Indonesian Journal of Community Services, 3 .
, 139-150
INDONESIAN JOURNAL OF COMMUNITY SERVICES
Homepage: https://ojs.
org/index.
php/ijcs ISSN: 2829-7733 (Onlin.
Volume 3 Issue 2 November .
DOI: 10.
47540/ijcs.
Page: 139 Ae 150 The Role of School Counselors in Promoting Sustainability in the Post Covid-19 Era to Enhance Child Health and Livelihoods Adaobi Jennifer Iloakasia Department of Educational Psychology Guidance and Counselling.
Nwafor Orizu College of Education.
Nigeria Corresponding Author: Adaobi Jennifer Iloakasia.
Email: jenniferadaobiiloakasia@gmail.
ARTICLE INFO
ABSTRACT
Keywords: Child Health.
Corporate Sustainability.
Covid-19.
Livelihoods.
School Counselors.
The most significant challenges for education systems in the post-COVID-19 context have emerged in the areas of child health and sustainable living.
This paper aims to investigate the ways through which school counselors contribute to the promotion of sustainability for the benefit of studentsAo welfare and future.
Mental health and environmental problems are becoming intertwined.
thus, school counselors play a crucial role in linking sustainability to psychosocial care.
The study adopted a descriptive survey design with a sample of 177 participants comprising teachers, students, and members of a selected community.
Data gathering was done using a structured questionnaire adapted from Google Forms.
The questionnaire used a 4-point Likert scale to capture the level of awareness, implementation, and results of sustainability practices.
To increase the validity of the instrument measuring the level of academic stress, the Scale of Academic Stress was reviewed by several experts in educational psychology and counseling.
Reliability was determined to have robust validity with a CronbachAos Alpha coefficient of 0.
82, which is the result of the assessment of the stability and reliability of the measurement of the studyAos constructs.
Descriptive analysis was done in SPSS version 26.
Mental health challenges that have been worsened by the pandemic are discussed and the ways that school counselors manage them as they support education that fosters responsible behavior are discussed in the study.
Such strategies comprise psychological treatment, personal development education, and coordination with teachers and parents to design a supportive school environment.
The research also reveals that due to counselorAos many roles, they can largely contribute to promoting student resilience and a sustainable culture to improve child foolishness and livelihoods.
Received Revised Accepted : 01 Marxh 2024
: AA
: AA
INTRODUCTION
The change in the working principles of school counselors can be observed when considering the influence of the COVID-19 pandemic, making them the agents of sustainability in the sphere of In a world that aims to recover from COVID-19, sustainability does not only encompass environmental preservation but also the promotion of mental health, the protection of children, and even sociopolitical stability (Fagbemi, 2021.
Gianesan & Chethiyar, 2.
Sustainability is a concept that implies the use of resources in a manner that will not harm the ability of future generations to meet their needs.
It includes environmental, economic, and social aspects in its operations and policies, calling for the sustainable management of resources for sustainability and human welfare (Dominic et al, 2.
Sustainability in education and other professions implies utilizing methods that foster fairness, well-being, and durability to enable organizations, societies, and the environment to succeed without using up or damaging human and natural assets.
This new role of school counselors in advancing sustainable practices in the education system is particularly timely when counselors are contending with the impacts of the pandemic on learners, their welfare, and the growth of Indonesian Journal of Community Services, 3 .
, 139-150 sustainable realities for children.
School counselors are qualified educators who work in primary and secondary learning institutions to offer career as well as personal and academic guidance (Jacob & Owobamigbe, 2.
They exist to meet several important needs of students by offering help with academic difficulties, assisting in the achievement of personal well-being and employment readiness, and addressing studentsAo emotional needs.
They also spend a lot of time with teachers, parents, and administrators to help develop an appropriate learning climate and foster programs to support studentsAo needs (Brunner et al, 2.
The role of school counselor: School counselors are very significant in the lives of students in and out of Another area in which school counselors have been influential is in supporting the mental health concerns that have been worsened by the COVID19 pandemic.
The losses of daily normalcy, social contacts, and structure led to a significant deterioration in childrenAos and adolescentsAo mental School counselors have applied School Counseling Psychology by developing long-term care systems for studentsAo mental health in sustainable schools (Faith & Olanrewaju, 2.
