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Stakeholder Perspectives on School-Based Guidance and Counseling in Uganda: Emerging Priorities for Student Support and Teacher Training

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Abstract

School guidance and counseling services in Uganda are limited, but are gradually gaining traction despite resource constraints. We conducted qualitative interviews with 22 counselors, school administrators, and government officials involved in secondary school counseling in the Kampala district to assess future needs. Interview data focused on three central domains: existing guidance and counseling efforts, barriers to providing effective services, and the future outlook of the profession. As school counseling gains support, counselors require new resources and training to support effective and sustainable practice. Future efforts must appeal to school and government leaders with a return on investment demonstrated through academic and broader student success.

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Acknowledgements

This study was supported by research funds from the Duke Global Health Institute.

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Authors and Affiliations

  1. Duke Global Health Institute, 310 Trent Drive, Box 90519, Durham, NC, 27708, USA

    Brandon A. Knettel

  2. Syracuse University, Syracuse, NY, USA

    Melissa M. Luke, Jessie T. Darkis & Obi Afriyie

  3. St. John Fisher College, Rochester, NY, USA

    John M. Kiweewa

  4. Makerere University, Kampala, Uganda

    Henry Nsubuga & Deborah Ojiambo

Authors
  1. Brandon A. Knettel
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  2. Melissa M. Luke
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  3. John M. Kiweewa
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  4. Henry Nsubuga
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  6. Obi Afriyie
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  7. Deborah Ojiambo
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Correspondence to Brandon A. Knettel.

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Knettel, B.A., Luke, M.M., Kiweewa, J.M. et al. Stakeholder Perspectives on School-Based Guidance and Counseling in Uganda: Emerging Priorities for Student Support and Teacher Training. Int J Adv Counselling 42, 81–96 (2020). https://doi.org/10.1007/s10447-019-09390-w

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  • DOI: https://doi.org/10.1007/s10447-019-09390-w

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