Bill H – Mandatory School Counseling

BE IT ENACTED BY THE CONGRESS HERE ASSEMBLED THAT:

SECTION 1. All public high schools in the United States shall have mandatory 10 hours of

counseling. The students will have twenty-thirty minute sessions every two weeks

throughout the year.

SECTION 2. Counseling shall be defined as the provision of assistance and guidance in

resolving personal, social, or psychological problems and difficulties.

SECTION 3. The Department of Education will work with all School Boards to implement this

bill.

A. $500,000,000 shall be cut from the Department of Defense to fund more

school counselors.

B. A student that does not complete the set amount of hours shall face

academic consequences set by the school board.

SECTION 4. This bill will be implemented upon passage.

SECTION 5. All laws in conflict with this legislation are hereby declared null and void.
 AFF
School counseling is a necessity for resolving emotional, social, or behavioral
problems.
American Counseling Association 2007
https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf

School counselors provide counseling programs in three critical areas: academic, personal/social, and career. Their
services and
programs help students resolve emotional, social or behavioral problems and help them
develop a clearer focus or sense of direction. Effective counseling programs are important to
the school climate and a crucial element in improving student achievement. School counselors, like all
educational professionals, are increasingly being required to demonstrate evidence of effective practice. This brochure provides a collection of
sources that address the effectiveness of school counseling and other student support services, including their contribution to the personal and
academic success of students. Based on its research, the Institute of Medicine has concluded that mental health and psychological services
were essential for many students to achieve academically, and recommended that such services be considered mainstream, and not optional.

Impact: In order to keep people mentally stable, counselors are a necessity for keeping a stable
school environment.

Consistent counseling is extremely useful for creating a productive school

environment. Study proves.
American Counseling Association 2007
https://wvde.state.wv.us/counselors/administrators/Effectiveness+of+School+Counseling.pdf

A study done in Gwinnett County, Georgia shows that school counselors impact students’
academic performance and can increase the on-task, productive behavior of students and
reduce disruptive behaviors. The Behavior Rating Checklist indicated statistically significant decreases in disruptive behaviors
and significant increases in productive, on-task behaviors for both the third grade and the fifth grade students tested. Language arts progress
was statistically significant for both grade levels as well. (11)

Impact: Constant counseling will allow for more successful students who would be more
productive later in life.

Counselors are important for reducing dropout rates.

American Counseling Association 2010 https://www.counseling.org/docs/default-
source/vistas/article_4177fd25f16116603abcacff0000bee5e7.pdf?sfvrsn=4

Supportive adults wield great influence over adolescent decision-making practices. Counselors, teachers, and administrators who
appear caring and accessible are important factors in the retention rates of at-risk students in
the P– 12 educational system. In this article, the dropout rate, risk factors, theoretical implications, and
specific strategies that school counselors, teachers, and administrators can use to decrease dropout
rates among at-risk students are discussed.
Impact: Constant counseling will allow for more success among at-risk students.
Counseling can help lead students to make positive decisions.
American Counseling Association 2010 https://www.counseling.org/docs/default-
source/vistas/article_4177fd25f16116603abcacff0000bee5e7.pdf?sfvrsn=4

Supportive adults who encourage students toward prosocial behaviors have the ability to
influence the decision-making process of children and adolescents regarding a variety of
things (L. Flores & Obasi, 2005; Khan, 2013; Wentzel 1998, 2002, 2009a; Wentzel et al., 2004; Wentzel & Caldwell, 1997). Students
with supportive adults in their lives tend to be more academically engaged, civic minded,
willing to persist through challenges, academic and otherwise, and more inclined towards
prosocial behaviors (Spivak, & Farran, 2012; Wentzel, 1998, 2002, 2009a; Wentzel et al., 2004; Wentzel & Caldwell, 1997). Perceived
support from adults has a negative effect on psychological distress, meaning the more connected to adults students feel, the lower their levels
of distress (Wentzel, 1998, 2002, 2009a). As a result, school counselors can serve as supporting adults and bridge connections between
students, teachers, parents, and peers.

Impact: Students with counselors in their lives tend to be more academically engaged, civic
minded, willing to persist through challenges.

Counselors promote a safe school environment.

