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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Brittany Hallis

Chadron State College

EDCI 631: Research Design/Data Analysis

Dr. Jami Clifford

Summer, 2022
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Abstract

The evolution of School Counseling programs has adapted and changed over the last 30

years bringing clarity to the school counselor’s role resulting in benefits for students. With the

American School Counselor Association National Model guiding a comprehensive school

counseling program; school counselors provide quality counseling to students improving their

academic and social-emotional success. There are various strategies a school counselor can

implement within their program to enhance student academic and social-emotional success.

Classroom lesson plans, improving communication between teachers and staff, and promoting

the importance of mental health are good starting points to review.

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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Table of Contents

Introduction ………………………………………………………………………… 4

Statement of the Problem ……………………………………………………………4

Review of Related Literature ………………………………………………...………4

Brief History of School Counseling…………………………………………. 4

American School Counselor Association National Model……………..…….5

Strategies To Enhance the School Counseling Program……………………..5

Considerations For the School Counselor…………………………………… 9

Statement of Hypothesis ……………………………………………………………..10

Methodology…………………………………………………………………………10

Participants…………………………………………………………………………..10

Research Design and Variables……………………………………………………..10

Procedures…………………………………………………………………………...11

Data Analysis Plan…………………………………………………………………..11

Time Schedule………………………………………………………………………12

Table 1. ……………………………………………………………………..12

Budget……………………………………………………………………………….12

Discussion……………………………………………………………………………13

References ……………………………………………………………………..…….14
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Benefits of a School Counseling Program on Student Academic and Social-Emotional

Success.

Introduction

Through a comprehensive school counseling program, school counselors provide critical

social-emotional and academic support that promotes success and achievement for all students

(Trust, 2020).

This study describes the role and responsibilities a school counselor has, the ASCA

National Model, strategies for a school counseling program to consider, and how it ties into

student academic and social-emotional success.

Statement of the Problem

The purpose of this study is to discover what benefits a quality school counseling

program has on student academic and social-emotional success.

Review of Related Literature

Brief History of School Counseling

The School Counseling profession has evolved radically over the years. One of these

changes is the movement away from the term “guidance counselor”. Nearly 30 years ago, the

American School Counselor Association (ASCA) issued an official statement on this change from

guidance counselor to school counselor as they felt this old term no longer encompassed the

broad scope of work that was done by the professionals in schools (Zyromski, Hudson, Baker, &

Granello, 2019). With this change, there were individuals within the school district that were

unaware of the updated school counselor’s function and role (Gordon, 2019).

The initial role of a guidance counselor was to help “guide” students through their

classes, get them registered for upcoming classes, and provide advice on college choices. Now
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

there is a shift when the term school counselor is used, and their job responsibilities are

understood. A school counselor’s role is promoting academic and social-emotional success

through identifying and supporting struggling students, reducing barriers to accessing rigorous

coursework, individual counseling, classroom lessons, suicide prevention, and shape post-

secondary trajectories (Savitz-Romer, M., & Nicola, T. P., 2022).

American School Counselor Association National Model

The ASCA National Model was developed to define the school counselor’s role in

implementation of a comprehensive school counseling program that consists of four components:

define, manage, deliver, and assess (Bowers, J., & Hatch, P. A. 2005). These components help

school counselors develop a quality school counseling program which aids in promoting student

academic and social-emotional success.

By following the framework of the ASCA National Model, the school counselor develops

a quality, comprehensive school counseling program focused on student academic and social-

emotional success. If there is a school counseling program in place, it is encouraged to review

this program regularly to determine if adjustments need to be made.

Strategies To Enhance the School Counseling Program

Social-Emotional Learning consists of a process by which children and adults regulate

emotions, set goals, demonstrate empathy, build healthy relationships, and make constructive

choices (CASEL, 2019). School counselors can implement social-emotional learning programs

to enhance students’ development and promote academic and social-emotional success. In a

study by Kamour and Altakhayneh (2021), a counseling program was built based on social-

emotional learning and then engaged with students for 15 sessions to help students with their

math anxiety. Students were broken up into two groups, there was an experimental group
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

receiving the counseling sessions, and a control group which followed the traditional learning.

Results showed there were statistically significant differences between the experimental group

and the control groups in favor of the experimental group (Kamour & Altakhayneh, 2021).

