The integration of artificial intelligence (AI) in school settings is transforming how students learn and receive support. While AI tools such as adaptive learning systems and chatbots offer opportunities for personalised learning and early identification of student needs, their implications for adolescent wellbeing remain under-explored, particularly in the Indian context. This applied practice paper examined how AI may influence adolescent wellbeing and school dynamics within Indian schools. Drawing on existing research and practice-based insights, it presents evidence-informed strategies to help school psychologists, counsellors, and educators to implement AI into their practice responsibly.
Progress monitoring of students’ academic and social-emotional development is a key component in data-driven decision-making frameworks, such as Multi-Tiered System of Supports (MTSS). Digital solutions offer promising opportunities to improve efficiency, accuracy, and user-friendliness in collecting and analyzing behavioral data. However, practical implementation presents challenges regarding data quality, visualization, interpretation, and data protection. This article introduces the theoretical foundations and practical implementation of PlusDaily , an open-access, data-driven digital application designed for behavior assessment in schools. The app is intended primarily for use by school psychologists, school counselors, and classroom teachers collaborating within tiered support frameworks, and addresses common challenges through intuitive data entry, automated statistical analyses, and user-friendly visualizations, including metrics such as average scores, trend analyses, and Nonoverlap of All Pairs (NAP). It translates complex statistical data into easily interpretable texts, supporting school psychologists, counselors, educators, students, and parents in making informed decisions. Finally, the paper outlines possible future developments, emphasizing enhanced analytical depth and broader applicability across educational contexts.
School psychologists and counsellors are increasingly asked to support children and families in navigating healthy screen use. Excessive screen use among children is a growing concern, associated with adverse health outcomes. While family involvement is crucial, the effectiveness of family-based interventions for managing screen use remains unclear. This review synthesised global evidence on family-based interventions for managing screen use in children and adolescents (5–18 years). A comprehensive search across eight databases (Jan 2000–Nov 2024) identified 45 interventions (62% were school-based), examining screen use duration, content, context, and interactions. Random effect meta-analysis showed a reduction in total screen time (SMD = −0.11, 95%CI [−0.20, −0.02]); however, there were inconsistent effects for other outcomes (television, computer, and gaming time). Intervention component analysis and qualitative comparison analysis was conducted on 15 effective interventions of high quality. Six out of 17 components demonstrated high consistency, including individual-focussed (classroom lessons, educational resources, interactive activities, and content building children’s knowledge, awareness, and digital skills) and family-focussed (informative materials and parent education) components. Findings showed school-family partnerships are particularly effective in promoting healthy screen use and in empowering both children and caregivers, with direct implications for the preventative and consultative roles of school psychologists and counsellors.
Child and adolescent mental health needs have increased over recent decades. Schools play a vital role in addressing these needs through multi-tiered systems of support, including universal mental health promotion (Tier 1), targeted and intensive services (Tiers 2 and 3). School Mental Health Ontario (SMH-ON) is a provincial implementation support partner to the Ministry of Education focused on enhancing quality, scalability and sustainability of multi-tiered mental health support for Ontario’s 72 school districts. This implementation study examined the acceptability of the SMH-ON strategy through an audit of district action plans ( n = 61; 84.7%) for nine key strategic elements. On average, districts referred to 7.25 out of the nine key elements. The most prevalent elements were Tier 1 Mental Health Literacy (96.7%) and Tier 1 Parent, Caregiver & Community Connections (93.4%) , indicated in more than 9 of 10 plans. The least prevalent were Tier 2 Early Identification & Student Support (60.7%) and Student Leadership and Agency (70.5%). Potential synergies of implementation activity were observed, providing guidance for implementation planning. Findings underscore the value of provincial leadership in promoting the acceptability of school-based mental health initiatives and highlight priority areas requiring further attention to support comprehensive and sustained implementation.
