Problems Faced By Children In School And Counselors Role

Introduction
Students all over the world face a number of problems which dishearten them. There are so many
issues they have to deal with- study, time, money, relationships, job hopes, and more. Parent’s
previous experience and education does not always equip them in dealing with such pressures.
Many students will not admit their problems due to various reasons and this may eventually
hamper their physical, mental and emotional wellbeing. (Cainglet, 2013) Hence there is a great
need of counselors to help the child deal with its issues. Counselors make frequent assessments of
the students' performance and progress. This enables them to gauge their individual
requirements. Counselors are often consulting with students regarding their future career path. So
their role is a vital part of shaping the individuality of the children. So the counselors most of all
in today’s times behave as student advocates. (Nd, 2018)

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Literature Review
Cox’s article examined teachers’ judgments of the prevalence and types of problems children
present upon entering kindergarten. A large, national sample of teachers (N = 3,595) was
surveyed by using the National Center for Early Development and Learning’s Transition
Practices Survey (1996). Teachers reported they perceived that 16% of children had difficult
entries into kindergarten. Up to 46% of teachers reported that half their class or more had
specific problems in any of a number of areas in kindergarten transition. Rates of perceived
problems were related to school minority composition; district poverty level; and, for certain
behaviors, school metropolitan status. The effects of these demographic characteristics were
independent and additive. Teachers’ ethnicity showed a significant relation to their rates of
reported problems. Results are discussed in terms of risk factors that predict transition problems
and the match between children’s competencies and teacher’s expectations. These findings
confirm the view that entering kindergarten is indeed a period of transition for children. (Cox,
2000)

The study describes perceptions of the transition to ninth grade for low-income, urban, minority
adolescents. Students who had a grade point average (GPA) of 3.0 or higher in middle school
were interviewed about their school transition. Results focus on perceptions of the transition,
major challenges, sources of support, and coping strategies. Students who continued to perform
well in ninth grade were differentiated from those who had academic difficulties. Students
described the transition to high school as including new academic challenges, a more complex
environment, new social demands, and new interactions with teachers. High performers
mentioned fewer challenges than low performers. High performers received more support from
their immediate family, and many had friends who supported their academic goals. Students
described three kinds of coping strategies: individual (be dedicated, stay focused), academic
(study, keep up with homework), and social (hang with the right people). Implications focus on
supporting academic success for urban youth. (Barbara M Newman, 2000)

The present research examined the role of maladaptive self‐regulatory beliefs as vulnerability
factors for academic and emotional difficulties during the transition to middle school. A
short‐term longitudinal design was employed to follow two groups of early adolescents: 187
adolescents who experienced a school transition between the fifth and sixth grades, and 142
adolescents who did not experience a school transition between the fifth and sixth grades.
Adolescents completed measures of perceptions of academic control and importance of academic
success, experience of chronic academic strain, daily school hassles, and depressive symptoms.
Teachers reported on students' academic engagement, including levels of helpless behavior,
effort, and academic performance. Consistent with the proposed model of self‐regulation,
maladaptive self‐regulatory beliefs (i.e., decreased perceptions of academic control and
importance) predicted individual differences in perceived school‐related stress and depressive
symptoms over the course of the middle school transition, but were not associated with academic
and emotional difficulties in adolescents who remained in a stable school environment.
Moreover, a self‐regulatory sequence was identified proceeding from maladaptive self‐regulatory
beliefs, to academic disengagement, to enhanced perceptions of school‐related stress, to
depressive symptoms. This study bridges prior theory and research concerning the psychological
impact of normative developmental transitions, the developmental context of depression, and the
associations among self‐regulatory beliefs, achievement‐related behavior, and emotional
experience. (Kurlakowsky, 2003)