Furthermore, there is an importance in promoting social-emotional learning to aid in student

success.

Classroom lesson plans is one strategy for school counselors to improve student

academic and social-emotional success. When the school counselor can execute classroom lesson

plans tailored to a specific subject those students have shown an increase in knowledge, skills,

and attitudes in this area (Dack, H., & Merlin-Knoblich, C. 2019).

School counselors are specially situated to be multiculturally competent providers by

being an advocate for students of diversity. Understanding the backgrounds and complexities

each culture has, the school counselor can ease the transition between primary and secondary

school and high school. Professional school counselors have an ethical responsibility to take the

next logical step in creating safe and inclusive environments for all students by assessing the

cultural climate of the schools in which they work and creating programs that enhance the

learning environment for all students (Nelson, J. A., Bustamante, R. M., Wilson, E. D., &

Onwuegbuzie, A. J., 2008). When school counselors embrace the role of becoming an effective

multicultural social justice advocate and organizational change agent, they actively demonstrate

their commitment to promote the right of all students to high-quality educational opportunities

by confronting school policies and practices and challenging administrative decisions that

reinforce rather than eliminate social/educational injustices (Bemak, F., & Chung, R. C. Y.,

2008).
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

School counselors are uniquely positioned in schools and districts to provide access to

many of the supports that help bolster the well-being of students and allow them to be present

and succeed academically (Strear, M., Duffy, H., & Sunde, A., 2021). An example of this that

one could encounter is when students don’t have access to internet at home and presents the issue

to the school counselor, with permission from the student, the school counselor brings the

information to the teachers. Both parties can collaborate to come up with ideas for the student to

succeed without the use of internet at home.

Student resource officers are sworn law enforcement officers specially selected and

trained to promote safety within schools (Rosiak, J., 2014). When school counselors cooperate

with SRO’s and students observe positive interactions between the two entities, it allows students

to feel comfortable dealing with SRO’s if needed. Students who report feeling safe in school are

more engaged in class, have higher academic achievement, and have lower rates of absenteeism,

truancy, and behavioral issues (Rosiak, J., 2014).

When school counselors communicate with other school counselors in the school, it

allows students the flexibility to discuss classes or problems with any of the school counselors.

When school counselors communicate with other counselors throughout the district, each person

can discuss issues going on in their respective school, share knowledge, and resources with each

other, and diverse ways to promote student academic and social-emotional success. During the

year of COVID-19 and virtual learning school counselors were in constant communication with

each other collaborating to adapt school counseling programs. Since the pandemic there has been

an increase in school counselor collaboration intentionally writing curricula, preparing resources

for families, creating templates, and forms students could use to reach out for support, and
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

tracking student contacts across the district by working in teams and sharing these resources and

tools with one another (Strear, M., Duffy, H., & Sunde, A., 2021).

Counseling services are delivered in a variety of formats including classroom lesson

plans, individual counseling, and small group counseling (ASCA, 2012). Utilizing group

counseling provides numerous benefits for students and is an efficient use of time for school

counselors. Group counseling provides a safe environment in which students can express their

feelings and obtain group support, as well as exchange interactions with other participants, and

sympathy between them, which enhances their self-confidence and their tendency to form

successful friendships (Banat, S., Heyem, A. T., Alshoubaki, N., & Younes, W., 2020).

School counselors promoting the importance of mental health is another strategy to

incorporate into their school counseling program. When a student is struggling in school, having

a difficult time making friends, or having outbursts, adults often question what is wrong with the

student. Instead, the first question school counselors ask is, “Are external factors causing the

problem?”. This question leads the school counselor into an assessment of conditions in the

environment that need attention and discussing with the student. The World Health

Organization’s (2004) definition of mental health is: “A state of well-being in which the

individual realizes his or her own abilities, can cope with the normal stresses of life, and can

work productively and fruitfully, and is able to make a contribution to his or her community.”

