School Counseling: Pathway to Inclusive, Holistic & Resilient Education

1.0 Introduction

In Nepal’s evolving education system, school counseling is increasingly recognized as a critical mechanism for supporting students’ academic success alongside their emotional, psychological, and social well-being. As the nation strives to address persistent challenges in quality education, child protection, gender-based violence, and mental health, school counseling offers a transformative pathway toward creating inclusive, safe, and resilient learning environments for every child.

Research paints a stark picture of the psychosocial challenges faced by Nepal’s children and adolescents:

• The World Health Organization (2021) estimates that 1 in 7 adolescents in Nepal lives with a mental health disorder. Yet, most lack access to timely and appropriate care.
• The National Mental Health Survey of Nepal (2020) found that nearly 40% of youth aged 15–24 report symptoms of anxiety, depression, or trauma, with stigma and limited mental health services acting as significant barriers to support.
• Nepal Police data (2022) recorded over 2,300 cases of child sexual abuse and more than 1,500 cases of rape, predominantly involving school-aged girls. Experts agree that these figures likely underrepresent the actual scale due to underreporting and cultural taboos.
• According to the Nepal Human Rights Commission (2023), approximately 10,000 children are estimated to be at risk of trafficking each year—through forced marriage, child labor, or exploitation disguised as educational or employment opportunities.
• A UNICEF Nepal (2022) study reported that 1 in 3 children experiences physical punishment at home or school, often justified as discipline. Such practices have long-term effects on children’s mental health, safety, and motivation to learn.

These trends underscore the urgent need to institutionalize school-based mental health and psychosocial support (MHPSS) systems that are preventive, inclusive, trauma-informed, and contextually responsive.

2.0 The Role of School Counseling

School counseling, in the Nepal’s context, demands a professional, student-centered support service embedded within schools to address academic, emotional, behavioral, and career development needs. When implemented effectively, school counseling can:

• Identify and intervene early in cases of trauma, abuse, neglect, and mental distress.
• Provide gender-sensitive counseling to prevent and respond to gender-based violence, child marriage, and school-related discrimination.
• Offer career guidance and life skills education, especially for youth affected by poverty, migration, or displacement.
• Build resilience and agency, supporting students to navigate social pressures, family instability, and crisis contexts.

With fewer than one child psychologist for every 100,000 children (MoHP, 2021), Nepal’s mental health infrastructure is vastly under-resourced. As such, integrating counseling services within the school system is both a practical and strategic necessity.

 3.0 Gaps and Emerging Practices

Despite growing policy attention, implementation of school counseling remains fragmented and underdeveloped, particularly in community schools. For instance,

• Inadequate trained professionals: Most government schools have no dedicated psychosocial counselors.
• Inadequate budget allocation: Less than 1% of Nepal’s education budget is directed towards mental health or child protection (MoEST, 2023).
• Overburdened teachers: Teachers are often expected to provide informal counseling without training or support.
• Cultural stigma: Mental health issues are often seen as a sign of personal weakness, deterring students from seeking help.
• Access inequities: Girls, children with disabilities, Dalits, and ethnic minorities often face greater barriers to support.

Emerging Practices:

• Some urban and private schools offer limited psychosocial counseling and career orientation.
• Few NGOs/INGOs have introduced school-based MHPSS pilots.
• Selected teachers have received basic training in psychosocial first aid through donor-funded programs.
• Career counseling and soft-skills training are occasionally provided through CTEVT and youth-oriented NGOs.

 4.0 Policy and Legal Frameworks

Nepal’s policy ecosystem has begun to embed counseling into the broader education reform agenda. ‘National Education Policy’ envisions to promote the integration of psychosocial support into schools and fosters inclusive, child friendly learning environment. School Education Sector Plan (SESP) has prioritized student well-being, MHPSS, career counseling, and GESI mainstreaming. Child Rights Act legally mandates the availability of psychosocial support in schools and requires abuse reporting mechanisms. National curriculum framework includes life skills as well as soft skills and counseling topics through operational guidelines are insufficient.

