Provision of Counselling Services in Handling Psychosocial Challenges Among Students in Secondary Schools in Tanzania: Challenges and Opportunities

Provision of Counselling Services in Handling Psychosocial Challenges Among Students in Secondary Schools in Tanzania: Challenges and Opportunities | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Provision of Counselling Services in Handling Psychosocial Challenges Among Students in Secondary Schools in Tanzania: Challenges and Opportunities Godrick Lyimo, Joyce Mkongo, Suitbert Lyakurwa This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4374697/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 06 Mar, 2025 Read the published version in International Journal for the Advancement of Counselling → Version 1 posted 9 You are reading this latest preprint version Abstract Secondary education represents a pivotal period in the lives of students, marked by academic pursuits, social interactions, and personal development. However, the transitional nature of adolescence can introduce a host of psychosocial challenges that, if unaddressed, may impede students' overall well-being and hinder their academic success. In the context of Tanzanian secondary schools, where the educational landscape is diverse and dynamic, understanding and effectively managing these psychosocial challenges has emerged as a critical imperative. The paper investigated the provision of counselling services in handling psychosocial challenges among students in secondary schools in Tanzania with a focus on challenges and opportunities. The participants involved students and school counsellors. Data were collected through focus group discussions and interviews. The results show that limited resources, high student-to-counsellor ratio, inadequate training and professional development among school counsellors, and the focus on academic guidance. Others include integration into educational and training policies, a holistic approach, capacity building and training, peer support programmes and collaboration with NGOs and Community-Based Organizations were the challenges and opportunities facing counselling services in handling psychosocial challenges among students in secondary schools in Tanzania. Therefore, this study recommends the conduction of regular needs assessments to understand the evolving psychosocial challenges faced by students. This information can guide the development of targeted intervention strategies and resource allocation. Academic achievement Adolescent Counselling Emotional Psychosocial Introduction and Background Secondary schools are vital for students' intellectual, social, and emotional growth. Adolescence is a time of major changes and difficulties, and students frequently struggle with psychological problems that can affect their general well-being (Moeti, 2016 ). Educational systems worldwide have prioritised the provision of counselling services within secondary schools to satisfy the varied and changing requirements of students due to the identification of these difficulties (Mtemeri, 2020 ). According to Ntuli, Mokgatle and Madiba ( 2020 ) secondary education is a universal stage in the educational journey where students undergo critical personal and academic growth. Educational systems across the globe share common goals of preparing students for future challenges, but the specific challenges faced by students can vary based on cultural, societal, and economic factors. As such, providing counselling services has become a global imperative to support students in navigating the complexities of adolescence (Mughal, 2020 ). The history of counselling services is a complex and evolving narrative that has developed over centuries and across cultures (Naidoo & Cartwright, 2020 ). While the modern profession of counselling has its roots in the 20th century, the practice of providing emotional support and guidance to individuals has ancient origins. According to Bogba (2016) in ancient civilizations, individuals sought guidance and support from religious leaders, philosophers, and wise elders. Mwale and Muula ( 2019 ) add that ancient Greek philosophers, such as Socrates, emphasized the importance of self-examination and dialogue in understanding oneself. During the middle ages, the Christian church played a significant role in providing counselling and guidance to individuals. Confession and pastoral counselling were common practices (Moeti, 2016 ). The Renaissance and Enlightenment periods saw a shift towards a more secular understanding of human nature. Philosophers like John Locke and Jean-Jacques Rousseau explored the concept of individual rights and the importance of education in personal development (Chidarikire, 2017 ). The 19th century saw the emergence of psychoanalysis, pioneered by Sigmund Freud. Freud's work focused on exploring the unconscious mind and the influence of early experiences on adult behaviour (Abel, 2016 ). The early 20th century marked the development of vocational guidance, as industrialization and urbanization led to changes in the workforce. Frank Parsons, known as the father of vocational guidance, played a key role in this movement (Sima, 2018 ). Mekgwe and Kok ( 2017 ) postulate that the psychological impact of World War II led to an increased recognition of the importance of mental health. Veterans returning from the war contributed to the demand for counselling services. During the 1950s-1960s, the humanistic psychology movement, led by psychologists like Carl Rogers and Abraham Maslow, emphasized the importance of empathy, unconditional positive regard, and personal growth in counselling (Mughal, 2020 ). According to Ntuli, Mokgatle and Madiba ( 2020 ) the field of counselling expanded during the years 1970s-1980s with the development of various approaches such as cognitive-behavioural therapy (CBT), family therapy, and multicultural counselling. Accredited counselling programmes and professional organizations were established. with the development of various approaches such as cognitive-behavioral therapy (CBT), family therapy, and multicultural counselling. Accredited counselling programmes and professional organizations were established. From the 1990s to the present, the field of counselling continued to evolve with ongoing research, the development of evidence-based practices, and the integration of technology into counselling services. Mental health awareness campaigns and advocacy efforts gained momentum (Lasode, Lawal & Ofodile, 2017 ). Today, counselling services encompass a wide range of theoretical orientations, specialities, and modalities, and professional counsellors work in various settings, including schools. The field continues to evolve in response to societal changes and advances in our understanding of human psychology and well-being. In the African context, counselling services among students have a history shaped by cultural, social, and educational dynamics unique to the continent (Abel, 2016 ). While formalized counselling services may have originated more recently, traditional forms of guidance and support have been integral to African societies for centuries. The evolution of counselling services among students in Africa can be traced through various stages. During the first stage, traditional guidance systems were embedded in the community structure. Elders, community leaders, and family members played key roles in providing advice, mentorship, and resolving conflicts. This informal system focuses on the holistic development of individuals within the community (Kennedy, Flach, Detullio, Millen, Englebert and Edmonds, 2019 ). During the second phase, the colonial era brought Western education systems to Africa, influencing the structure and content of counselling services. However, the early emphasis was often on academic and vocational guidance rather than addressing broader psychosocial issues (Mitchell, et al., 2020 ). After gaining independence, African nations began to establish their educational systems. During this period, there was increased recognition of the need for counselling services to support students' personal and academic development (Mekgwe & Kok, 2017 ). Globally, secondary school students face a variety of psychosocial issues that go beyond national and cultural barriers (Lasode, Lawal & Ofodile, 2017 ). Stress related to school, peer connections, identity exploration, family dynamics, cultural adaptations, and is subject to social pressures are some of these difficulties (Warui, 2018 ). The confluence of these variables leads to elevated stress levels, anxiety, and mental health problems, so a thorough and culturally aware approach to support services is required. Secondary education is a critical phase in a student's life, marked by academic demands, social transitions, and personal development. Counselling services for students addressing psychosocial problems encompass a range of interventions tailored to meet the diverse needs of individuals. These services are designed to provide emotional support, guidance, and skills to help students navigate challenges and enhance their overall well-being. Here are some common types of counselling services provided to students (Bogba, 2016). In this regard, various types of counselling services are conducted to help students with a wide range of psychosocial problems that they have been encountering. Kiptala and Kipruto ( 2021 ) report that individual counselling, for example, involves a one-on-one session between a student and a trained counsellor to explore personal concerns, emotions, and challenges in a confidential setting whereby its focus is tailored to address specific issues such as academic stress, family problems, interpersonal conflicts, or emotional difficulties. Chidarikire ( 2017 ) mentions group counselling which is a structured session involving a small group of students with similar concerns, facilitated by a counsellor. The focus is to foster peer support, shared experiences, and interpersonal skill development. Common group topics include coping with anxiety, building self-esteem, or addressing specific issues like grief. In a similar vein, in career counselling, guidance and support related to academic and career choices, are conducted to assist students in making informed decisions about their future. Its focus helps students explore career options, set goals, and develop a plan for academic and professional growth (Crooks et al., 2019 ). According to Naidoo and Cartwright ( 2020 ) academic counselling is more emphasized by schools for the academic achievements of learners. Support services focusing on academic challenges, study skills, time management, and goal setting are the issues emphasized by the school counsellors. The aim is to improve academic performance, address learning difficulties, and enhance study habits. Bantjes and Mapaling ( 2021 ) mention that crisis intervention as one of the types of counselling services aims to immediate support and intervention in response to critical situations, such as trauma, loss, or emergencies. Its focus is to address the immediate emotional and psychological needs of students facing crises. Lastly, substance abuse counselling supports students dealing with substance abuse issues, including prevention, intervention, and rehabilitation. Counsellors impart knowledge to students to understand the impact of substance abuse, develop coping mechanisms, and access appropriate treatment resources (Warui, 2018 ). These types of counselling services are often integrated into comprehensive school counselling programmes, creating a supportive environment that addresses the multifaceted needs of students. The goal is to empower students to overcome challenges, foster emotional resilience, and thrive in their academic and personal lives (Dhital, Shibanuma, Miyaguchi, Kiriya & Jimba, 2019 ). In Tanzania, as in many parts of the world, students often grapple with a variety of psychosocial challenges that can impact their overall well-being and academic performance (Sima, 2028). These challenges include academic stress, peer pressure, identity exploration, family issues, and societal expectations. The confluence of these factors often leads to emotional distress and anxiety, and, in some cases, negatively affects academic performance (Abel, 2016 ). Thus, recognising the importance of