Five ways to help students feel valued

In college counselling, the most important thing is to nurture holistic student success. To achieve this, I use different strategies and approaches to help students feel valued.

Here are the five strategies that I use.

1. Developing relationships

The key to establishing a good relationship with students is to develop trust. Students must know that they are being listened to and heard.

I have regular family meetings with each student and their parents, where we identify academic and career goals. This is followed by scheduled meetings with each student every two to three weeks. I also have an open-door policy, which allows students to check in or share something important with me.

I try to foster student connections through my presence at school concerts, poetry readings and art exhibitions, and by running the Scholars’ Club.

I also lead the university and career counselling team, which consists of several Grade 11 (Year 12) students who help me to organise events. Team members communicate with their class, share needs and suggestions, and have a voice in responsible decision-making.

In this way, I am in contact with different groups of students, trying to show the importance of being interested in activities outside of the rigorous IB curriculum. Understanding the nature of students’ relationships can inform counselling strategies aimed at improving social interactions and connections.

2. Celebration of student successes

It is important for students that their involvement, initiative, participation or academic achievement is recognised. Acknowledging and celebrating students’ achievements is crucial for their ongoing development.

In front of my office, I have a celebration wall, where I feature several IB students every month. Celebrations can mark a variety of achievements – not only academic success. This is an opportunity for students to share with the wider school community their internship experiences and learning outcomes, summer school experiences, community-service projects, athletic achievements or entries to artistic or academic competitions.

Additionally, there is a tradition that when students submit their university applications, their picture goes on the celebration wall, in recognition of all the effort put into the college-application process. It is astonishing to see how proud students are to see their pictures on the board. This tradition contributes to student motivation, self-esteem and overall well-being.

Recognising diverse talents and accomplishments helps to create a more inclusive and supportive environment. Celebrating success in a supportive manner encourages healthy competition among students. It teaches them to appreciate each other’s accomplishments and fosters a collaborative spirit.

3. Emphasising collaboration

Collaboration brings together diverse perspectives, skills and expertise, fostering creativity and innovation. To support students, I engage in regular meetings with the head of learning support and the school emotional counsellor. We aim to support students, to empower them, and to pool our resources to find solutions and address challenges.

To foster an understanding of the college-counselling process, I am in regular communication with grade-level tutors, and they are invited to my events and presentations. This collaboration fosters strong interpersonal relationships. 

4. Using data for improvement

Feedback is a powerful tool for improvement. Conducting surveys, particularly during transition workshops with Grade 12 (Year 13) students, provides valuable insights into how the college-counselling programme can be enhanced.

Data also helps me to understand the social and emotional needs of individual students and to tailor counselling services to their needs.

5. Providing ongoing support

Providing ongoing support to students is essential for their success and overall well-being. In Grade 12 (Year 13) counselling meetings, I assist students in identifying one realistic academic goal and one personal goal, which we reflect upon throughout the year.

I aim to create a safe and secure space for students, where they can discuss their concerns, manage stress and develop coping strategies. In cases of high stress or concern, I make use of affirmation cards, which provide positive statements for the students to repeat to themselves. Some affirmation cards focus on specific goals or aspirations, and I have observed that students who regularly affirm their goals become more motivated.

Additionally, I maintain a small library with academic literature as well as books that can help students to navigate challenges related to identity, relationships and self-esteem, promoting healthy emotional and social well-being. By adopting this social-emotional approach, my goal is to create a supportive and inclusive environment that empowers students throughout their high-school journey.