The American School Counsellor Association's Recognized ASCA Model Program (RAMP) designation promotes data-driven, comprehensive school counselling programs addressing K-12 students' needs. In a cross-sectional survey of a national sample of 265 school counsellors in the United States, we conducted a 2 & times; 4 two-way multivariate analysis of variance, with RAMP designation (RAMP vs. non-RAMP schools) and school level (elementary, middle, high, and multi-level schools) as factors, to examine differences in school counsellors' motivation, role stress, transformational leadership, self-advocacy, and perceived organisational support by schools' RAMP designation and school level. Findings revealed a significant multivariate effect for RAMP designation (p < .001) and school level (p < .01), indicating medium and small effect sizes, respectively. School counsellors from RAMP-designated schools reported higher motivation (p < .05) and transformational leadership (p < .001), and lower role stress (p < .05) than those from non-RAMP schools. High school counsellors reported greater role stress (p < .001) and lower self-advocacy (p < .01) and organisational support (p < .01). Interaction effects between RAMP designation and school level on the combined dependent variables were not statistically significant. Implications address how pursuing RAMP designation can help clarify school counsellors' role expectations and how local, state, and national educational partners can assist in this process.
Grounded in Self-Determination Theory, the present study examined associations between motivational teaching styles and students' engagement in Portuguese elementary classrooms, using a multilevel approach to account for both individual- and classroom-level effects. This cross-sectional study employed a convenience sample of 662 fourth-grade students, who completed items from the Engagement Versus Disaffection with Learning scale, and 42 teachers, who completed the Situations-in-School questionnaire. Hierarchical linear modeling accounted for the nested structure of the data and showed that autonomy-supportive (beta = .10) and structuring (beta = .12) teaching styles were positively associated with behavioral engagement, whereas emotional engagement was linked only to structuring (beta = .13). Controlling and chaotic teaching styles were not significantly associated with student engagement. Most variance in engagement was observed at the individual level, with a smaller proportion attributable to classroom-level differences (ICCs = .02 to .06 across models). These findings underscore the importance of teachers providing structure and autonomy support, with practical implications for teacher training and the design of psychoeducational interventions that foster more motivating learning environments in the early years of schooling.
Academic-based peer segregation in Indian schools, where high-achieving students form exclusive groups, often isolates lower-performing peers, leading to emotional distress and reduced school engagement. This practitioner paper presents evidence-based strategies to build inclusive peer relationships, drawing on a mixed-methods study with 200 students and 30 interviews with students, parents, and teachers across Assam, Delhi, and Haryana. We propose peer mentoring, mixed-ability group activities, and teacher-parent workshops to promote collaboration and reduce social divides. Detailed implementation guidance, including steps, resources, and potential challenges, is provided for school psychologists, counselors, and educators. These interventions aim to enhance adolescent well-being and create supportive school environments.
Guidance counsellors (GCs) play a critical role in promoting school-based social and emotional wellbeing (SEW), yet their contribution to students' primary to secondary school transition remains under-researched. This qualitative case study explores how one GC supported SEW during this transition at a rural Catholic Prep-Year 12 school in Queensland, Australia. Thematic and descriptive analyses revealed two overarching themes: (1) the school's multi-tiered systems of support transition support practices, and (2) the importance of whole-school collaboration. Findings indicate that GC expertise is particularly valuable when embedded in a proactive, whole-school framework and when transition processes span a full academic year. This study addresses a limited evidence base with a recommendation for broader studies across diverse school contexts.
Given the near ubiquitous use of social media among youth, understanding associations with adolescent development is critical. The present study investigated the relationship between social media use, well-being, and cybervictimization in a sample of young people from New Zealand. A sample of 332 youth aged between 7 and 18 years of age (64.2% female) completed online surveys assessing their social media use, experiences of cybervictimization, well-being, and the mobile phone regulations in place at their school. Youth who used social media reported lower well-being across three domains (physical well-being, emotional well-being, and functioning at school) and were also more likely to have experienced cybervictimization than youth who did not use social media. Examination of effects specific to each platform indicated a unique effect of TikTok on lower school functioning and a unique effect of Snapchat on higher cybervictimization. Finally, phone use at school was associated with a greater frequency of cybervictimization. The results indicate lower well-being and greater risk of cybervictimization among youth who use social media, with differential effects between social media platforms. Findings suggest that student well-being and experiences of cyberbullying could be mitigated through the implementation of regulations at the school-level, such as restricting phone use at school.
There is an urgent need to grow the behavioral health workforce so that Kindergarten (K)-12 students from all backgrounds can access affordable, interdisciplinary, and personalized treatments. This project addressed the state of Georgia's behavioral health professional shortages in K-12 schools by offering integrated behavioral health training to students in a master's-level school counseling program. The project provided didactic and experiential training over two semesters (30 weeks) to 62 school counseling students to prepare them to provide behavioral health services to K-12 students in rural and underserved areas of Georgia. Trainees completed online surveys pre- and post-training that assessed general counseling self-efficacy, behavioral health counseling self-efficacy, inter-professional collaboration competencies, and multicultural knowledge, awareness, and terminology. In completer-only analyses, as well as analyses involving multiple imputation methods to address missing data, trainees reported significant increases in general and behavioral health counseling self-efficacy, inter-professional collaboration competencies, and multicultural knowledge and terminology. Programs of this genus can increase the number of school counselors and other behavioral health providers prepared to work in educational settings across the globe.