Mental health conditions are becoming more prevalent as younger students are living with a

mental health condition. Students needing mental health support are more likely to pursue

services within the academic setting than through a local mental health agency (Carlson, C., A.,

& Kees, N., L., 2013). Schools that focus on mental health concerns show they care about

students and helps enhance equity of opportunity and a positive school climate.
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Considerations For the School Counselor

School Counseling continues to gain momentum by relying on evidence-based practice

and further validates its influence within the field. A popular question asked is “Does it work?”,

which is a fundamental question within school counseling. Knowing whether an intervention

works assumes that it is accessible and effective for all student populations; however, this is not

always the case and can be a limitation among the school counseling program (McMahon, H. G.,

& Patel, S., 2019). Each student is unique from their upbringings, worldviews, ambitions,

accessibility, and needs. Therefore, certain interventions may not impact students the same or

have the same level of effectiveness as others which limits the relevance of the intervention.

School Counselors use evidence-based practices to understand “For whom does this intervention

work for?” and “Who benefits?”.

Although it is difficult to achieve, having a lower student-to-counselor ratio helps

improve student academic and social-emotional success. ASCA recommends a ratio of 1:250 to

build relationships with their students, allow for extra time spent on their counseling duties, and

increases the overall performance on student academic and social-emotional success (Grossman,

2019). This student-to-counselor ratio has a direct influence on the success and overall

performance of students among various school-related subjects (Carey and Dimmitt, 2012).

Ultimately, research uncovers a correlation between access to school counselors and the

programs they offer with positive outcomes in improvements in students’ social-emotional

wellbeing, academic performance, increased likelihood the student will consider college as a

possibility, and improved student attendance with a decrease in their disciplinary rates (Savitz-

Romer, M., & Nicola, T. P., 2022). Research continues to indicate students in schools with fully
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

developed, comprehensive counseling programs are more likely to obtain high grades and be

prepared for college or a career after high school (Mau, WC.J., Li, J., & Hoetmer, K., 2016).

Statement of Hypothesis

The statement of hypothesis for this research is: Having a quality school counseling

program in place provides greater benefits for student academic and social-emotional success

verses schools without a school counseling program.

Methodology

Participants

The Anchorage School District is comprised of sixty-one elementary schools in Alaska’s

largest city in the south-central part of the state. From these sixty-one elementary schools, two

were chosen due to convenience of the school counselor. One school in the sampling would not

have a school counselor on staff, due to school counselor shortage. School counselors at the

elementary school level split time between two elementary schools that serve 300-500 students

and have an estimated 56 students in sixth grade. In this prospective study, students enrolled at

the school with a school counseling program who interact with the school counselor will be

recruited. Due to the ease of availability and accessibility for the school counselor, convenience

sampling will be used and students from sixth grade will be used for the study.

Research Design and Variables

A correlational research study involves collecting data to determine whether, and to what

degree, a relationship exists between two or more quantifiable variables (Mills & Gay, 2022). In

this study, a prospective correlational research design will be used to determine whether, and to

what degree a relationship exists between a school counseling program and students’ academic

and social-emotional success. Data will be collected in the form of surveys to measure students’
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

perspectives on their own academic and social-emotional success prior to participating in school

counselor interventions and then at the end of the school year. The predictor variable is

interactions with the school counselor. Student academic and social-emotional success is the

criterion variable.

Procedures

Letters of consent will be given to the guardians of each student with a detailed

description of what the study consists of. To determine if there is a relationship between having a

school counseling program and student academic and social-emotional success, surveys will be

given to each student in sixth grade via their classroom by an outside observer a month into the

school year and a follow up survey at the end of the school year. These surveys will ask students

to rate their own academic and social-emotional success. The outside observer will code the

surveys, so names will not be used. The level of school counselor involvement will be measured

using a survey developed by the researcher.

Data Analysis Plan

The data in the study can be analyzed using the Pearson Product-Moment Correlation.

This statistical test determines if a relationship exists between two variables. The researcher will

need to consider interpretation of the data if the sample size is larger, since this will decrease the

value needed to reach statistical significance. The means for the independent and dependent

variables will be computed and compared to determine if a relationship exists between the two.

Because most scores from instruments used in education, such as achievement measures and

personality measures, are classified as interval data, the Pearson r is usually the appropriate

coefficient (Mills, G. E., & Gay, L. R. (2022).

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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Time Schedule

Table 1.