Although much research exists regarding the transition into junior high school, surprisingly
few studies have focused on the move into high school. The present study employed a short -
term longitudinal design to assess the adjustment of adolescents as they made the transition
from junior high to high school. Changes in adolescents' sense of autonomy, perceived
stressors, social support, sense of school membership, grade point average (GPA), and
attendance were assessed. Coping strategies were also considered at each time point. Also,
because parents who feel better about themselves may offer more support to their adolescents,
parents of the adolescents in the study completed measures assessing their stressors and coping
mechanisms. Results indicated that the adolescents did experience significant changes during
the initial transition into high school that were related to GPA and sense of school
membership. Perceived support from parents was also related to adolescents' adjustment to the
transition. The study bridges a gap in the literature on school transitions by addressing the
transition to high school in light of adolescent and parent variables. Implications for practices
by school personnel and future research suggestions are provided. (Jarvis, 1999)
In the National Action Plan for Comprehensive School Health Education, representatives from
over 40 health, education, and social service organizations viewed education and health as
interdependent systems. Participants concluded that healthy children learn better, and they
cautioned that no curriculum can compensate for deficiencies in student health status. While
literature confirms the complexity of health issues confronting today's students, schools face
enormous pressure to improve academic skills. Local school leaders and stakeholders often
remain unconvinced that improving student health represents a means to achieving improved
academic outcomes. A rich body of literature confirms a direct link between student health risk
behavior and education outcomes, education behaviors, and student attitudes about education.
This article summarizes relevant information concerning the health risk behavioral categories of
intentional injuries; tobacco, alcohol, and other drugs; dietary, physical activity, and sexual risk
behaviors. (Groff, 2009)

This paper reports racial/ethnic differences in the use of licit and illicit drugs by high school
seniors in the United States. The method used for this study was a questionnaire data from
annual, nationally representative surveys of seniors from 1976 through 1989. Combined sample
sizes were 57,620 for 1976-79; 75,772 for 1980-84; and 73,527 for 1985-89. The results found
stated that the native American had the highest prevalence rates for cigarettes, alcohol, and most
illicit drugs; White students had the next highest rates for most drugs. Asian Americans had the
lowest prevalence rates, and Black students had levels nearly as low except for marijuana.
Prevalence rates for the Hispanic groups were mostly in the intermediate ranges except for
relatively high cocaine use among the males. Trend patterns for most forms of drug use were
similar across subgroups, although cigarette use declined more sharply for Black than White
seniors, resulting in greater Black-White differences in recent years. Thus we can conclude that
the other school-based studies, and general population surveys all show relatively low levels of
drug use by most non-White youth, especially Black Americans and Asian Americans.
Multivariate analyses indicate that such subgroup differences in high school seniors' drug use are
not primarily attributable to family composition, parents' education, region, or urban-rural
distinctions. (J G Bachman, 2011)

Another paper examines ethnic differences in licit and illicit drug use among American 8th, 10th
and 12th grade students, with a particular focus on girls. The study uses cross‐sectional data from
large, ethnically diverse, nationally representative samples of 8th, 10th and 12th grade girls. Data
were collected through questionnaires administered in schools. 014 12th grade boys took part in
the study. 588 12th grade girls and 31 188 10th grade boys, and 33 451 10th grade girls and
33 977 8th grade boys, 35 416 8th grade girls and 37 A total of 40. Across ethnic groups,
drug use is highest among Native American girls and lowest among black and Asian American
girls. Trend data suggest that there have been important changes in girls’ drug use over time and
that girls’ and boys’ drug use patterns are converging. Thus it can be concluded that drug use is
widespread among American adolescent girls. Future research should examine further girls’ drug
use and seek to identify whether risk and protective factors identified in past research, based on
predominantly white samples, are also important predictors for drug use among non‐white girls.
(Johnston, 2003)

Substance use prevention studies published between 1980 and 1990 are reviewed for content,
methodology and behavioral outcomes. Studies were classified based on the inclusion of 12
content areas: Information, Decision Making, Pledges, Values Clarification, Goal Setting, Stress
Manage-ment, Self-Esteem, Resistance Skills Training, life Skills Training, Norm Setting,
Assistance and Alternatives. Six groups of programs (Informa-tion/Values Clarification,
Affective Education, Social Influence, Comprehensive, Alternatives and Incomplete programs)
are identified. Reports are analyzed for two major threats to validity, selection bias and statistical
power. Program groups generally have similar selection biases but have important differences in
statistical power. Comprehensive and Social Influence programs are found to be most successful
in preventing the onset of substance use. (Hansen, 1992)
Case Studies

School work struggle

Case: Tom a 9 year old boy has difficulty with completing his work in school. He struggles a lot
to keep up to the pace of the teacher but unfortunately isn’t able to cope up. Hence the best
solution he finds for himself is not to write what is given on the board,

Counselors approach: The counselor on having heard the problem from the teacher would ask
Tom to speak out about his difficulty. The teacher realizes that Tom cannot cope up to the speed
of the teacher. So she plans an intervention of helping Tom improve his speed of writing and at
the same time she also speaks to the respective teacher telling the teacher of the concern that
Tom has. This is supported by the school transcript with a particular poor grade or two pieces of
work done with a year-long gap that demonstrates Tom’s slower progress.