addressing these challenges, secondary schools in Tanzania have increasingly embraced the provision of counselling services as a crucial component of their educational framework. Sima ( 2018 ) reports that counselling services in Tanzanian secondary schools play a pivotal role in addressing the psychosocial challenges faced by students. Counsellors serve as valuable resources, offering a safe space for students to express their concerns, explore coping mechanisms, and develop essential life skills. These services aim not only to mitigate immediate issues but also to equip students with the tools needed to navigate future challenges successfully. In the early stages of Tanzanian education, counselling services were not a prominent feature of the school system (Abel, 2016 ). The focus was primarily on academic instruction, and psychosocial support was often overlooked. Students facing challenges related to mental health, academic stress, and personal issues had no access to dedicated counselling resources (Otieno & Mbutitia, 2020 ). However, over time, there has been a shift in the approach to education in Tanzania, recognizing the importance of addressing the holistic needs of students (Sima, 2018 ). The government, along with educational authorities, began to acknowledge the significance of mental health in the overall development of students. This shift in perspective led to the integration of counselling services as a fundamental component of the education system (Bogba, 2016) Thus, the introduction of counselling services in Tanzanian schools is part of a broader global trend recognizing the interconnectedness of academic success and mental well-being. Counsellors started becoming a part of the school staff, providing a range of services aimed at supporting students facing psychosocial challenges. The services include individual counselling, group counselling, career guidance, and addressing issues such as bullying and substance abuse (Kennedy et al., 2019 ). The provision of counselling services to address psychosocial challenges among students in secondary schools stands at a critical juncture, marked by both challenges and opportunities. While recognizing the importance of nurturing the mental well-being of students, there exist pressing issues that, if unaddressed, can undermine the effectiveness of these services. Simultaneously, there are promising opportunities that, if capitalized upon, could enhance the impact and reach of counselling interventions within secondary school settings. Little is known about the challenges and opportunities of counselling services in addressing students’ psychosocial problems hence, the current study aims to fill the gap in the literature by addressing the following question: what are the challenges and opportunities for counselling services provision in addressing students’ psychosocial problems in Tanzania? Methodology The study was designed to investigate the provision of counselling services in handling psychosocial challenges among students in secondary schools in Tanzania with a focus on challenges and opportunities. The study employed the qualitative approach as a method of inquiry. Specifically, data were collected through focus group discussions and interviews. The qualitative approach was chosen to gain an understanding of the feelings and experiences of the participants, regarding the opportunities and challenges of counselling services in secondary schools in Tanzania. Focus group discussion was chosen as a data collection tool because it helped the researcher to gather information from the shared discussion. Likewise, FGDs consist of homogeneous members who are likely to produce a lot of information quickly through the questions posed to the respondents. Interview as a method of collecting data was used in the present study because it offers several advantages, making them a valuable tool in various research disciplines. Interviews allow researchers to collect in-depth and detailed information directly from participants. The conversational nature of interviews enables the exploration of complex topics, providing rich and nuanced data (Creswell & Creswell, 2018 ). Data for the study were collected from five secondary schools in Moshi district, Kilimanjaro region. This district was purposively selected because it has a good number of both private and public schools. The participants were drawn from five secondary schools. The degree. A total of 5 focus group discussions were conducted in five secondary schools. Each group consisted of eight participants. The information from the focus group discussions was audio recorded and later transcribed verbatim. On the other hand, 10 people were interviewed in five secondary schools. Each school had two participants. The data were analysed using the thematic approach as proposed by Braun and Clarke ( 2013 ) whereby appropriate themes were identified, described and illustrated by the quotes of participants. Earlier on, before commencing data collection, a research permit was obtained from the University of Dar es Salaam. Thereafter, informed consent to conduct the study was also obtained from the respective authorities and schools. Confidentiality of the information gathered and anonymity of the participants were ensured. Findings and Discussion Several issues emerged from the focus group discussions and interviews regarding the provision of counselling services in handling psychosocial challenges among students in secondary schools in Tanzania with a focus on challenges and opportunities. These are organised into nine themes, which include limited resources, high student-to-counsellor ratio, inadequate training and professional development among school counsellors, and the focus on academic guidance. Others include integration into educational and training policies, a holistic approach, capacity building and training, peer support programmes and collaboration with NGOs and Community-Based Organizations. These are discussed below Limited resources The findings revealed that insufficient financial and human resources posed a significant challenge to the effective implementation of counselling services in Tanzanian secondary schools. Participants mentioned that there was a shortage of trained counsellors, educational materials, and counselling facilities. The shortage of trained counsellors means that many students have limited or no access to professional guidance and support. This lack of access prevented timely intervention and resolution of various psychosocial challenges students faced. During interviews, one of the school counsellors held: The school has limited counsellors. As you see, we are not professional counsellors but the school has appointed us to deal with 852 students available at this school. This causes counselling services to students to become insufficient. Moreover, we lack enough counselling materials and worse enough we lack furnishable counselling rooms (Interview with School Counsellor, School D). The aforementioned quote shows that the shortage of trained counsellors, educational materials, and counselling facilities in secondary schools can have significant and wide-ranging impacts on students' well-being, academic performance, and overall development. The findings on the limited resources can be extrapolated from the findings of Knight, Haboush-Deloye, Goldberg and Grob ( 2019 ) who found that the shortage of trained counsellors, educational materials, and counselling facilities in secondary schools can have significant and wide-ranging impacts on students' well-being, academic performance, and overall development. Kurunsaari, Tynjälä and Piirainen ( 2021 ) add that a shortage of counselling resources leaves students without access to coping mechanisms and strategies to navigate personal, familial, or academic stressors. This can hinder their ability to cope with challenges effectively hence academic achievement becomes a challenge. Moreover, Lasode, Lawal and Ofodile ( 2017 ) add that a shortage of trained counsellors can result in inadequate academic guidance, affecting students' ability to set goals, plan their academic paths, and make informed decisions about their future. This may lead to confusion and uncertainty about career choices. Thus, from the explanations, one can presume that the shortage of trained counsellors, educational materials, and counselling facilities in secondary schools has multifaceted consequences that extend beyond immediate academic concerns. It affects students' mental health, emotional well-being, and overall development, underscoring the importance of addressing these shortages to create a more supportive and conducive learning environment. High student-to-counselor ratio The findings revealed that many secondary schools in Tanzania experienced a high student-to-counsellor ratio, making it challenging for counsellors to provide personalized attention and support to each student. This limitation compromised the quality and depth of counselling interactions. In all five schools visited by a researcher, every school had only two school counsellors (male and female teachers). This resulted in difficulty in handling students’ psychosocial challenges that students encountered. Participants reported that with a high ratio of students to counsellors, it becomes challenging for counsellors to provide individualized attention to each student. Personalized guidance and support are crucial for addressing the unique needs and challenges that students may face. In the same real, one of the school counsellors was quoted as: School counsellors may struggle to allocate sufficient time to each student for comprehensive counselling sessions but it becomes difficult because counsellors have other duties to perform such as teaching roles. This limitation results in surface-level interactions, hindering the exploration and resolution of complex psychosocial issues (Interview with School Counsellor, School A). The voice shows that building a trusting and supportive relationship with students requires time and effort. A high student-to-counsellor ratio makes it difficult for counsellors to establish rapport with individual students, potentially impacting the effectiveness of counselling interventions. The findings are in line with Yusuph and Negret ( 2016 ) who postulate that follow-up sessions are crucial for tracking progress and ensuring that students continue to receive the necessary support. However, with a high caseload, counsellors may find it challenging to conduct regular follow-up sessions, leaving some students without ongoing assistance. Moreover, Abdaalla ( 2022 ) adds that the sheer volume of students seeking counselling can overwhelm counsellors, leading to stress and burnout. Overworked counsellors may struggle to maintain the quality of their interactions and may find it difficult to manage the emotional demands of the job. Bantjes and Mapaling ( 2021 ) uphold that students have diverse psychosocial needs, and a high student-to-counsellor ratio makes it difficult for counsellors to address this diversity adequately. Some students may require more attention and specialized support, which may be challenging to provide in a high-volume setting. Yusuph and Negret ( 2016 ) conclude that in situations requiring immediate crisis intervention, such as emergencies or mental health crises, a high student-to-counsellor ratio may prevent counsellors from responding promptly to urgent needs. This delay can have serious consequences for students in crisis. From the findings, it can be deduced that addressing the challenges associated with a high student-to-counsellor ratio requires a multifaceted approach, including increased resources, professional development, and policy changes to create a more supportive and conducive environment for both counsellors and students in Tanzanian secondary schools. Inadequate training and professional development among school counsellors The findings revealed that some counsellors lacked specialized training in dealing with the diverse psychosocial challenges faced by students. Continuous professional development opportunities were often limited, hindering counsellors from staying updated on best practices and emerging issues. Participants disclosed that limited professional training opportunities for counsellors posed significant challenges and