiled up if the school cannot afford to fund such trips. Another
challenge of guidance and Counseling in Senior High Schools is lack of office
accommodation for the coordinators to carry out their work. It is crystal clear
that counseling is a one to one helping affair and should be held in an enclosed
office. It must be noted that private and confidential matters are often
compromised to the public when counseling is done in obscure places. In such
places, coordinators find it difficult to elicit the much-needed information from
students since invitees will not be comfortable giving it out. Gerald, (2010:31)

There is also lack of collaboration by staff members to support the efforts of

counselors and coordinators. Some staff members in school for one reason or
the other deliberately refuse to attend Guidance and Counseling sessions.
Others are time constrained and do not usually turn up for counseling
sessions. This makes it very difficult for the coordinators because sometimes
the technical competence of such tutors may be needed to solve or clarify
certain issues. For instance, in our African context it becomes very difficult for
male teachers to investigate certain issues concerning girls.

Generally, there is also lack of cooperation on the part of some parents to

honor invitations by counselors and coordinators. These parents do not honor
invitations due to ignorance about the implication of guidance and counseling
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in the education of their children. Others get so busy with their work schedules
and are unable to show up. The absence of parents to volunteer vital
information to coordinators leaves a lot of problems at crossroads. At the end,
students are left to make wrong choices that will undoubtedly have a telling
effect on their lives. In a situation where the coordinator takes up the challenge
to solve the problem alone, he or she may end up a monomania with a useless
mission. Information is the life blood of any meaningful decision process as
such; parents are in the best position to show the strengths and weaknesses of
their children.

Burner, (2013:34) states that Low patronage and outright rebuff of counseling
services by students is one of the major obstacles that impede guidance and
counseling efforts in Senior High Schools. The teacher counselors attributed
the lack of trust to learners’ cultures and also parental influence. There are
parents who tell their children not to discuss private and domestic issues with
outsiders (including teacher counselors). This happens despite the fact that
families rarely create opportunities for learners to express their problems and
have them addressed. Parental perceptions regarding counseling, especially
their equation of seeking counseling to “hanging dirty linen” or “embarrassing
the family” contributed to learners’ reluctance to confide in their teacher
counselors. Some parents claim that councilors teach their children about sex
and turn children against the teachers. Culture prescribes that we don’t talk
about sex related issues with learners, yet pregnancies are occurring even in
primary schools. In a number of cases, students believe that counselors and
coordinators are not themselves morally upright.

Coordinators with questionably characters may preach virtue and practice vice.
Some learners associated being called to come and see a teacher counselor
with having done something wrong and as a result, they rarely went for
counseling sessions. If they went, because a teacher counselor insisted, they
did not open up or told lies, because of fear that if they told the truth, they

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would be punished or exposed. They also knew that, except for listening and
sympathizing, teacher counselors were not able to help them. Eventually, they
will not even serve as role models for students. Students believe firmly that
such coordinators easily leak secrets of their colleagues who happen to consult
them. Some students do not honor the invitation of counselors on religious
grounds. For example, a Christian student may not go to a Muslim for
counseling and in like manner, a Muslim student may not also avail himself
before a Christian for counseling services.

It has also been observed that guidance and counseling encounter difficulties
in dealing with exceptional students. Students who are visually impaired,
hearing impaired, mentally retarded and sometimes the exceptionally good
ones. These categories of students are difficult to handle. Students with such
exceptional problems may not be understood by counselors and the vice versa.
A majority of counselors may even lack the expertise in special education and
the requisite resources to handle them. The fate of these students will be left in
sheer despair when the need to counsel arises.

In conclusion, addressing the multifaceted challenges facing guidance and

counseling in schools is essential for nurturing the holistic development and
well-being of students. From time constraints and lack of resources to cultural
barriers and societal misconceptions, these obstacles underscore the critical
need for concerted efforts from stakeholders. By prioritizing professional
development, allocating sufficient resources, fostering community
understanding, and enhancing collaboration among educators, parents, and
students, we can overcome these challenges and ensure that every individual
receives the support needed to thrive academically, emotionally, and socially.
Ultimately, by investing in effective guidance and counseling services, we not
only empower individuals to realize their full potential but also cultivate a more
inclusive and supportive educational environment for all.

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References

1. Warner bross, (2012) conceipts of guidance and councelling, usa:

belgum press
2. John paul, (2011) guidance and councelling in schools, newyork:
amos & hook publishers
3. Gerald tildard, (2010:31) guidance and councelling in schools,
australia: galton inc.
4. Burner west, (2013) challeneges of guidance and councelling, brazil:
tehood publishers.
5. Timothy kraal (2014) guidance and councelling, usa: micheal & sarah
smith publishers.

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