Time Schedule

September October - April May June

Select X

Participants

Pretest X

Execute

Study X

Posttest X

Analyze Data X

Write Report X X X

Budget

Due to this study needing paper surveys and these being completed in class, the estimated

budget would be $35 to cover the cost of paper and printer ink.

Discussion
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

The results of this study support the original hypothesis: Having a quality school

counseling program in place provides greater benefits for student academic and social-emotional

success verses schools without a school counseling program. The students at the elementary

school with a school counseling program in place reported higher scores of academic and social-

emotional success than those students without a school counseling program.

Results cannot be generalized to all classrooms because the study took place within sixth

grade classrooms at two elementary schools. However, results were consistent with research on a

school counseling program and student academic and social-emotional success.

School Counseling programs continue to be a resource for students, parents, teachers, and

staff with benefits to student academic and social emotional success. Further research can be

conducted on individual school counseling sessions, group school counseling sessions, the

relationship between a middle school or high school counseling program and student academic

and social emotional success. It is important that school districts implement school counseling

programs to increase student academic and social-emotional success.

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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

References

American School Counselor Association. (2012). ASCA national model: A framework for

school counseling programs (3rd ed.). Alexandria, VA: Author.

BANAT, S., Heyam, A. T., ALSHOUBAKİ, N., & YOUNES, W. (2020). The effectiveness of a

group counseling program in enhancing the ability to form friendship among academically

talented students. Journal for the Education of Gifted Young Scientists, 8(2), 701-710.

Bemak, F., & Chung, R. C. Y. (2008). New professional roles and advocacy strategies for school

counselors: A multicultural/social justice perspective to move beyond the nice counselor

syndrome. Journal of Counseling & Development, 86(3), 372-381.

Bowers, J., & Hatch, P. A. (2005). The ASCA national model: A framework for school

counseling programs. American School Counselor Association, 1101 King Street, Suite 625,

Alexandria, VA 22314.

Carey, J., & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six

statewide studies. Professional School Counseling, 16(2), 2156759X0001600204.

Carlson, L. A., & Kees, N. L. (2013). Mental health services in public schools: A preliminary

study of school counselor perceptions. Professional School Counseling, 16(4),

2156759X150160401.

Collaborative for Academic, Social, and Emotional Learning (2022). Fundamentals of SEL.

CASEL. Retrieved June 7, 2022, from https://casel.org/fundamentals-of-sel/

Dack, H., & Merlin-Knoblich, C. (2019). Improving Classroom Guidance Curriculum with"

Understanding by Design". Professional Counselor, 9(2), 80-99.

Gordon, J. M. (2019). Principal Perceptions of School Counselor Roles: The Impact of Training

on State and National Models of Practice. Trevecca Nazarene University.

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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Grossman, M. (2019). Student-to-Counselor Ratios and Counselor and Student Performance: A

Qualitative Single Exploratory Case Study.

Kamour, M., & Altakhayneh, B. H. (2021). Impact of a counseling program based on social

emotional learning toward reducing math anxiety in middle school students: Impact of a

counseling program. International Journal of Curriculum and Instruction, 13(3), 2026-

2038.

Mau, W. C. J., Li, J., & Hoetmer, K. (2016). Transforming high school counseling: counselors

roles, practices, and expectations for student success.

McMahon, H. G., & Patel, S. (2019). Who benefits? Adding inclusive innovation into the

evidence-based school counseling research agenda. Professional School

Counseling, 22(1b), 2156759X19834439.

Mills, G. E., & Gay, L. R. (2022). Chapter 9: Correlational Research. In Educational research:

Competencies for analysis and applications (12th ed., pp. 223-230). essay, Pearson.

Nelson, J. A., Bustamante, R. M., Wilson, E. D., & Onwuegbuzie, A. J. (2008). The school-wide

cultural competence observation checklist for school counselors: An exploratory factor

analysis. Professional school counseling, 11(4), 2156759X0801100401.

Rosiak, J. (2014, March). School resource officers: benefits and challenges. In Forum on Public

Policy: A Journal of the Oxford Round Table. Forum on Public Policy.

Strear, M., Duffy, H., & Sunde, A. (2021). When Schools Go Dark, School Counselors Shine:

School Counseling during a Global Pandemic. Brief. American Institutes for Research.