hindered their ability to stay updated on best practices and emerging issues. During interviews one of the school counsellors was quoted as: Without regular professional training, counsellors rely on outdated knowledge and skills. The field of counselling evolves, and new research, therapeutic techniques, and approaches emerge. Staying current is crucial to providing effective and evidence-based support to our students (Interview with School Counsellor, School B). The interview quote shows that limited professional training opportunities for counsellors can pose significant challenges and hinder their ability to stay updated on best practices and emerging issues. The findings are similar to Abuya, Wekulo and Muhia ( 2018 ) who found that without regular professional training, counsellors may rely on outdated knowledge and skills. The field of counselling evolves, and new research, therapeutic techniques, and approaches emerge. Staying current is crucial to providing effective and evidence-based support to students. Badrujaman, Luawo and Cahyawulan ( 2018 ) advance that new counselling techniques and interventions are more effective in addressing contemporary psychosocial challenges. Without proper training, counsellors may struggle to implement these techniques, leading to less effective counselling sessions. Pascoe, Hetrick and Parkera ( 2020 ) reiterate that professional training often exposes counsellors to diverse perspectives, theories, and cultural considerations. Without ongoing training, counsellors may lack exposure to new and diverse approaches, limiting their ability to adapt their practice to the evolving needs of a diverse student population. In the same vein, Alfieri ( 2021 ) pinpoints that professional training often exposes counsellors to diverse perspectives, theories, and cultural considerations. Without ongoing training, counsellors may lack exposure to new and diverse approaches, limiting their ability to adapt their practice to the evolving needs of a diverse student population. Thus, from the findings, it is important to remember that addressing the issue of limited professional training for counsellors requires a commitment to ongoing education, access to relevant resources, and support from educational institutions and policymakers. Establishing a culture of continuous learning is essential to ensure that counsellors can stay updated on best practices and effectively meet the evolving needs of students. The focus was on academic guidance The findings revealed that one of the challenges facing counselling services in Tanzanian secondary schools was that counselling services in some schools were primarily focused on academic guidance, neglecting broader psychosocial and emotional needs. A narrow focus on academic performance did not adequately address the holistic development of students. It was further reported that when counselling services in schools primarily focused on academic guidance at the expense of addressing broader psychosocial and emotional needs, several negative impacts on students' well-being and overall development occurred as some of the students were quoted as: Focusing solely on academic guidance may result in the neglect of students' mental health and emotional well-being. Psychosocial issues, such as stress, anxiety, and depression, may go unrecognized and untreated, potentially leading to long-term negative consequences (FGD with Students, School D). The extract shows that focusing solely on academic guidance to the detriment of student's mental health and emotional well-being can have profound and negative impacts on various aspects of students' lives. D’Costa, Lobo and Ward ( 2021 ) argue that neglecting psychosocial and emotional needs can undermine the development of students' resilience and coping skills. In times of stress or adversity, students may lack the emotional resources and coping mechanisms to navigate challenges effectively. Similarly, Knight, Haboush-Deloye, Goldberg, and Grob ( 2019 ) caution that unaddressed emotional and psychosocial issues may manifest in disruptive behaviour in the classroom. Students experiencing emotional distress may struggle to concentrate, participate in class, or engage in positive peer interactions. Moreover, Warui ( 2018 ) maintains that neglecting students' broader needs may contribute to higher dropout rates. When schools fail to provide comprehensive support, students facing significant psychosocial challenges may disengage from the educational system altogether. Kurunsaari, Tynjälä, and Piirainen ( 2021 ) conclude that a focus solely on academic guidance misses the opportunity to foster holistic development. Students need support in developing social skills, emotional intelligence, and a sense of well-being to thrive both academically and personally. Thus, from the findings, one can deduce that schools must adopt a holistic approach to counselling that integrates academic, emotional, and psychosocial support. Creating a comprehensive counselling framework ensures that students receive the necessary guidance to thrive academically and emotionally, fostering a positive and supportive educational environment. The researcher was interested in finding out the opportunities from the counselling services provided to students in secondary schools that were visited by the researcher. These themes regarding opportunities are presented and discussed below. Integration into educational and training policies The findings revealed that opportunities existed to integrate counselling services into national educational and training policies. By recognizing the importance of psychosocial support, policymakers include counselling services in school programmes. It was further revealed that in both the Education and Training Policies of 1995 and 2014, counselling services have been made mandatory whereby every school is obliged to appoint school counsellors to help students address psychosocial challenges during their schooling periods. Participants reported that counselling services integration promoted a holistic approach to student development. It recognized that academic success is intertwined with social, emotional, and psychological well-being, fostering a more comprehensive understanding of students' needs. Participants were quoted as: Policy-driven integration enables the implementation of early intervention and prevention programmes. Timely identification and addressing of psychosocial challenges contribute to preventing more serious issues from developing, positively impacting students' overall well-being (Interview with School Counsellor, School C). The quotation shows that integrating counselling services into educational and training policies in Tanzania can offer a range of advantages for students, educators, and the education system as a whole. The findings on the advantages of integrating counselling services into educational and training policies can be extrapolated with the findings from Yusuph ( 2016 ) who maintains that counselling services integration promotes a holistic approach to student development. In the same vein, Wako ( 2016 ) adds that policy-driven integration enables the implementation of early intervention and prevention programs. Timely identification and addressing of psychosocial challenges contribute to preventing more serious issues from developing, positively impacting students' overall well-being. Moreover, Mduma ( 2017 ) establishes that by addressing students' emotional and psychological needs, counselling services can contribute to improved academic performance. A supportive environment that considers both academic and non-academic factors enhances students' ability to focus, learn, and succeed academically. Al-Khayat ( 2021 ) concludes that the integration of counselling services enhances student well-being by providing essential support for mental health, stress management, and emotional resilience. Students are better equipped to navigate challenges, fostering a positive and supportive learning environment. From the explanations, it is evidenced that integrating counselling services into educational and training policies in Tanzania aligns with a comprehensive vision of education that goes beyond academic achievement, aiming to foster the overall well-being and success of students. Holistic approaches The findings revealed that encouraging a shift toward holistic counselling approaches that consider not only academic success but also social, emotional, and cultural dimensions enhanced the overall effectiveness of counselling services. Participants reported that holistic counselling considered students as multifaceted individuals with diverse needs. It enabled counsellors to gain a comprehensive understanding of students' strengths, challenges, and aspirations, going beyond academic achievements. One of the school counsellors said the following: Holistic counselling places a strong emphasis on emotional well-being. By addressing students' emotional needs, we can help them develop resilience, coping skills, and a positive emotional outlook, contributing to overall mental health. Moreover, addressing social, emotional, and cultural dimensions positively correlates with improved academic performance. Students who feel emotionally supported are more likely to engage in learning, leading to enhanced concentration, motivation, and academic success (Interview with School Counsellor, School A). The quotation shows that holistic approaches consider individuals as whole beings, acknowledging the interplay between various aspects of their lives. This allows counsellors to gain a comprehensive understanding of student's needs, challenges, strengths, and aspirations. Atsuwe and Albert ( 2018 ) hold that holistic counselling integrates both academic and non-academic factors. By considering social, emotional, and cultural dimensions, counsellors recognize that academic success is closely linked to a student's overall well-being and personal development. In the same realm, Lubawa, Ngirwa and Shavega ( 2021 ) purport that holistic counselling places a strong emphasis on emotional well-being. By addressing emotional needs, counsellors contribute to the development of emotional intelligence, resilience, and coping skills, fostering a positive mental health environment. Moreover, Audley and Jovi ( 2020 ) suggest that addressing non-academic dimensions such as emotional and social well-being positively correlates with improved academic performance. Students who feel emotionally supported are more likely to be engaged, focused, and successful in their academic endeavours. Furthermore, holistic counselling includes the development of life skills, such as communication, problem-solving, decision-making, and interpersonal skills. These skills are essential for students' personal development and prepare them for challenges beyond the academic setting. Thus, it can be presumed that encouraging a shift toward holistic counselling approaches enhances the overall effectiveness of counselling services by recognizing the interconnectedness of academic, social, emotional, and cultural dimensions in students' lives. This approach fosters a more inclusive, supportive, and responsive environment that nurtures the holistic development of individuals. Peer support programmes in schools The findings revealed that implementing peer support programmes within schools can complement professional counselling services. Trained peer mentors or support groups can create a supportive network for students facing similar challenges. Moreover, participants reported that peer support programmes enhance accessibility to support services. Students felt more comfortable seeking help from their peers, reducing barriers to accessing support and increasing the likelihood that issues are addressed early. During focus group discussions, students confirmed that: Peer support programmes help reduce the stigma associated with seeking help for mental health issues. When we see our peers openly offering and receiving support, it creates a more accepting and understanding environment, making it easier for us to reach out (FGD with Students from School C). The extract shows that peers often create a more comfortable and familiar environment. Students may feel less intimidated or judged when seeking support from their peers, fostering a sense of safety that