When You Can’t Hire Another Counsellor: What Schools Can Do Instead
In many of the schools I work with, two different situations lead to the same challenge.
There is either:
- a school counsellor who is overwhelmed, or
- no counsellor at all
In both cases, the impact is similar. Student needs are rising, teachers are noticing more, and the system is under pressure.
I have experienced this from both sides, working as a school counsellor and now supporting schools and counsellors through supervision and therapeutic input. The patterns are consistent, regardless of location.
So the question becomes: What can schools realistically do within these constraints?
When Support Becomes Reactive
Without enough counselling capacity, schools often slip into a reactive model.
Everything feels urgent.
Support becomes immediate rather than planned.
And there is little space to build anything preventative.
I remember how easy it was to fall into the mindset of:
“If I don’t step in, who will?”
It often comes from a deep care for people but it isn’t sustainable.
Over time, this approach leads to:
- overwhelmed counsellors
- uncertain staff
- inconsistent support for students
Moving Away from a One-Person Model
One of the most important shifts a school can make is moving away from the idea that wellbeing sits with one person. Even with a counsellor in place, this model doesn’t hold.
A more sustainable approach is shared responsibility, supported by clear structures.
This doesn’t mean asking teachers to become therapists.
It means making sure they:
- know what to do when a concern arises
- feel confident having initial conversations
- have somewhere to go when something feels beyond their role
The Role of Practical Resources
In many schools, the issue isn’t a lack of care, it’s a lack of clarity.
Teachers are often the first to notice changes in a student, but without guidance, they can feel unsure how to respond.
Simple, practical resources make a significant difference. For example:
- clear referral pathways
- guidance for responding to common concerns
- consistent processes for recording and sharing information
- access to advice when situations feel complex
These don’t need to be extensive. They need to be usable in real time.
If You Don’t Have a Counsellor
This is a question I was asked recently by a school leader:
“Where do we start if we don’t have a counsellor?”
The starting point isn’t perfection, it’s consistency.
Schools can begin by:
- identifying a Wellbeing Lead
- agreeing simple, clear internal processes
- building staff confidence through basic guidance or training
- exploring access to external or remote support
Small, intentional steps create stability and reduce the risk of students falling through gaps.
A Flexible Approach to Support
Not every school can employ a full-time counsellor. Even when they can, capacity is often stretched.
In my work, I support schools as an on-demand therapeutic resource. This includes:
- offering guidance to staff around student concerns
- providing a space for teachers to think through situations
- working directly with students where appropriate
- helping schools put practical systems in place
Having access to this kind of support – even flexibly – can reduce pressure on staff and create a more consistent experience for students.
There is no perfect model.
But schools that put clear structures, practical resources, and accessible support in place are better able to respond without relying on one person to hold everything.
Get in Touch
If you are reviewing how wellbeing support works in your school, or trying to find a realistic starting point, please send me an email at [email protected] or contact me through my website.
I offer a free initial consultation to help you find out what your next steps can be for your school.
(Image by Bayu Zkn from Pixabay)