The increasing integration of digital tools into school counselling has transformed how counsellors engage with students, particularly following the COVID-19 pandemic. While online counselling was adopted out of necessity during a period of social distancing, its continued use raises questions regarding its role in contemporary school counselling practices. This study examines how school counsellors utilise digital tools (e.g. WhatsApp and Zoom) in their work beyond crisis contexts, with a focus on their potential to enhance the counselling relationship. A qualitative research design was used to analyse in-depth interviews with 20 school counsellors from Israel. A manifest content analysis was employed to identify key themes related to integrating online counselling tools, the benefits they provide, and the challenges they pose. Findings indicated that school counsellors perceive online counselling as a valuable complement to face-to-face interactions, particularly in maintaining continuous student engagement. Digital tools facilitate ongoing communication, strengthen trust, and provide accessibility outside school hours. Challenges identified were blurred professional boundaries, disparities in student access to technology, and concerns regarding confidentiality and ethical regulation. The study concludes that while online counselling enhances the availability and flexibility of school counselling services, structured guidelines and professional training are necessary to address ethical and logistical concerns.
The present mixed-methods study examined the effectiveness of a school-based mindfulness based intervention (MBI) on internet and smartphone use in adolescents. Using follow-up focus group interviews, the study explored the underlying mechanisms of how students perceived MBI influenced their usage. The study also tested on an integrative framework for mindfulness-based mechanisms to reduce problematic smartphone and internet use. Sixty two participants were 10th grade students in T & uuml;rkiye. Outcomes were collected using psychometric scales, pre-post, from participants in an eight-session MBI (n = 31) and compared to controls (n = 31). Qualitative data were also collected from participants in the MBI group. The quantitative findings revealed that there was a reduction in internet addiction, problematic internet use, and smartphone addiction reported from participants pre-post in the MBI group, relative to controls. The qualitative findings revealed four primary themes: awareness, self-control, emotion regulation, and nomophobia. Overall, the results demonstrated that MBI was associated with reduction in smartphone and internet use. A revised theoretical framework to explain how MBIs lessen problematic internet and smartphone use was proposed.
Partly in response to growing public moral concern about young people's social media consumption and how this affects their wellbeing, the Australian government has enacted legislation to limit social media access for young people under 16 years of age. While these measures are framed around improving student focus, wellbeing, and safety, public discussion has also intersected with broader anxieties about online masculinity-related content and its powerful influence on boys and young men (BYM). Within an education context, school psychologists and counsellors are increasingly called upon to respond to concerns from teachers and parents regarding the diverse range of risks that digital spaces can pose to BYM, including issues related to internet addiction, online gambling, body image, sexting, extremism, among others. While we have seen some investments in e-safety oriented educational interventions to address these issues, we have also seen notable critiques suggesting they are insufficiently informed by young people's perspectives and priorities. Drawing from 20 interviews with Australian BYM, this article captures how a diverse cohort of BYM navigate online spaces and their perspectives on its influence in terms of their identity formation, relationships, and wellbeing. We identify four key themes present in the data: (1) negotiating addiction and self-regulation; (2) social connection, belonging, and fear of missing out (FOMO); (3) engaging in comparisons with subsequent emotional consequences; and (4) reflecting on the importance of safeguarding. The research highlights the complexity of BYM's online experiences and challenges risk-focussed narratives by revealing their perceived agency and the context-specific strategies they use to navigate digital spaces. As educators and school-based mental health professionals consider next steps for developing effective e-safety education, we foreground the importance of adopting a strength-based approach where the experiences of young people are carefully considered.