How to follow up: A special education needs coordinator (SENCO) might be required if the
problem persists. This extra support may even help students who are not diagnosed with any
special education needs.

The teacher has some problems with Ram

Case: Ram is upset and crying and tells his parents that the teacher who teaches him Geography
hates him very much. The parents treat it very casually at the start. The complaint becomes a
regular complaint. Attention is only given when it becomes of grave concern when Ram begins
to dislike the subject and his calendar is full of remarks and moreover he fares very bad in
exams.

Counselors approach: In this given situation the counselor would first speak to the parents and
find out more about the given issue. He would then ask the boy to explain and speak about the
emotional stress that he goes through. The teacher would also be spoken to and if no
improvement is seen then the counselor would approach higher authorities to change the boys
class so that improvement in the boy is seen.
How to follow up: Give the school an ample amount of time to resolve the issue, but if the issue
stays unheeded for too long, then ask for an appointment with the headmaster.

Geeta does not want to attend school

Case: Geeta is a 12 year old very happy go lucky person. She always loved coming to school.
She has many friends but as of recently she has started undergoing physical changes and hence
wants to avoid school fearing the comments of other boys and not knowing that others too of her
age are going through the same.

Counselors approach: In such a situation the counselor meets the girl in person and begins a
chat. In their conversation Geeta opens up about her bodily issues. The counselor psycho
educates Geeta about puberty and tells her how common such changes are and also along with
her sensitizes the peers about puberty by holding a sex education class.

How to follow up: every year a plan in detail is chalked out to help students be better aware of
themselves. (Kathryn, 2018)
Recommendations
On having gone through many literature reviews and on having understood the case studies I
personally feel that the following could be done to reduce problems faces by children in school.

Parents and teachers should understand that a child should not be compared to others. Every
child has a unique trait. Teachers should not follow the same set of parameters to deal with all
the students. All students do not have the same calibre. Every child is unique and teachers and
parents should appreciate them for their qualities rather than harping on their weaknesses and
shortcomings.

Quality time spent with children and frank communication with them can help parents and
teachers identify issues a child may be struggling with.

A strong and meaningful parent- teacher partnership gives a fillip to the overall development of
children. Parents should regularly communicate with teachers to monitor their child’s progress.

Howsoever occupied the parents may be with their work, they should never ignore any issues
relating to their child.

Be friendly and gentle with children. Scolding or humiliating a child in front of his peers will
only lower his self esteem and confidence. To foster confidence and team spirit in children, the
teachers should instill in them the value of having a strong sense of belonging to their peers and
teachers.
Conclusion
Bibliography
Cainglet, R. G. (2013, March). Common Difficulties Encountered by High School Students in
Philippines. Retrieved from Bartleby writing: https://www.bartleby.com/essay/Common-
Difficulties-Encountered-by-High-School-Students-FKMKJAA5H3G4Y

Cox, S. E.-K. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early
Childhood Research Quarterly , 146- 166.

Groff, C. W. (2009). Bridging Student Health Risks and Academic Achievement Through
Comprehensive School Health Programs. Journal of School Health .

Hansen, W. B. (1992). School-based substance abuse prevention: a review of the state of the art
in curriculum, 1980–1990. Health Education Research , 403-430.

J G Bachman, J. M. (2011). Racial/Ethnic differences in smoking, drinking, and illicit drug use
among American high school seniors, 1976-89. American Journal of Public Health (AJPH) .

Johnston, J. M. (2003). Gender and ethnic differences in smoking, drinking and illicit drug use
among American 8th, 10th and 12th grade students, 1976–2000. Addiction , 225-234.

Nd. (2018). The Common Problems School Guidance Counselors Come Across. Retrieved from
Teachnology: http://www.teach-nology.com/edleadership/counseling/