Trust, E. (2020, October 15). School counselors matter. The Education Trust. Retrieved May 20,

2022, from https://edtrust.org/resource/school-counselors-matter/

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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Zyromski, B., Hudson, T. D., Baker, E., & Granello, D. H. (2019). Guidance counselors or

school counselors: How the name of the profession influences perceptions of

competence. Professional School Counseling, 22(1), 2156759X19855654.

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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Chadron State College Institutional Review Board

Request for Administratively - Reviewed Exempt Certification

Submit one complete copy to IRB Chair – allow at least two weeks for review

Research Project Title:

Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Principal Investigator (must be a full-time faculty or professional staff member):

Brittany Hallis
Department: Telephone: Email:
School Counseling 440-773-3954 Britt.hallis3@gmail.com

Co-Principal Investigator (student researcher):

Department Telephone: Email:

Date Project Activity to Begin:

September

Source of Funds (if any):

As the investigator submitting this proposed research and signing below, I agree to conduct the
research involving human participants as presented in the protocol or modifications to it and as
approved by the School/Unit and the Institutional Review Board.

Principal Investigator Signature: Brittany Hallis Date:6/27/22

Co-PI Signature: Date:

As School Dean/Unit Head, I certify that the proposed research meets School policies and
complies with the requirements for Exempt Status Certification.

Dean/Unit Head Signature: Date:

(application form continued on next page)

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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

CSC Administratively-reviewed Exempt Application, continued

Using the following format and numbering, please submit the following:
Principal Research Credentials:
1. Attach copies of current certificate of training in ethical issues involving human subject
research for the all investigators (including student researchers and principal
investigator(s); not required if the administratively-reviewed exempt project is conducted by
a unit of CSC with the intent to assess and improve unit performance.)

Overview and Objectives of Research Project:

2. Concisely describe the purpose and methods of the research, including the following:
 research methodology – Two elementary schools in the Anchorage School
District
 participant population – 4 sixth grade classrooms.
3. Include a brief description of all procedures to be conducted.
 Surveys to be given to sixth grade students in September of the school year and
then at the end of the school year. School Counseling curricula to be completed
by school counselor as required by the school.
4. Attach all instruments (surveys, recruitment documents, interview protocols, informed
consent forms, questionnaires, demographic forms, phone screens, etc.) that will be used.

Review Category and Criteria:

5. Cite which exempt category you believe this research falls under, and explain why you
believe it falls under this category.

 Category 2, due to participants completing surveys with names not attached to

them.

Consent Procedures:
6. Provide a copy of the written informed consent form to be used and signed by participants
(see Appendix IV). If no consent form will be used, the research must qualify for a waiver of
informed consent; explain how the research meets each of the following criteria required for
such waiver:
 Research involves no more than minimal risk to participants;
 Waiver will not adversely affect the rights and welfare of the participants;
 Research could not practicably be carried out with the waiver or alteration; and
 Subjects will be provided with pertinent information in some other format.

i. Research will use anonymous surveys which will minimize any risk to
students. The surveys completed will not adversely affect the rights and
welfare of participants since they are only commenting on their
perspective of their academic and social-emotional success.

Confidentiality:
7. Specifically describe if and how participant privacy and confidentiality will be maintained.
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

 Participant privacy and confidentiality will be maintained by not included student

names on the surveys.

Benefits of Study:
8. Describe the potential benefits of the research, for the participant and for society. Summarize
your analysis of the risk/benefit ratio for this particular research, including participant
benefits for participating.
 Note: participation financial/course grade incentives are not considered a benefit, and
must be used cautiously so as to not coerce participation or to skew participation from
potential population of interest.

o Potential benefits of the research, for the participant and for society would be
to show how beneficial having a school counseling program within the
elementary school is for student academic and social-emotional success.

Collaborations and Partnerships

9. If access to research participants is gained through cooperating institutions not under the
control of Chadron State College, provide evidence that the authorized official of that
institution has approved the research application and collaboration.

The following models of Informed Consent Forms are provided to guide the researcher in
developing an appropriate consent form. Inclusion of vulnerable populations may require a
more detailed form, as discussed above.

CONSENT FORM for Minor Participants – Parent/Guardian Form

Project Title
Invitation to Participate: Your child is invited to participate in a study of (describe what is to
be studied) being conducted by (give names of investigators and their affiliations with Chadron
State and other institutions that may be involved).