encourages open communication. The findings are in line with Gichohi ( 2019 ) who found that peers often create a more comfortable and familiar environment. Students may feel less intimidated or judged when seeking support from their peers, fostering a sense of safety that encourages open communication. Moreover, Mduma ( 2017 ) adds that peer support programmes facilitate the building of trust between students. Trust is a crucial factor in seeking help, and students may be more willing to share their concerns and challenges with someone they perceive as a peer rather than an authority figure. Furthermore, Abel ( 2016 ) views that peer support is often informal and approachable. The absence of a formal structure can make it more inviting for students to seek help, especially for less severe issues that may not require the formality of professional counselling Purswell ( 2019 ) concludes that peers are often near one another during school hours and activities. This physical availability makes it easier for students to approach their peers for support without the need for appointments or formal scheduling. Thus, from the findings, it can be deduced that by leveraging the unique benefits of peer support, schools can create a more inclusive and accessible support system that meets the diverse needs of their student population. Collaboration with NGOs and community-based organisations (CBOs) The findings revealed that collaborating with non-governmental organisations (NGOs) and community-based organisations enhanced the reach and impact of counselling services. These partnerships brought additional resources, expertise, and community support to the school environment. About three out of five schools visited by the researcher had established relationships with NGOs and CBOs whereby some of the counselling resources were distributed to them and were used by schools for counselling services as one of the school counsellors was quoted: In this district, there are Non-Government Organisations and community-based organisations. Among many activities they perform is counselling services to our youth. These people have enough counselling resources which they usually share with us. They are helpful as our school has insufficient counselling resources (Interview with School Counsellor, School E). The quotation shows that collaboration with Non-Governmental Organizations (NGOs) and Community-Based Organizations (CBOs) on counselling resources for students is of significant importance. Such partnerships can enhance the effectiveness and reach of counselling services in schools. The findings are similar to Manyerere ( 2017 ) who found that NGOs and CBOs often bring specialized expertise and services to the table. Collaborating with organisations focused on mental health, well-being, or specific counselling areas allows schools to access specialized resources and knowledge. Frank ( 2021 ) views that NGOs and CBOs can provide additional counselling resources, including trained professionals, educational materials, and programmes. This expands the range of services available to students beyond what might be possible with limited in-house resources. Moreover, Kiptala and Kipruto ( 2021 ) pinpoint that collaboration with local NGOs and CBOs fosters community engagement and trust. These organisations often have established relationships within the community, making it easier to reach and connect with students and their families. Furthermore, NGOs and CBOs are well-positioned to implement prevention and awareness programs. These initiatives can address a wide range of issues, including mental health, substance abuse, bullying, and other psychosocial challenges, contributing to a healthier school environment. Thus, from the findings, it can be deduced that collaboration with NGOs and CBOs brings a wealth of benefits to schools, enriching counselling services and creating a more comprehensive and effective support system for students. It allows educational institutions to tap into external expertise, leverage additional resources, and foster a community-oriented approach to student well-being. Conclusions Addressing the challenges and capitalising on opportunities in counselling services among secondary school students in Tanzania requires a comprehensive, collaborative, and culturally sensitive approach. By prioritizing psychosocial well-being within the educational system, Tanzania can foster an environment that supports the holistic development of its students. Recommendations The study recommends the conduction of regular needs assessments to understand the evolving psychosocial challenges faced by students. This information can guide the development of targeted intervention strategies and resource allocation. Declarations Funding This study was not supported by any official funding sources. Ethics Declarations Conflict of Interest The authors of this article declared no potential conflicts of interest with respect to the research, authorship or publication of this article. Informed Consent Informed consent was obtained from all participants who included in this study Ethical approval This study was conducted following ethical standards and guidelines of University of Dar es Salaam. Author Contribution All authors reviewed the manuscript. References Abdaalla, S.M. (2022). Assessment of quality of guidance and counselling services in Zanzibar: a case of Abdulrahman al-sumait university and Zanzibar university. International Journal of Novel Research in Healthcare and Nursing, 9 (3), 114-122. Abel, J. (2016). 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Students’ perception of the influence of guidance and counselling services and academic performance in Baringo Country, Kenya. European Journal of Education and Pedagogy, 2 (1), 32-35 Knight, M. A., Haboush-Deloye, A., Goldberg, P. M., & Grob, K. (2019). Strategies and tools to embrace prevention with upstream programs: a novel pilot program for enhancing social and emotional protective factors in middle school students . Children & Schools, 41 (4), 213-220. Kurunsaari, M., Tynjälä, P., & Piirainen, A. (2021). Stories of professional development in physiotherapy education. Physiotherapy Theory and Practice, 9 (1), 1-14. Lasode, A. O., Lawal, O. O., & Ofodile, M. C. (2017). Students’ need for, awareness, perception and use of guidance and counselling services in Federal University of Agriculture, Abeokuta, Nigeria. Problems of Education in the 21 st Century, 75 (2), 170-181. Lubawa, D., Ngirwa, C., & Shavega, T. (2021). 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The efficacy of peer education in sexual behavioral change among school-going adolescents in Northern Malawi: A Quasi experiment. Journal of HIV/AIDS & Social Services, 5 (1), 1-19. Naidoo, P., & Cartwright, D. (2020). Where to from here? Contemplating the impact of COVID-19 on South African students and student counselling services in higher education. Journal of College Student Psychotherapy, 2 (8), 1-15. Ntuli, B., Mokgatle, M., & Madiba, S. (2020). The psychosocial wellbeing of orphans: The case of early school leavers in a socially depressed environment in Mpumalanga Province, South Africa. Plos one, 15 (2). Otieno, J.O., Mbutitia, F. (2020). Hindrances to the effective delivery of guidance and counselling services in mitigating psychosocial distress in Tanzanian universities. International Journal of Education and Social Science Research, 3 (6), 195-203 Pascoe, M. C., Hetrick, S. E., & Parkera, A. G. (2020). The impact of stress on students in secondary school and higher education. International journal of adolescence and youth, 25 (1), 104–112. Purswell, K. E. (2019). Humanistic learning theory in counsellor education. The professional counsellor, 9 (4), 358- 368. Sima, R.G. (2018). The challenges in the provision of counselling services in secondary schools in Tanzania. Journal of Education Psychology, 29 (1), 15-26 Wako, A. (2016). The status of utilization of school guidance and counselling services in Ethiopian secondary schools in addressing the psychosocial and academic needs of secondary school students: the case of Sidama Zone. Journal of Humanities and Social Science, 21, 27-35. Warui, J.W. (2018). Status and challenges of guidance and counselling programme in discipline management in public secondary schools in Kiambu county, Kenya . M.A Dissertation, Kenyatta University. Yusuph, K. (2016). Anxiety and academic performance among secondary school pupils in Tanzania. 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Cite Share Download PDF Status: Published Journal Publication published 06 Mar, 2025 Read the published version in International Journal for the Advancement of Counselling → Version 1 posted Editorial decision: Revision requested 30 Sep, 2024 Reviews received at journal 12 Aug, 2024 Reviews received at journal 29 Jul, 2024 Reviewers agreed at journal 19 Jun, 2024 Reviewers agreed at journal 15 May, 2024 Reviewers invited by journal 13 May, 2024 Editor assigned by journal 10 May, 2024 Submission checks completed at journal 06 May, 2024 First submitted to journal 06 May, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4374697","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":301108262,"identity":"fd4667c6-0eef-4a5e-aea3-95e3d6579262","order_by":0,"name":"Godrick Lyimo","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA70lEQVRIiWNgGAWjYHACA4YEhgQZBmYgM6ECSDAzNxClhQes5cEZkBZGIrQwgLQAAePDNjCFX4u8e/O2Dw9q0ngMjnMnPkicVxvN3w7U8qNiG04thmeOFc9IOJbDY3CYd7NB4rbjuTMOMzYw9py5jVvLjBxjhsSGCpCWbRKJ247lNgC1MDO2Ea1lzrHc+YS0yEuAteRAtTTU5G4gpMWA51gxQ8KxNB5JkF8Sjh3I3QjUchCfX+Tbmzcz/qhJluM7f3bjwx81dbnzzh8++OBHBR5bDkAZChDGYTB5AJtSuC0NqIw6fIpHwSgYBaNghAIAgjtebqf2MfAAAAAASUVORK5CYII=","orcid":"","institution":"University of Dar es Salaam","correspondingAuthor":true,"prefix":"","firstName":"Godrick","middleName":"","lastName":"Lyimo","suffix":""},{"id":301108263,"identity":"e317372e-14bc-4751-bd7d-3d193a6a6bc3","order_by":1,"name":"Joyce Mkongo","email":"","orcid":"","institution":"University of Dar es Salaam","correspondingAuthor":false,"prefix":"","firstName":"Joyce","middleName":"","lastName":"Mkongo","suffix":""},{"id":301108264,"identity":"a73bb25e-5f41-4725-ab63-489314b4f792","order_by":2,"name":"Suitbert Lyakurwa","email":"","orcid":"","institution":"University of Dar es Salaam","correspondingAuthor":false,"prefix":"","firstName":"Suitbert","middleName":"","lastName":"Lyakurwa","suffix":""}],"badges":[],"createdAt":"2024-05-06 07:06:25","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4374697/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4374697/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1007/s10447-025-09601-7","type":"published","date":"2025-03-06T15:58:22+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":78190798,"identity":"010afc58-5caf-4d0d-8c84-c9bb84ad7bb6","added_by":"auto","created_at":"2025-03-10 19:50:56","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":618094,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4374697/v1/5f565a42-3dcc-4901-a20b-8da508612e30.