Considerations When Allocating Counsellors to Schools

Name and Constituency of Member of Parliament

Mr Kenneth Tiong, Aljunied GRC

Question

To ask the Minister for Education (a) given counsellor allocation relies on reported caseloads, how does MOE distinguish genuinely low need from demand suppressed by limited counsellor access; (b) what prospective metrics identify unmet need; and (c) are educators' own mental health needs incorporated in the allocation.

Response

1. The caseloads refer to students engaged by the school counsellors. The mental well-being of school personnel is supported through dedicated programmes separate from school counselling services and hence does not affect school counsellor allocation.

2. Schools use a number of indicators to assess the counselling needs of students. Besides referrals from students and teachers, they also monitor their students' social-emotional and mental well-being through termly check-ins to identify those requiring support. These indicators are not dependent on the extent of access to school counsellors.

3. When schools detect increased counselling needs, they can augment their counselling capacity by engaging additional flexi-adjunct school counsellors. Beyond schools, MOE also taps on whole-of-government efforts to support youth mental health, with students having access to community resources such as Response, Early intervention and Assessment in Community mental Health (REACH) teams, in-person services like CHAT, CREST-Youth and community helplines such as the national mindline 1771, SOS and Tinkle friend. As part of the CCE curriculum, students learn about these avenues of support for their mental well-being.