Likewise, school counseling directly contributes to achieving several SDGs. For example, SDG 3 (Good Health and Well-being) supports early intervention and mental health promotion. SDG 4 (Quality Education) enables inclusive learning by addressing psychosocial barriers. SDG 5 (Gender Equality) helps reduce school-related gender-based violence and supports girls’ retention. SDG 10 (Reduced Inequalities) provides targeted support to vulnerable and marginalized learners. SDG 16 (Peace, Justice & Strong Institutions) strengthens child protection and fosters safe school environments.

 5.0 Possible School Counseling Perspectives

A rights-based and inclusive school counseling model tailored to Nepal’s context could consist of direct, indirect and system strengthening perspectives. For example:

1. Direct services:

• Individual and Group Counseling: Regular sessions based on students’ age and needs in each school.
• Guidance Curriculum: Age-appropriate lessons on emotional intelligence, social skills, and career planning.
• Crisis Response: Support during bereavement, family conflict, natural disasters, or violence.

2. Indirect services:

• Referral Mechanisms: Connections to psychologists, health centers, and child protection services.
• Community and Family Engagement: Collaboration with parents, SMCs, child clubs, and LEUs.
• Awareness Raising: Mental health literacy, anti-bullying, gender equality, and safeguarding campaigns.

3. System Strengthening:

• Capacity Building: Train teachers and focal persons in basic MHPSS and trauma-informed practices.
• Data Monitoring: Track student well-being, referral outcomes, and service delivery effectiveness.
• Policy Integration: Embed counseling into SIPs and other plans aligned with GESI goals.

6.0 Low-Cost & Resource Constraint Strategies

 Given Nepal’s resource constraints, adaptable and community-driven solutions are critical. For example,

• Multidisciplinary Counseling Teams: Comprising teachers, child club leaders, and health workers trained in basic counseling.
• Peer Support Programs: Youth mentorship and buddy systems.
• Culturally Appropriate Tools: Art, storytelling, games, emotion charts, and mindfulness activities in local languages.
• Localized Resource Kits: Soft skills toolkits, self-care prompts, and referral directories tailored to rural and urban settings.

Developmentally responsive approaches could be adopted. For example, in early grades, play therapy, drawing, storytelling, etc. to explore emotions and build routines. Likewise, in basic level, group bonding, role plays, discussions on empathy, safety and confidence building initiatives, etc. can be done on regular basis. Similarly, in secondary level, structured sessions on identity, relationships, career planning, coping skills, etc. can be emphasized.

 7.0 Ways Forward

In this backdrop, for the inclusive, holistic and resilient education, the following might be few insights:

• Institutionalize full-time school counselor positions in community schools, prioritizing underserved regions.
• Develop national standards and guidelines for school counseling aligned with SESP and GESI frameworks.
• Train teachers and designated focal points in MHPSS, child safeguarding, and referral systems.
• Integrate psychosocial support and career counseling into national curricula and teacher training programs.
• Foster partnerships with I/NGOs, academic institutions, and local governments to expand models and resources.
• Raise community awareness to challenge stigma and promote positive mental health practices.
• Ensure accessibility for children with disabilities, girls, and marginalized ethnic and caste groups.
• Link school counseling with existing child protection systems, including LEUs judicial mechanisms, and helplines.

8.0 Conclusion

School counseling is not an optional add-on rather it is a foundational element for delivering inclusive, quality, and child-centered education in Nepal. As psychosocial well-being, gender justice, and protection concerns increasingly shape learning outcomes, Nepal should invest in structured, inclusive, and culturally grounded school counseling systems. By embedding mental health, life skills, and safeguarding within the heart of school life, it can be created learning spaces where every child feels safe, heard, empowered, and ready to thrive.

Writer: Gita Subedi

Email: [email protected]