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Provision of Counselling Services in Handling Psychosocial Challenges Among Students in Secondary Schools in Tanzania: Challenges and Opportunities","fulltext":[{"header":"Introduction and Background","content":"\u003cp\u003eSecondary schools are vital for students' intellectual, social, and emotional growth. Adolescence is a time of major changes and difficulties, and students frequently struggle with psychological problems that can affect their general well-being (Moeti, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Educational systems worldwide have prioritised the provision of counselling services within secondary schools to satisfy the varied and changing requirements of students due to the identification of these difficulties (Mtemeri, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). According to Ntuli, Mokgatle and Madiba (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) secondary education is a universal stage in the educational journey where students undergo critical personal and academic growth. Educational systems across the globe share common goals of preparing students for future challenges, but the specific challenges faced by students can vary based on cultural, societal, and economic factors. As such, providing counselling services has become a global imperative to support students in navigating the complexities of adolescence (Mughal, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe history of counselling services is a complex and evolving narrative that has developed over centuries and across cultures (Naidoo \u0026amp; Cartwright, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). While the modern profession of counselling has its roots in the 20th century, the practice of providing emotional support and guidance to individuals has ancient origins. According to Bogba (2016) in ancient civilizations, individuals sought guidance and support from religious leaders, philosophers, and wise elders. Mwale and Muula (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) add that ancient Greek philosophers, such as Socrates, emphasized the importance of self-examination and dialogue in understanding oneself. During the middle ages, the Christian church played a significant role in providing counselling and guidance to individuals. Confession and pastoral counselling were common practices (Moeti, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe Renaissance and Enlightenment periods saw a shift towards a more secular understanding of human nature. Philosophers like John Locke and Jean-Jacques Rousseau explored the concept of individual rights and the importance of education in personal development (Chidarikire, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The 19th century saw the emergence of psychoanalysis, pioneered by Sigmund Freud. Freud's work focused on exploring the unconscious mind and the influence of early experiences on adult behaviour (Abel, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). The early 20th century marked the development of vocational guidance, as industrialization and urbanization led to changes in the workforce. Frank Parsons, known as the father of vocational guidance, played a key role in this movement (Sima, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMekgwe and Kok (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) postulate that the psychological impact of World War II led to an increased recognition of the importance of mental health. Veterans returning from the war contributed to the demand for counselling services. During the 1950s-1960s, the humanistic psychology movement, led by psychologists like Carl Rogers and Abraham Maslow, emphasized the importance of empathy, unconditional positive regard, and personal growth in counselling (Mughal, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). According to Ntuli, Mokgatle and Madiba (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) the field of counselling expanded during the years 1970s-1980s with the development of various approaches such as cognitive-behavioural therapy (CBT), family therapy, and multicultural counselling. Accredited counselling programmes and professional organizations were established. with the development of various approaches such as cognitive-behavioral therapy (CBT), family therapy, and multicultural counselling. Accredited counselling programmes and professional organizations were established.\u003c/p\u003e \u003cp\u003eFrom the 1990s to the present, the field of counselling continued to evolve with ongoing research, the development of evidence-based practices, and the integration of technology into counselling services. Mental health awareness campaigns and advocacy efforts gained momentum (Lasode, Lawal \u0026amp; Ofodile, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Today, counselling services encompass a wide range of theoretical orientations, specialities, and modalities, and professional counsellors work in various settings, including schools. The field continues to evolve in response to societal changes and advances in our understanding of human psychology and well-being.\u003c/p\u003e \u003cp\u003eIn the African context, counselling services among students have a history shaped by cultural, social, and educational dynamics unique to the continent (Abel, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). While formalized counselling services may have originated more recently, traditional forms of guidance and support have been integral to African societies for centuries. The evolution of counselling services among students in Africa can be traced through various stages. During the first stage, traditional guidance systems were embedded in the community structure. Elders, community leaders, and family members played key roles in providing advice, mentorship, and resolving conflicts. This informal system focuses on the holistic development of individuals within the community (Kennedy, Flach, Detullio, Millen, Englebert and Edmonds, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). During the second phase, the colonial era brought Western education systems to Africa, influencing the structure and content of counselling services. However, the early emphasis was often on academic and vocational guidance rather than addressing broader psychosocial issues (Mitchell, et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). After gaining independence, African nations began to establish their educational systems. During this period, there was increased recognition of the need for counselling services to support students' personal and academic development (Mekgwe \u0026amp; Kok, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eGlobally, secondary school students face a variety of psychosocial issues that go beyond national and cultural barriers (Lasode, Lawal \u0026amp; Ofodile, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Stress related to school, peer connections, identity exploration, family dynamics, cultural adaptations, and is subject to social pressures are some of these difficulties (Warui, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The confluence of these variables leads to elevated stress levels, anxiety, and mental health problems, so a thorough and culturally aware approach to support services is required. Secondary education is a critical phase in a student's life, marked by academic demands, social transitions, and personal development.\u003c/p\u003e \u003cp\u003eCounselling services for students addressing psychosocial problems encompass a range of interventions tailored to meet the diverse needs of individuals. These services are designed to provide emotional support, guidance, and skills to help students navigate challenges and enhance their overall well-being. Here are some common types of counselling services provided to students (Bogba, 2016). In this regard, various types of counselling services are conducted to help students with a wide range of psychosocial problems that they have been encountering. Kiptala and Kipruto (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) report that individual counselling, for example, involves a one-on-one session between a student and a trained counsellor to explore personal concerns, emotions, and challenges in a confidential setting whereby its focus is tailored to address specific issues such as academic stress, family problems, interpersonal conflicts, or emotional difficulties. Chidarikire (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) mentions group counselling which is a structured session involving a small group of students with similar concerns, facilitated by a counsellor. The focus is to foster peer support, shared experiences, and interpersonal skill development. Common group topics include coping with anxiety, building self-esteem, or addressing specific issues like grief.\u003c/p\u003e \u003cp\u003eIn a similar vein, in career counselling, guidance and support related to academic and career choices, are conducted to assist students in making informed decisions about their future. Its focus helps students explore career options, set goals, and develop a plan for academic and professional growth (Crooks et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). According to Naidoo and Cartwright (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) academic counselling is more emphasized by schools for the academic achievements of learners. Support services focusing on academic challenges, study skills, time management, and goal setting are the issues emphasized by the school counsellors. The aim is to improve academic performance, address learning difficulties, and enhance study habits. Bantjes and Mapaling (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) mention that crisis intervention as one of the types of counselling services aims to immediate support and intervention in response to critical situations, such as trauma, loss, or emergencies. Its focus is to address the immediate emotional and psychological needs of students facing crises. Lastly, substance abuse counselling supports students dealing with substance abuse issues, including prevention, intervention, and rehabilitation. Counsellors impart knowledge to students to understand the impact of substance abuse, develop coping mechanisms, and access appropriate treatment resources (Warui, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). These types of counselling services are often integrated into comprehensive school counselling programmes, creating a supportive environment that addresses the multifaceted needs of students. The goal is to empower students to overcome challenges, foster emotional resilience, and thrive in their academic and personal lives (Dhital, Shibanuma, Miyaguchi, Kiriya \u0026amp; Jimba, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn Tanzania, as in many parts of the world, students often grapple with a variety of psychosocial challenges that can impact their overall well-being and academic performance (Sima, 2028). These challenges include academic stress, peer pressure, identity exploration, family issues, and societal expectations. The confluence of these factors often leads to emotional distress and anxiety, and, in some cases, negatively affects academic performance (Abel, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Thus, recognising the importance of addressing these challenges, secondary schools in Tanzania have increasingly embraced the provision of counselling services as a crucial component of their educational framework. Sima (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) reports that counselling services in Tanzanian secondary schools play a pivotal role in addressing the psychosocial challenges faced by students. Counsellors serve as valuable resources, offering a safe space for students to express their concerns, explore coping mechanisms, and develop essential life skills. These services aim not only to mitigate immediate issues but also to equip students with the tools needed to navigate future challenges successfully.\u003c/p\u003e \u003cp\u003eIn the early stages of Tanzanian education, counselling services were not a prominent feature of the school system (Abel, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). The focus was primarily on academic instruction, and psychosocial support was often overlooked. Students facing challenges related to mental health, academic stress, and personal issues had no access to dedicated counselling resources (Otieno \u0026amp; Mbutitia, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). However, over time, there has been a shift in the approach to education in Tanzania, recognizing the importance of addressing the holistic needs of students (Sima, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The government, along with educational authorities, began to acknowledge the significance of mental health in the overall development of students. This shift in perspective led to the integration of counselling services as a fundamental component of the education system (Bogba, 2016) Thus, the introduction of counselling services in Tanzanian schools is part of a broader global trend recognizing the interconnectedness of academic success and mental well-being. Counsellors started becoming a part of the school staff, providing a range of services aimed at supporting students facing psychosocial challenges. The services include individual counselling, group counselling, career guidance, and addressing issues such as bullying and substance abuse (Kennedy et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe provision of counselling services to address psychosocial challenges among students in secondary schools stands at a critical juncture, marked by both challenges and opportunities. While recognizing the importance of nurturing the mental well-being of students, there exist pressing issues that, if unaddressed, can undermine the effectiveness of these services. Simultaneously, there are promising opportunities that, if capitalized upon, could enhance the impact and reach of counselling interventions within secondary school settings. Little is known about the challenges and opportunities of counselling services in addressing students\u0026rsquo; psychosocial problems hence, the current study aims to fill the gap in the literature by addressing the following question: what are the challenges and opportunities for counselling services provision in addressing students\u0026rsquo; psychosocial problems in Tanzania?