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?