Such systems consist of promoting awareness and understanding of mental disorders, providing social support for individuals struggling with anxiety, depression, and stress, and utilizing tools and practices that prevent or reduce the impact of these conditions (Ugwuozor et al, 2.
School counseling interventions are not only focused on the current problems, but they also teach children to cope with those problems to be able to live a fulfilling life in the future.
Counselors have the responsibility of evaluating which students need support services and linking them with the relevant means, be it one-on-one counseling or a group session (Ukwueze & Jabi, 2.
As such, counselors play a part in developing endurant frameworks that would contain the childrenAos mental well-being after the pandemic has passed and throughout their lifetime.
COVID-19 affected health as well as education is illustrated in this case because quite many children responded to questions related to health and education.
School counselors are now regarded as active practitioners in facilitating healthy practices that are suitable for the short run and beyond in students.
These efforts include enhancing healthy choices, the reduction of social determinants of health, and developing school health promotion policies in the post-COVID-19 world as highlighted by Madueke et al, .
The post-COVID-19 period is the period after the outbreak of the COVID-19 pandemic involving the recovery, adjustment as well as reconstruction of various parts of society.
Many changes are affecting people, societies, and organizations in their interactions with the environment in the context of health and education, economy, and social type (Livet & Fixsen, 2.
It is defined by priorities such as mental health, economic recovery, social imbalances brought to light by COVID-19, and digital adaptation to improve the quality of life in a world of continuous change.
After the pandemic, being active in education and incorporating health knowledge into programs, including wellness, healthy eating, and check-up procedures are some of the changes that have been adopted by school counselors (Weder et al, 2.
This strategy is sustainable since it supports children to develop positive habits in their lifestyle that will help them for the rest of their lives.
Furthermore, counselors work closely with teachers and other members of staff to ensure that child health is supported and enhanced within the school setting this includes mental health support and physical health education as well as the promotion of health well-being within a school environment (Jaber & Al-Hroub, 2.
Apart from fostering the health and welfare of specific individuals, school counselors are involved with the enhancement of societal and ecological sustainability in schools.
They continue to promote social justice, diversity, and equality, to ensure all students get the required necessities to excel academically as well as socially (Geesa et al, 2.
School counselors also defend the rights of students who are discriminated against and fight against policies or practices that hinder such students from excelling in school.
Also, counselors have a role in the process of environmentally sustainable development through the integration of environmentally appropriate activities in the This may entail educating the students on environmental conservation, participation in sustainable activities, and support of sustainable learning activities (Aharoni-Lir & Ayalon, .
Indonesian Journal of Community Services, 3 .
, 139-150 Such efforts not only help to solve ecological problems but also teach students to be responsible for the planet, which is an important aspect of the concept of sustainability.
School counselors can also play a role in ensuring that this gap between academics and the environment is closed.
Through incorporating sustainability education into the career guidance, they advocate for students to choose career paths that embrace sustainability, including energy production, natural resources, and justice systems.
Thus, counselors assist in developing a workforce capable of effectively responding to the sustainability issues of the future (Bennett et al.
Jowarder, 2.
The COVID-19 pandemic worsened social inequalities, especially in accessing resources, especially among students coming from impoverished backgrounds.
These disparities have been mitigated by school counselors who have now adopted a more central function in ensuring that students get appropriate help and direction in regard to their education and career (Wamsler, 2.
helps students find out about some possible careers, that may be of interest to them and offers them information on scholarships, grants, or any kind of financial assistance and vocational training (Omobowale et al, 2.
While advocating for sustainability, school counselors emphasize the role of teaching students the necessary skills that will help them find employment in the future.
Further, counselors support policies that respond to studentsAo socioeconomic context and challenges and strive to ensure that all students receive the necessary support to succeed (Alegbeleye et al, 2.
The importance of the present study thus derives from the increasing appreciation of the problems of First, assessing the current role of school counselors in sustainability is crucial, as existing literature indicates a gap in their integration within sustainable practices (Akeel et al, 2.
Second, the pandemic has significantly altered school counseling practices, demanding an evaluation of how counselors have adapted to promoting sustainability, particularly in mental health and well-being.
Third, identifying key areas where counselors can influence sustainability efforts, such as social justice and environmental education, will inform targeted interventions.
Finally, exploring best practices in school-based sustainability programs will address the lack of comprehensive models for counselors to implement, ensuring a structured approach to enhancing child health and The objectives of this study include: .