\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eThe study was designed to investigate the provision of counselling services in handling psychosocial challenges among students in secondary schools in Tanzania with a focus on challenges and opportunities. The study employed the qualitative approach as a method of inquiry. Specifically, data were collected through focus group discussions and interviews. The qualitative approach was chosen to gain an understanding of the feelings and experiences of the participants, regarding the opportunities and challenges of counselling services in secondary schools in Tanzania. Focus group discussion was chosen as a data collection tool because it helped the researcher to gather information from the shared discussion. Likewise, FGDs consist of homogeneous members who are likely to produce a lot of information quickly through the questions posed to the respondents. Interview as a method of collecting data was used in the present study because it offers several advantages, making them a valuable tool in various research disciplines. Interviews allow researchers to collect in-depth and detailed information directly from participants. The conversational nature of interviews enables the exploration of complex topics, providing rich and nuanced data (Creswell \u0026amp; Creswell, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eData for the study were collected from five secondary schools in Moshi district, Kilimanjaro region. This district was purposively selected because it has a good number of both private and public schools. The participants were drawn from five secondary schools. The degree. A total of 5 focus group discussions were conducted in five secondary schools. Each group consisted of eight participants. The information from the focus group discussions was audio recorded and later transcribed verbatim. On the other hand, 10 people were interviewed in five secondary schools. Each school had two participants. The data were analysed using the thematic approach as proposed by Braun and Clarke (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) whereby appropriate themes were identified, described and illustrated by the quotes of participants. Earlier on, before commencing data collection, a research permit was obtained from the University of Dar es Salaam. Thereafter, informed consent to conduct the study was also obtained from the respective authorities and schools. Confidentiality of the information gathered and anonymity of the participants were ensured.\u003c/p\u003e"},{"header":"Findings and Discussion","content":"\u003cp\u003eSeveral issues emerged from the focus group discussions and interviews regarding the provision of counselling services in handling psychosocial challenges among students in secondary schools in Tanzania with a focus on challenges and opportunities. These are organised into nine themes, which include limited resources, high student-to-counsellor ratio, inadequate training and professional development among school counsellors, and the focus on academic guidance. Others include integration into educational and training policies, a holistic approach, capacity building and training, peer support programmes and collaboration with NGOs and Community-Based Organizations. These are discussed below\u003c/p\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eLimited resources\u003c/h2\u003e \u003cp\u003eThe findings revealed that insufficient financial and human resources posed a significant challenge to the effective implementation of counselling services in Tanzanian secondary schools. Participants mentioned that there was a shortage of trained counsellors, educational materials, and counselling facilities. The shortage of trained counsellors means that many students have limited or no access to professional guidance and support. This lack of access prevented timely intervention and resolution of various psychosocial challenges students faced. During interviews, one of the school counsellors held:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe school has limited counsellors. As you see, we are not professional counsellors but the school has appointed us to deal with 852 students available at this school. This causes counselling services to students to become insufficient. Moreover, we lack enough counselling materials and worse enough we lack furnishable counselling rooms (Interview with School Counsellor, School D).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe aforementioned quote shows that the shortage of trained counsellors, educational materials, and counselling facilities in secondary schools can have significant and wide-ranging impacts on students' well-being, academic performance, and overall development. The findings on the limited resources can be extrapolated from the findings of Knight, Haboush-Deloye, Goldberg and Grob (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) who found that the shortage of trained counsellors, educational materials, and counselling facilities in secondary schools can have significant and wide-ranging impacts on students' well-being, academic performance, and overall development. Kurunsaari, Tynj\u0026auml;l\u0026auml; and Piirainen (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) add that a shortage of counselling resources leaves students without access to coping mechanisms and strategies to navigate personal, familial, or academic stressors. This can hinder their ability to cope with challenges effectively hence academic achievement becomes a challenge. Moreover, Lasode, Lawal and Ofodile (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) add that a shortage of trained counsellors can result in inadequate academic guidance, affecting students' ability to set goals, plan their academic paths, and make informed decisions about their future. This may lead to confusion and uncertainty about career choices.\u003c/p\u003e \u003cp\u003eThus, from the explanations, one can presume that the shortage of trained counsellors, educational materials, and counselling facilities in secondary schools has multifaceted consequences that extend beyond immediate academic concerns. It affects students' mental health, emotional well-being, and overall development, underscoring the importance of addressing these shortages to create a more supportive and conducive learning environment.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eHigh student-to-counselor ratio\u003c/h2\u003e \u003cp\u003eThe findings revealed that many secondary schools in Tanzania experienced a high student-to-counsellor ratio, making it challenging for counsellors to provide personalized attention and support to each student. This limitation compromised the quality and depth of counselling interactions. In all five schools visited by a researcher, every school had only two school counsellors (male and female teachers). This resulted in difficulty in handling students\u0026rsquo; psychosocial challenges that students encountered. Participants reported that with a high ratio of students to counsellors, it becomes challenging for counsellors to provide individualized attention to each student. Personalized guidance and support are crucial for addressing the unique needs and challenges that students may face. In the same real, one of the school counsellors was quoted as:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eSchool counsellors may struggle to allocate sufficient time to each student for comprehensive counselling sessions but it becomes difficult because counsellors have other duties to perform such as teaching roles. This limitation results in surface-level interactions, hindering the exploration and resolution of complex psychosocial issues (Interview with School Counsellor, School A).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe voice shows that building a trusting and supportive relationship with students requires time and effort. A high student-to-counsellor ratio makes it difficult for counsellors to establish rapport with individual students, potentially impacting the effectiveness of counselling interventions. The findings are in line with Yusuph and Negret (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) who postulate that follow-up sessions are crucial for tracking progress and ensuring that students continue to receive the necessary support. However, with a high caseload, counsellors may find it challenging to conduct regular follow-up sessions, leaving some students without ongoing assistance. Moreover, Abdaalla (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) adds that the sheer volume of students seeking counselling can overwhelm counsellors, leading to stress and burnout. Overworked counsellors may struggle to maintain the quality of their interactions and may find it difficult to manage the emotional demands of the job. Bantjes and Mapaling (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) uphold that students have diverse psychosocial needs, and a high student-to-counsellor ratio makes it difficult for counsellors to address this diversity adequately. Some students may require more attention and specialized support, which may be challenging to provide in a high-volume setting. Yusuph and Negret (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) conclude that in situations requiring immediate crisis intervention, such as emergencies or mental health crises, a high student-to-counsellor ratio may prevent counsellors from responding promptly to urgent needs. This delay can have serious consequences for students in crisis.\u003c/p\u003e \u003cp\u003eFrom the findings, it can be deduced that addressing the challenges associated with a high student-to-counsellor ratio requires a multifaceted approach, including increased resources, professional development, and policy changes to create a more supportive and conducive environment for both counsellors and students in Tanzanian secondary schools.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eInadequate training and professional development among school counsellors\u003c/h2\u003e \u003cp\u003eThe findings revealed that some counsellors lacked specialized training in dealing with the diverse psychosocial challenges faced by students. Continuous professional development opportunities were often limited, hindering counsellors from staying updated on best practices and emerging issues. Participants disclosed that limited professional training opportunities for counsellors posed significant challenges and hindered their ability to stay updated on best practices and emerging issues. During interviews one of the school counsellors was quoted as:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eWithout regular professional training, counsellors rely on outdated knowledge and skills. The field of counselling evolves, and new research, therapeutic techniques, and approaches emerge. Staying current is crucial to providing effective and evidence-based support to our students (Interview with School Counsellor, School B).