Following the February 6, 2023 earthquakes in Turkey, schools became key settings for children's recovery, placing substantial demands on school counsellors. This qualitative study explored school counsellors' post-disaster challenges and support needs through focus groups with 15 counsellors. Data were analysed using Braun and Clarke's six-phase thematic analysis. Four themes were identified: system-level, organisational, professional, and personal challenges. System-level challenges included barriers to implementing psychosocial support materials, mismatches between disaster/trauma regulations and practice, and an insufficient number of school counsellors. Organisational challenges involved limited collaboration with teachers and inadequate administrative support. Professional challenges encompassed limited access to disaster-specific training, lack of trauma-informed supervision, and professional isolation. Personal challenges reflected significant psychological strain, as many counsellors were also disaster survivors. These findings highlight the need for comprehensive disaster preparedness and recovery planning that includes sustained institutional and psychological support for school counsellors, alongside strengthened pre-service and in-service training.
School psychologists, counsellors, and guidance officers-collectively referred to as school well-being professionals (SWBPs)-play a critical role in supporting student mental health and positive educational outcomes. However, increasing student needs, expanding policy expectations, and systemic pressures have intensified demands on this workforce. This study explores how SWBPs in Queensland perceive and experience their workload and the emotional demands within complex educational contexts. Using thematic analysis and drawing on qualitative data from a larger mixed-methods study, open-ended survey responses from practising SWBPs were examined. Findings reveal widespread perceptions of high and often unsustainable workloads, long hours, competing demands, and limited capacity for preventative work. Role-based differences contributed to perceived inequities, while emotional labour and exposure to student trauma heightened risks of burnout and attrition. These results highlight the need for systemic reforms, clearer role expectations, and stronger organisational supports to sustain the SWBP workforce and ensure equitable student access to well-being services.
School counselling is a profession characterised by high emotional demands, with occupational stress contributing to risk of burnout, anxiety, and withdrawal from work. This study examined the mediating role of positive childhood experiences in the relationship between occupational stress, burnout, quiet quitting, and anxiety among school counsellors. Participants were 390 school counsellors in T & uuml;rkiye, aged 20 to 53 years old (M-age = 31.21 years, SDage = 6.59 years; 60.8% female). Standardised psychometric scales were used to assess occupational stress, burnout, quiet quitting, anxiety, and positive childhood experiences. Mediation analyses indicated that occupational stress predicted burnout, quiet quitting, and anxiety. Most importantly, positive childhood experiences mediated these relationships. Specifically, higher levels of occupational stress were associated with lower levels of positive childhood experiences, which in turn were related to higher burnout. Greater quiet quitting, and increased anxiety. Findings imply the need to frame integrated policies to counter occupational stress and its psychological consequences among school counsellors and suggest the need to develop resilience to early childhood experiences.
Early childhood digital environments play a critical role in shaping children's learning, sleep, and wellbeing, all of which underpin school readiness and adjustment to formal schooling. This study identified patterns of home device availability and bedroom access among young Australian children and examined sociodemographic associations. A cross-sectional online survey was conducted with 275 Australian parents of 1-to-5-year-olds. Participants reported sociodemographic characteristics, home device availability, and bedroom access. Devices were categorised as handheld (e.g., smartphones, tablets) or fixed (e.g., televisions, computers). Latent class analysis examined patterns of home device availability and bedroom access. All children had devices in the home, while 21% had access to one or more devices in their bedroom. Four classes were identified: (1) moderate availability, low bedroom access (55.3%); (2) high availability, high bedroom access (5.1%); (3) high availability, no bedroom access (16.0%); and (4) low availability, low bedroom access (23.6%). Significant demographic differences were observed by employment status and household structure. High prevalence of home device availability in early childhood underscores the need for supportive environments promoting balanced technology use as children transition to school. Highlighting considerations for school staff in addressing screen-related challenges may support children's healthy development and school readiness.
This study aimed to examine the relationships between digital game addiction and sports activity with adolescents' loneliness, focussing on the mediating role of psychological resilience. The study employed a cross-sectional design with a sample of 1,123 students from Istanbul, T & uuml;rkiye. Data were collected using the Digital Game Addiction Scale, the Child and Youth Resilience Measure (CYRM-12), the UCLA Loneliness Scale (ULS-8), and a single-item measure of sports activity. Structural equation modelling indicated that digital game addiction was negatively associated with psychological resilience, whereas sports activity was positively associated with resilience. Psychological resilience was also negatively associated with loneliness. The direct effects of digital game addiction and sports activity on loneliness were not significant; however, their total effects became significant through the full mediating role of resilience. The findings suggest that reducing digital game addiction and promoting sports activities may decrease loneliness among adolescents by enhancing psychological resilience.