Assessing the current role of school counselors in promoting sustainability, .
Evaluating the impact of COVID-19 on school counseling practices related to sustainability, .
Identifying key areas where school counselors can influence sustainability efforts, .
Explore best practices in school-based sustainability programs.
METHODS
This research work studied the post-COVID19 manifestation of school counselors and their contributions towards sustainability with reference to child health and livelihood in Anambra State.
Nigeria.
Drawing on a descriptive survey design, the study sought to examine the role that school counselors play in promoting sustainability and the effects on students and communities.
The study was conducted in Anambra State, involving a sample of 177 participants: 29 teachers and school counselors, 103 students, and 45 community members participated in the study.
The participants in this study were chosen purposefully so that the study will only include participants who have adequate understanding and participation in school counseling and sustainability practices.
Data collection was done by sending a structured questionnaire developed through Google Forms.
This method ensured that many people and anyone who wanted to participate in the study could do so, given the geographical distribution of the sample.
The self-developed questionnaire that was used had a 4-point Likert scale to assess the awareness, implementation, and results of implementing sustainability practices.
For the credibility of the instrument, the questionnaire was subjected to a review by a panel of experts in educational psychology and counseling.
The reliability of the scores was established by conducting a CronbachAos Alpha, which returned a coefficient of 0.
signifying that there was reliable assessment of the studyAos constructs.
Statistical analysis was conducted using SPSS version 26, ensuring robust and accurate insights into the participants' perspectives on the contributions of school counselors to sustainability.
Indonesian Journal of Community Services, 3 .
, 139-150
RESULTS AND DISCUSSION
Table 1.
Frequency Table for Age of the Respondents Frequency Percent Valid Percent Cumulative Percent Valid 18-28 years 29-39 years 40-50 years 51-61 years 62 years Total The frequency table 1 for the age of 51-61 years .
8%), and 62 years .
respondents shows that the majority are aged 18-28 categories.
The cumulative percentages indicate that years .
1%).
Smaller groups are in the 29- 70.
1% are aged 18-28, and all age groups combined 39 years .
0%), 40-50 years .
5%), account for 100% of the respondents.
Table 2.
Frequency Table for the Role of the Respondents Frequency Percent Valid Percent Cumulative Percent Valid Teacher/school counselor 29 Student Community members Total The frequency Table 2 for respondentsAo roles sample, while community members and shows that most are students .
2%), teachers/counselors combined account for 25.
followed by community members .
4%) and 16.
4%, respectively, totaling 100% of the and teachers/school counselors .
4%).
Cumulatively, students make up 74.
6% of the Table 3.
Frequency Table for Gender of the Respondents Frequency Percent Valid Percent Cumulative Percent Valid Male Female Total The gender distribution of respondents in sample, with males making up the remaining Table 3 shows that 120 individuals .
8%) are 32.
This total of 177 respondents represents the female, while 57 individuals .
2%) are male.
full dataset.
Cumulatively, females account for 67.
8% of the Table 4: Tests of Normality Kolmogorov-Smirnova Shapiro-Wilk Age Statistic df Sig.
Statistic df Sig.
Role of school counselors in 18-28 years .
promoting sustainability 29-39 years .
40-50 years .
51-61 years .
62 years How COVID-19 impacted 18-28 years .
school counseling practices 29-39 years .
40-50 years .
51-61 years .
62 years Indonesian Journal of Community Services, 3 .
, 139-150 Key areas that school counselors influence sustainability efforts 18-28 years .
29-39 years .
40-50 years .
51-61 years .
62 years Best practices in school-based 18-28 years .
sustainability programs 29-39 years .
40-50 years .
51-61 years .
62 years Lilliefors Significance Correction The tests of normality for the various age years, the p-values are 0.
000 for both tests in all groups and variables in Table 4 indicate that the variables, confirming non-normality.
The only data generally do not follow a normal distribution.
exceptions are the age groups 40-50 years and 62 Both Kolmogorov-Smirnov and Shapiro-Wilk tests years for AuHow COVID-19 impacted school were used to assess normality, with significant p- counseling practicesAy, where the Shapiro-Wilk test values suggesting deviations from normality.
For p-values are above 0.
05, suggesting closer most age groups, the p-values from the adherence to normality.
Kolmogorov-Smirnov and Shapiro-Wilk tests are Hypothesis 1: The role of school counselors in less than 0.