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe interview quote shows that limited professional training opportunities for counsellors can pose significant challenges and hinder their ability to stay updated on best practices and emerging issues. The findings are similar to Abuya, Wekulo and Muhia (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) who found that without regular professional training, counsellors may rely on outdated knowledge and skills. The field of counselling evolves, and new research, therapeutic techniques, and approaches emerge. Staying current is crucial to providing effective and evidence-based support to students. Badrujaman, Luawo and Cahyawulan (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) advance that new counselling techniques and interventions are more effective in addressing contemporary psychosocial challenges. Without proper training, counsellors may struggle to implement these techniques, leading to less effective counselling sessions. Pascoe, Hetrick and Parkera (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) reiterate that professional training often exposes counsellors to diverse perspectives, theories, and cultural considerations. Without ongoing training, counsellors may lack exposure to new and diverse approaches, limiting their ability to adapt their practice to the evolving needs of a diverse student population. In the same vein, Alfieri (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) pinpoints that professional training often exposes counsellors to diverse perspectives, theories, and cultural considerations. Without ongoing training, counsellors may lack exposure to new and diverse approaches, limiting their ability to adapt their practice to the evolving needs of a diverse student population.\u003c/p\u003e \u003cp\u003eThus, from the findings, it is important to remember that addressing the issue of limited professional training for counsellors requires a commitment to ongoing education, access to relevant resources, and support from educational institutions and policymakers. Establishing a culture of continuous learning is essential to ensure that counsellors can stay updated on best practices and effectively meet the evolving needs of students.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eThe focus was on academic guidance\u003c/h2\u003e \u003cp\u003eThe findings revealed that one of the challenges facing counselling services in Tanzanian secondary schools was that counselling services in some schools were primarily focused on academic guidance, neglecting broader psychosocial and emotional needs. A narrow focus on academic performance did not adequately address the holistic development of students. It was further reported that when counselling services in schools primarily focused on academic guidance at the expense of addressing broader psychosocial and emotional needs, several negative impacts on students' well-being and overall development occurred as some of the students were quoted as:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eFocusing solely on academic guidance may result in the neglect of students' mental health and emotional well-being. Psychosocial issues, such as stress, anxiety, and depression, may go unrecognized and untreated, potentially leading to long-term negative consequences (FGD with Students, School D).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe extract shows that focusing solely on academic guidance to the detriment of student's mental health and emotional well-being can have profound and negative impacts on various aspects of students' lives. D\u0026rsquo;Costa, Lobo and Ward (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) argue that neglecting psychosocial and emotional needs can undermine the development of students' resilience and coping skills. In times of stress or adversity, students may lack the emotional resources and coping mechanisms to navigate challenges effectively. Similarly, Knight, Haboush-Deloye, Goldberg, and Grob (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) caution that unaddressed emotional and psychosocial issues may manifest in disruptive behaviour in the classroom. Students experiencing emotional distress may struggle to concentrate, participate in class, or engage in positive peer interactions. Moreover, Warui (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) maintains that neglecting students' broader needs may contribute to higher dropout rates. When schools fail to provide comprehensive support, students facing significant psychosocial challenges may disengage from the educational system altogether. Kurunsaari, Tynj\u0026auml;l\u0026auml;, and Piirainen (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) conclude that a focus solely on academic guidance misses the opportunity to foster holistic development. Students need support in developing social skills, emotional intelligence, and a sense of well-being to thrive both academically and personally.\u003c/p\u003e \u003cp\u003eThus, from the findings, one can deduce that schools must adopt a holistic approach to counselling that integrates academic, emotional, and psychosocial support. Creating a comprehensive counselling framework ensures that students receive the necessary guidance to thrive academically and emotionally, fostering a positive and supportive educational environment.\u003c/p\u003e \u003cp\u003eThe researcher was interested in finding out the opportunities from the counselling services provided to students in secondary schools that were visited by the researcher. These themes regarding opportunities are presented and discussed below.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eIntegration into educational and training policies\u003c/h2\u003e \u003cp\u003eThe findings revealed that opportunities existed to integrate counselling services into national educational and training policies. By recognizing the importance of psychosocial support, policymakers include counselling services in school programmes. It was further revealed that in both the Education and Training Policies of 1995 and 2014, counselling services have been made mandatory whereby every school is obliged to appoint school counsellors to help students address psychosocial challenges during their schooling periods. Participants reported that counselling services integration promoted a holistic approach to student development. It recognized that academic success is intertwined with social, emotional, and psychological well-being, fostering a more comprehensive understanding of students' needs. Participants were quoted as:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003ePolicy-driven integration enables the implementation of early intervention and prevention programmes. Timely identification and addressing of psychosocial challenges contribute to preventing more serious issues from developing, positively impacting students' overall well-being (Interview with School Counsellor, School C).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe quotation shows that integrating counselling services into educational and training policies in Tanzania can offer a range of advantages for students, educators, and the education system as a whole. The findings on the advantages of integrating counselling services into educational and training policies can be extrapolated with the findings from Yusuph (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) who maintains that counselling services integration promotes a holistic approach to student development. In the same vein, Wako (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) adds that policy-driven integration enables the implementation of early intervention and prevention programs. Timely identification and addressing of psychosocial challenges contribute to preventing more serious issues from developing, positively impacting students' overall well-being. Moreover, Mduma (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) establishes that by addressing students' emotional and psychological needs, counselling services can contribute to improved academic performance. A supportive environment that considers both academic and non-academic factors enhances students' ability to focus, learn, and succeed academically. Al-Khayat (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) concludes that the integration of counselling services enhances student well-being by providing essential support for mental health, stress management, and emotional resilience. Students are better equipped to navigate challenges, fostering a positive and supportive learning environment.\u003c/p\u003e \u003cp\u003eFrom the explanations, it is evidenced that integrating counselling services into educational and training policies in Tanzania aligns with a comprehensive vision of education that goes beyond academic achievement, aiming to foster the overall well-being and success of students.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003eHolistic approaches\u003c/h2\u003e \u003cp\u003eThe findings revealed that encouraging a shift toward holistic counselling approaches that consider not only academic success but also social, emotional, and cultural dimensions enhanced the overall effectiveness of counselling services. Participants reported that holistic counselling considered students as multifaceted individuals with diverse needs. It enabled counsellors to gain a comprehensive understanding of students' strengths, challenges, and aspirations, going beyond academic achievements. One of the school counsellors said the following:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eHolistic counselling places a strong emphasis on emotional well-being. By addressing students' emotional needs, we can help them develop resilience, coping skills, and a positive emotional outlook, contributing to overall mental health. Moreover, addressing social, emotional, and cultural dimensions positively correlates with improved academic performance. Students who feel emotionally supported are more likely to engage in learning, leading to enhanced concentration, motivation, and academic success (Interview with School Counsellor, School A).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe quotation shows that holistic approaches consider individuals as whole beings, acknowledging the interplay between various aspects of their lives. This allows counsellors to gain a comprehensive understanding of student's needs, challenges, strengths, and aspirations. Atsuwe and Albert (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) hold that holistic counselling integrates both academic and non-academic factors. By considering social, emotional, and cultural dimensions, counsellors recognize that academic success is closely linked to a student's overall well-being and personal development. In the same realm, Lubawa, Ngirwa and Shavega (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) purport that holistic counselling places a strong emphasis on emotional well-being. By addressing emotional needs, counsellors contribute to the development of emotional intelligence, resilience, and coping skills, fostering a positive mental health environment. Moreover, Audley and Jovi (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) suggest that addressing non-academic dimensions such as emotional and social well-being positively correlates with improved academic performance. Students who feel emotionally supported are more likely to be engaged, focused, and successful in their academic endeavours. Furthermore, holistic counselling includes the development of life skills, such as communication, problem-solving, decision-making, and interpersonal skills. These skills are essential for students' personal development and prepare them for challenges beyond the academic setting.\u003c/p\u003e \u003cp\u003eThus, it can be presumed that encouraging a shift toward holistic counselling approaches enhances the overall effectiveness of counselling services by recognizing the interconnectedness of academic, social, emotional, and cultural dimensions in students' lives. This approach fosters a more inclusive, supportive, and responsive environment that nurtures the holistic development of individuals.