American Counseling Association 2010 https://www.counseling.org/docs/default-
source/vistas/article_4177fd25f16116603abcacff0000bee5e7.pdf?sfvrsn=4

Teachers, administrators, and counselors can build programs to help students deal with needs for food
and energy. For example, schools can provide or refer students for help in attaining snacks, laundry facilities, water, and other such items.
This recommendation has the potential to meet basic physiological needs as described by Maslow (1954). Since students are in
need of a safe place to experience growth and development , teachers and counselors can build a
sense of safety in the classroom by taking a culturally inclusive approach to classroom civility.
For example, counselors can train teachers how to best meet the needs of students who have
shifting values and may need additional support. Further, counselors can create a system to ensure that each student
has at least three positive school-based adult mentors with whom they can interact. These positive interactions develop strong relationships
with teachers and peers, thus enhancing feelings of safety and belonging (Deci et al., 1991; Knitzer, 1999; Roeser, Eccles, & Strobel, 1998; Short
et al., 2013; Sznitman, Reisel, & Romer, 2011).

Impact: A safe school environment is a necessity in order to promote success and education.

Counseling is a necessary component in trying to recognize social or health problems

of students.
Emily Deruy 2017 The Guardian https://www.theatlantic.com/education/archive/2017/02/the-glue-helping-at-risk-students-stick-
with-school/516555/

Haith is now an assistant principal for the ninth grade at Wilson. But nearly two decades ago, he graduated from the school as a student.
Things, he said during an interview in his office, were a little different back then. There
are more counselors now, and the
adults in the building are paying more attention to the social-emotional health of the kids
who walk through the doors. Of course there have always been students living in violent neighborhoods or growing up in
poverty or children who are the first in their families to make it through high school. But there’s more awareness now, he said.

Impact: By recognizing problems among children, schools could ensure success for most
students and create a healthy environment.

School counselors help students deal with stress.

Butler College 2015
https://digitalcommons.butler.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1067&context=coe_papers

Stress and test anxiety are almost universal. In fact, it might be challenging to find a student that hasn’t been impacted
by stress and/or anxiety related to high stakes testing. These can cause a multitude of problems in students, such as upset stomach, headache,
loss of focus, truancy, fear, irritability, anger and even depression. We are learning more and more information regarding the cognitive impact
of test anxiety and chronic stress. These stressful emotions can also inhibit a student’s ability to comprehend, retain, or recall information
(ASCA, 2004). By providing students with tools and strategies that build both emotional skills and healthy physical habits in preparing for a test,
school counselors can help students overcome test anxiety and stressors. Simple strategies
that can be taught during classroom guidance include a healthy diet, ample sleep, deep
breathing, muscle relaxation, and using positive self talk to stop irrational thinking .
Impact: School counselors can help students succeed on important tests letting them get into
better schools helping their chances later in life.
 NEG
Current counselors lack the support needed to help students.
International Journal of Science and Research 2013 https://www.ijsr.net/archive/v4i2/SUB15917.pdf
The study established the ineffectiveness guidance and counselling services in secondary
schools in handling school discipline challenges. The teachers in charge of guidance and
counselling are aware of their responsibilities in enhancing school discipline but are
inadequately motivated and trained. Most schools don’t take guidance and counselling
seriously as indicated by lack of budgetary allocation, facilities and equipments. Ineffectiveness of
guidance and counselling services in handling school discipline was caused by lack of adequate training in counselling, lack of support by
administration, inadequate funds and lack of vivid government policies on schools guidance and counselling. The findings of the study are a
clear evidence of appropriateness of the objectives under investigation.

Impact: Counselors cannot handle the additional stress of supporting more students as they
lack funding to continue these endeavors.

There is a shortage of school counselors across all states.

Valerie Strauss 2013 Washington Post https://www.washingtonpost.com/news/answer-sheet/wp/2013/03/20/how-big-is-the-
school-counselor-shortage-big/?utm_term=.f2f8eaefe201

A 2010 study, which was the first nationally representative study of the provision, financing, and impact of school-site mental health
services for young children, shows why this matters so much. It concludes that at least one in five young children in the
United States has some mental disorder. But many states don’t require public elementary schools to hire mental health professionals, and, as
we’ve seen, many states don’t even have enough counselors who might be able to flag problems
with children. The abstract of the study says:
Impact: Counselors cannot handle the additional stress of supporting more students as they
lack enough individuals to compensate and help all other students.

School counselors are already slumped with a high workload.

