Impacting academic achievement

Counselors fundamentally improve academic achievement in schools through their focus on personal and social development. The ASCA National Model includes three major academic standards, and the first—acquiring “the attitudes, knowledge, and skills that contribute to effective learning” (2003, p. 81)—is very much in the personal/social domain, or Learning to Live. Of the three domains outlined in the Model, Learning to Live supercedes the other two. Students must first be content with themselves and their environment before they are ready to tackle academics. They must also feel safe, be fed and rested, and believe in their ability to do the work set out for them. This is consistent with Abraham Maslow’s research and model. Of his five categories of needs, Learning to Live encompasses four—Physiological, Safety, Belonging, and Esteem.

Beginning with the most basic physiological needs, a school counselor is one of several individuals in the school environment who might determine whether a child’s physiological needs are being met. They are also in a position to ensure that the needs will be met if they are found lacking, through coordination with outside agencies or direct coordination with parents, depending on the case. Of course, physiological needs continue at school, and a counselor must also be sure that a child is getting those needs met while in the school environment. Such is also the case for safety, both at home and at school. If a child does not feel safe at home, worry over their time outside of school may consume their time in school. If a child does not feel safe in school for reasons such as bullying or other fears, a counselor is a key player in addressing the issue, as s/he may be the first adult the child tells.

Belonging and esteem are more intertwined with school success than physiological and safety needs. They are reflected in many of the Search Institute’s Framework of Developmental Assets—assets such as school engagement, bonding to school, self-esteem, personal power, and sense of purpose (2003, p. 2). In its studies, the Institute found “consistent and clear” evidence that “a higher level of assets uniquely contributes to GPA” (2003, p. 3). In addition, results showed that a higher level of developmental assets yields better GPAs one year later; conversely, students with lower levels of developmental assets had lower GPAs one year later (2003, p. 3). Positive correlations were also found between developmental assets and standardized test scores.

Developmental assets must be cultivated in children by a cooperative effort from home, school, and community. It is the school counselor’s job to be sure that each student has the necessary assets to succeed in school. Interventions may be necessary if the counselor finds this not to be the case. For example, a counselor might train teachers in asset-building principles that can be integrated into classroom instruction, or lead efforts to reduce class sizes in order to build better teacher-student relationships (2003, p. 5-6). Attention to developmental asset building must be a systematic effort, not just an inservice here or a class there. Counselors can apply their knowledge of developmental assets and academic achievement to the system support element of their program model, and impact the academic success of every student in their school.

The previous excerpt is from my M.Ed. in School Counseling comprehensive exam.

Sources:
American School Counselor Association. (2005). The ASCA National Model: A Framework for School Counseling Programs (2nd ed.). Alexandria, VA: Author.

Search Institute (2003). Boosting Student Achievement: New Research on the Power of Developmental Assets. Insights & Evidence 1(1). Author.