\u003c/p\u003e \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e \u003ch2\u003ePeer support programmes in schools\u003c/h2\u003e \u003cp\u003eThe findings revealed that implementing peer support programmes within schools can complement professional counselling services. Trained peer mentors or support groups can create a supportive network for students facing similar challenges. Moreover, participants reported that peer support programmes enhance accessibility to support services. Students felt more comfortable seeking help from their peers, reducing barriers to accessing support and increasing the likelihood that issues are addressed early. During focus group discussions, students confirmed that:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003ePeer support programmes help reduce the stigma associated with seeking help for mental health issues. When we see our peers openly offering and receiving support, it creates a more accepting and understanding environment, making it easier for us to reach out (FGD with Students from School C).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe extract shows that peers often create a more comfortable and familiar environment. Students may feel less intimidated or judged when seeking support from their peers, fostering a sense of safety that encourages open communication. The findings are in line with Gichohi (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) who found that peers often create a more comfortable and familiar environment. Students may feel less intimidated or judged when seeking support from their peers, fostering a sense of safety that encourages open communication. Moreover, Mduma (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) adds that peer support programmes facilitate the building of trust between students. Trust is a crucial factor in seeking help, and students may be more willing to share their concerns and challenges with someone they perceive as a peer rather than an authority figure. Furthermore, Abel (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) views that peer support is often informal and approachable. The absence of a formal structure can make it more inviting for students to seek help, especially for less severe issues that may not require the formality of professional counselling Purswell (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) concludes that peers are often near one another during school hours and activities. This physical availability makes it easier for students to approach their peers for support without the need for appointments or formal scheduling. Thus, from the findings, it can be deduced that by leveraging the unique benefits of peer support, schools can create a more inclusive and accessible support system that meets the diverse needs of their student population.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eCollaboration with NGOs and community-based organisations (CBOs)\u003c/h2\u003e \u003cp\u003eThe findings revealed that collaborating with non-governmental organisations (NGOs) and community-based organisations enhanced the reach and impact of counselling services. These partnerships brought additional resources, expertise, and community support to the school environment. About three out of five schools visited by the researcher had established relationships with NGOs and CBOs whereby some of the counselling resources were distributed to them and were used by schools for counselling services as one of the school counsellors was quoted:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIn this district, there are Non-Government Organisations and community-based organisations. Among many activities they perform is counselling services to our youth. These people have enough counselling resources which they usually share with us. They are helpful as our school has insufficient counselling resources (Interview with School Counsellor, School E).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003cp\u003eThe quotation shows that collaboration with Non-Governmental Organizations (NGOs) and Community-Based Organizations (CBOs) on counselling resources for students is of significant importance. Such partnerships can enhance the effectiveness and reach of counselling services in schools. The findings are similar to Manyerere (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) who found that NGOs and CBOs often bring specialized expertise and services to the table. Collaborating with organisations focused on mental health, well-being, or specific counselling areas allows schools to access specialized resources and knowledge. Frank (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) views that NGOs and CBOs can provide additional counselling resources, including trained professionals, educational materials, and programmes. This expands the range of services available to students beyond what might be possible with limited in-house resources. Moreover, Kiptala and Kipruto (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) pinpoint that collaboration with local NGOs and CBOs fosters community engagement and trust. These organisations often have established relationships within the community, making it easier to reach and connect with students and their families. Furthermore, NGOs and CBOs are well-positioned to implement prevention and awareness programs. These initiatives can address a wide range of issues, including mental health, substance abuse, bullying, and other psychosocial challenges, contributing to a healthier school environment.\u003c/p\u003e \u003cp\u003eThus, from the findings, it can be deduced that collaboration with NGOs and CBOs brings a wealth of benefits to schools, enriching counselling services and creating a more comprehensive and effective support system for students. It allows educational institutions to tap into external expertise, leverage additional resources, and foster a community-oriented approach to student well-being.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusions","content":"\u003cp\u003eAddressing the challenges and capitalising on opportunities in counselling services among secondary school students in Tanzania requires a comprehensive, collaborative, and culturally sensitive approach. By prioritizing psychosocial well-being within the educational system, Tanzania can foster an environment that supports the holistic development of its students.\u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eRecommendations\u003c/h2\u003e \u003cp\u003eThe study recommends the conduction of regular needs assessments to understand the evolving psychosocial challenges faced by students. This information can guide the development of targeted intervention strategies and resource allocation.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eFunding\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was not supported by any official funding sources.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics Declarations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors of this article declared no potential conflicts of interest with respect to the research, authorship or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all participants who included in this study\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted following ethical standards and guidelines of University of Dar es Salaam.\u0026nbsp;\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAll authors reviewed the manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbdaalla, S.M. 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Anxiety and academic performance among secondary school pupils in Tanzania. \u003cem\u003eBritish Journal of Education, Society and Behavioural Science, 14\u003c/em\u003e(3), 147-161\u003c/li\u003e\n\u003cli\u003eYusuph, K., \u0026amp; Negret, I. (2016). Adolescents and drug use in Tanzania: History and Education. \u003cem\u003eAdvances in Research, 7\u003c/em\u003e(2), 1-10.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"international-journal-for-the-advancement-of-counselling","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"adco","sideBox":"Learn more about [International Journal for the Advancement of Counselling](http://link.springer.com/journal/10447)","snPcode":"10447","submissionUrl":"https://submission.nature.com/new-submission/10447/3","title":"International Journal for the Advancement of Counselling","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Academic achievement, Adolescent, Counselling, Emotional, Psychosocial","lastPublishedDoi":"10.21203/rs.3.rs-4374697/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4374697/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eSecondary education represents a pivotal period in the lives of students, marked by academic pursuits, social interactions, and personal development. However, the transitional nature of adolescence can introduce a host of psychosocial challenges that, if unaddressed, may impede students' overall well-being and hinder their academic success. In the context of Tanzanian secondary schools, where the educational landscape is diverse and dynamic, understanding and effectively managing these psychosocial challenges has emerged as a critical imperative. The paper investigated the provision of counselling services in handling psychosocial challenges among students in secondary schools in Tanzania with a focus on challenges and opportunities. The participants involved students and school counsellors. Data were collected through focus group discussions and interviews. The results show that limited resources, high student-to-counsellor ratio, inadequate training and professional development among school counsellors, and the focus on academic guidance. Others include integration into educational and training policies, a holistic approach, capacity building and training, peer support programmes and collaboration with NGOs and Community-Based Organizations were the challenges and opportunities facing counselling services in handling psychosocial challenges among students in secondary schools in Tanzania. Therefore, this study recommends the conduction of regular needs assessments to understand the evolving psychosocial challenges faced by students. This information can guide the development of targeted intervention strategies and resource allocation.\u003c/p\u003e","manuscriptTitle":"Provision of Counselling Services in Handling Psychosocial Challenges Among Students in Secondary Schools in Tanzania: Challenges and Opportunities","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-05-13 07:15:43","doi":"10.21203/rs.3.rs-4374697/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-09-30T13:30:45+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-08-12T15:26:38+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-07-29T22:23:46+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"7155938521890584902364630958438265421","date":"2024-06-19T12:03:57+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"177709204502561374067707277146916582923","date":"2024-05-15T20:54:41+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-05-13T20:50:50+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-05-10T15:22:49+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-05-06T22:16:28+00:00","index":"","fulltext":""},{"type":"submitted","content":"International Journal for the Advancement of Counselling","date":"2024-05-06T07:04:17+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"international-journal-for-the-advancement-of-counselling","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"adco","sideBox":"Learn more about [International Journal for the Advancement of Counselling](http://link.springer.com/journal/10447)","snPcode":"10447","submissionUrl":"https://submission.nature.com/new-submission/10447/3","title":"International Journal for the Advancement of Counselling","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"aa490d4a-3d6f-4383-a49d-4392b83c73c2","owner":[],"postedDate":"May 13th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-03-10T19:50:04+00:00","versionOfRecord":{"articleIdentity":"rs-4374697","link":"https://doi.org/10.1007/s10447-025-09601-7","journal":{"identity":"international-journal-for-the-advancement-of-counselling","isVorOnly":false,"title":"International Journal for the Advancement of Counselling"},"publishedOn":"2025-03-06 15:58:22","publishedOnDateReadable":"March 6th, 2025"},"versionCreatedAt":"2024-05-13 07:15:43","video":"","vorDoi":"10.1007/s10447-025-09601-7","vorDoiUrl":"https://doi.org/10.1007/s10447-025-09601-7","workflowStages":[]},"version":"v1","identity":"rs-4374697","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4374697","identity":"rs-4374697","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}