Basis for Participant Selection: Your child has been selected for participation in this study
because (state reasons why. This statement should help the participant assess the nature and
importance of participation. Include in here any criteria for subject exclusion, such as age,
health restrictions, etc.)

Overall Purpose of Study: (Provide a clear description, in simple language, of the overall
purpose of the research. This should help the participant assess the importance of the study
relative to individual values.)

Explanation of Procedures: If you and your child decide to participate, your child will be
asked to do the following things: (Describe study design, description of procedures and
duration/frequency of occurrence, identification of who will perform the procedures, a statement
of where and when the research will be conducted and how much time will be required, etc.)
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Potential Risks and Discomforts: (Describe physical, psychological, social, legal, and
economic risks (both immediate and later), clearly and adequately, including the probability,
severity, average duration, and reversibility of any potential injury.)

Potential Benefits: (Describe direct benefits, if any. If there are no direct benefits to the
participants, explain the benefits that could result to others from this research.)

Compensation for Participant: (Describe the amount or nature of compensation, if any, for the
participant. The nature and amount of compensation must not constitute undue inducement to
participate. If no compensation is to be offered, this section may be deleted.)

Assurance of Confidentiality: (State whether or not the information will be kept confidential,
and under what conditions the participant’s information will be disclosed. Describe the ultimate
disposition of data.)

Withdrawal from the Study: Your child’s participation in this study is voluntary. Your and
your child’s decisions whether or not to participate will not affect your child’s or your (grade,
treatment, present or future relationship with the College, etc.). If you or your child decide to
participate, you and your child are free to withdraw your consent and discontinue participation at
any time.

Offer to Answer Questions: You and your child should feel free to ask questions now or at any
time during the study. If you have questions, you or your child can contact (your name and
contact information, plus that of the PI (if different). If you have questions about the right of
research subjects, contact the Chair of the Chadron State College Institutional Review Board at
1-308-432-6203.

You are voluntarily making a decision whether or not to allow your child or legal ward to
participate. Your signature indicates that, having read and understood the information
provided above, you have decided to permit your child or legal ward to participate in this
research.

You will be given a copy of this consent form to keep.

Signature of Participant Relationship to Participant Date

Signature of Participant Relationship to Participant Date

(Second signature required if participant will be exposed to more than minimal risk)

Brittany Hallis 6/27/22

Signature of Investigator Date
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Note: If the minor is between the ages of eight and nineteen, the minor must complete an
“Assent Form” as well. A copy of this assent form will be provided to the parent or legal
guardian.
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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

ASSENT FORM for Minor Participants (ages eight to thirteen)

Project Title

I am Brittany Hallis, currently a graduate student with Chadron State College.

I am doing a study on benefits of a school counseling program on student academic and social
emotional success). I hope to discover if there is a relationship between schools that have a
school counseling program and students’ academic and social-emotional success versus schools
that do not have a school counseling program..

I invite you to participate in a study of determining if there is a relationship between schools

that have a school counseling program and students’ academic and social-emotional success
versus schools that do not have a school counseling program..

If you decide to participate, this is what I will ask you to do: complete a survey at the
beginning and end of the school year regarding your level of academic and social-emotional
success.

You may feel some discomfort, such as feelings of not being successful in the academic arena
or feelings of social-emotional disarray.

(Also describe any benefit). Benefits include throughout the school year: Various topics of
academic and social-emotional success will be completed by the school counselor which will
give students the tools to take control of their academic and social-emotional success.

You are being asked to participate in this study, but you do not have to. You should talk over
with your parent or guardian whether or not you should participate. Your parent/guardian will
also be asked for permission for you to participate in this study.

If you decide to participate and then change your mind, you can tell me and you can stop at
that point.

If you have any questions, please do ask me.

You are making a decision whether or not to participate in this study. Please read and
understand the information above. If you agree to participate, please sign the form below
to show that you have decided to be involved in this study.

Your parent/legal guardian will be given a copy of this assent form to keep.

Signature of Participant Date

Brittany Hallis (440) 773-3954 06/27/22

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Benefits Of A School Counseling Program On Academic and Social-Emotional Success

Signature of Investigator Date

(Include contact information for Investigator)