Committee for Economic Development 2018 https://www.ced.org/blog/entry/the-troubling-student-to-counselor-ratio-
that-doesnt-add-up

Eliminating a program that can help support school counseling programs is a poor choice given that nationwide, public
school
counselors are already overworked and under-resourced. The average student-to-school-
counselor ratio is 482-to-1 – nearly double the 250-to-1 ratio recommended by The American
School Counselor Association. In fact, only three states, Vermont, New Hampshire, and Wyoming, have a statewide average
that falls at or below the recommended ratio.

Impact: The bill only makes the workload of the counselors worse and builds more stress
among these individuals.
Counselor distribution is off balance already, by forcing an equal amount of labor for
all it is only drawing attention away from students who actually need it.
Committee for Economic Development 2018 https://www.ced.org/blog/entry/the-troubling-student-to-counselor-ratio-
that-doesnt-add-up

Without knowing their options, students inadvertently may bypass the best path forward, or simply make no choice at all. School counselors
are supposed to help students connect point A to point B – or C, or D, or Z. Unfortunately, some counselors
are so overworked
that they themselves may struggle to stay abreast of the latest trends and programs available .
Students fortunate enough to have engaged parents, or others, in their lives to help them
navigate their school years may not be impacted by a lack of in-school supports. Not every
student needs the same level of attention. However, as is too often the case when it comes to school resources, the
students who most need assistance often attend schools with the fewest supports . For low-income
students or those who are the first in their families to attend college, the availability of good counseling can determine if they understand their
options and are prepared to make informed choices.

Impact: The bill only makes opportunities for students who really need help worse.

Quality of counseling is worsened by a heightened work load.

Committee for Economic Development 2018 https://www.ced.org/blog/entry/the-troubling-student-to-counselor-ratio-
that-doesnt-add-up

From discussing students’ interests and reviewing class schedules, to helping students cope with issues at home, to connecting students in need
of long-term mental health support to the appropriate outside resources, counselors help students navigate a laundry list of issues that need to
All of this requires time – which
be addressed if students are going to make a successful transition to “what comes next.”
the average school counselor must severely ration. Many school counselors do their best, but
no number of early mornings and office nightshifts can fully make up for too little money and
a lack of administrative support. The fact is that even the most dedicated, high-quality
professionals can’t give every student the necessary attention when juggling an
unmanageable workload.
Impact: This nullifies any impacts by the AFF.

Studies show that the workload of high school counselors are on the rise.
Jacques Steinburg 2009 New York Times https://www.nytimes.com/2009/10/20/education/20college.html
Nearly half of public schools have raised the caseloads of high school counselors this year,
compared with last year, with the average increase exceeding 53 students, according to a
study by the National Association for College Admission Counseling. At the same time, the report said, the pressures on
applicants (and, by extension, their counselors) are growing, as the number of applications to
four-year colleges continued to rise, along with the number of students applying to colleges
under early-decision programs. In many respects, the report, “2009 State of College Admission,” seeks to quantify the extent
of the frenzy engulfing many of today’s college applicants.

Impact: The AFF only burdens counselors further limiting their effect and making quality worse.
Counselors with high workloads become less satisfied with their jobs and in their own
ability, Study proves.
Mediterranean Journal of Social Sciences 2015 https://www.researchgate.net/publication/317066497_Self-
Concept_and_Stress_among_Junior_and_Senior_School_Counselors_A_Comparison_Case_Study_in_Secondary_Schools_in_Malacca

Counsellors are increasingly burdened with administrative work in school. The pressure of a
high workload among counsellors lowers self-concept and job satisfaction. This study aims to explore
self-concept and stress in junior and senior counselors in school. Rogers' theory and Boyle's model of teacher stress are fundamental theories.
This study used quantitative methods based on a survey technique. The sample included 205 respondents (172 senior and 33 junior counselors)
and the data were collected using the Tennessee Self-Concept Scale and Teacher Stress Inventory. The results showed that senior counselors
had higher ethical self-concept in terms of family, social, and moral self-concepts compared with junior counselors. In terms of job satisfaction
and stress, senior counselors had higher job satisfaction and lower stress than did junior counselors. The results showed there were no
significant differences between senior and junior counselors in terms of enforcing school rules, implementation of tasks, interpersonal
relationships, and stress. There was no difference between junior and senior counselor in terms of addressing their students' problems.

Impact: The AFF only harms satisfaction of counselors and makes them less confident in their
ability, overall, harming the quality of their support.