05, indicating significant deviations from promoting sustainability within schools does not For example, for the age group 18-28 differ by age.
Table 5.
Univariate analysis of variance on the role of school counselors in promoting sustainability within schools based on age Source Type i Sum of Squares Mean Square F Sig.
Corrected Model Intercept Age Error Total Corrected Total R Squared = .
348 (Adjusted R Squared = .
Table 5 captured the Univariate Analysis of school counselors in sustainability.
With an RVariance (ANOVA) for Hypothesis 1, which posits squared value of .
348 (Adjusted R-Squared = .
that the role of school counselors in promoting approximately 35% of the variability in the role of sustainability does not differ by age, reveals a counselors can be explained by age differences.
significant result (F = 22.
971, p < .
This Thus, the hypothesis is rejected, as age significantly indicates that there are notable differences in how affects the role of counselors in promoting different age groups perceive or enact the role of sustainability.
Indonesian Journal of Community Services, 3 .
, 139-150 Figure 1.
Mean plot on role of school counselors in promoting sustainability within schools based on age The figure 1 depicts the relationship between the 62 age group rated the counselors' roles age groups and the perceived role of school highest.
Younger adults .
Ae50 year.
exhibited counselors in promoting sustainability within relatively consistent perceptions.
Individuals aged 51Ae61 years reported the Hypothesis 2: The impact of COVID-19 on school lowest estimated marginal means, indicating a counseling practices related to sustainability is not diminished view of counselor roles, while those in significantly different across different age groups.
Table 6.
Univariate analysis of variance on the impact of COVID-19 on school counseling practices related to sustainability Source Type i Sum of Squares df Mean Square F Sig.
Corrected Model Intercept Age Error Total Corrected Total R Squared = .
177 (Adjusted R Squared = .
Table 6 shows the Univariate Analysis of age groups.
With an R-squared value of .
Variance (ANOVA) for Hypothesis 2, which (Adjusted R-Squared = .
, approximately 18% suggests that the impact of COVID-19 on school of the variance in the impact is explained by age.
counseling practices related to sustainability is not Therefore, the hypothesis is rejected, as age significantly different across age groups, showing significantly influences the extent of COVID-19's significant results (F = 9.
221, p < .
This impact on counseling practices related to indicates substantial differences in how COVID-19 sustainability.
affected school counseling practices across different Indonesian Journal of Community Services, 3 .
, 139-150 Figure 2.
Mean plot on the impact of COVID-19 on school counseling practices related to sustainability Figure 2 shows the impact of COVID-19 on younger adults .
Ae39 year.
reported relatively school counseling practices related to sustainability stable perceptions, though lower compared to older across different age groups.
Individuals aged 51Ae61 groups.
years reported the lowest impact, while those aged Hypothesis 3: The influence of school counselors 62 years indicated the highest impact.
The 40Ae50 on key areas of sustainability efforts does not vary age group experienced a peak in impact, whereas by age.
Table 7.
Univariate analysis of variance on the influence of school counselors on key areas of sustainability Source Type i Sum of Squares df Mean Square F Sig.
Corrected Model Intercept Age Error Total Corrected Total R Squared = .
225 (Adjusted R Squared = .
Table 7 shows the Univariate Analysis of groups.
The R-squared value of .
225 (Adjusted RVariance (ANOVA) for Hypothesis 3, which posits Squared = .
suggests that approximately 22% that the influence of school counselors on key areas of the variance in counselors' influence on of sustainability does not vary by age, shows sustainability is explained by age differences.
significant results (F = 12.
498, p < .
This Consequently, the hypothesis is rejected, as age indicates that the impact of school counselors on significantly affects the extent of counselors' sustainability efforts differs significantly across age influence on sustainability efforts.
Indonesian Journal of Community Services, 3 .
, 139-150 Figure 3.
Mean plot on the influence of school counselors on key areas of sustainability efforts The figure 3 illustrates the perceived influence respondents .
Ae39 year.
exhibited moderate but of school counselors on key sustainability efforts by relatively stable perceptions.
There is a significant age group.
Respondents aged 51Ae61 years reported dip in perceptions for the 51Ae61 age group.
the lowest influence, while those aged 62 Hypothesis 4: The best practices in school-based indicated the highest.
The 40Ae50 age group showed sustainability programs led by school counselors do a peak in perceived influence, and younger not differ by age.
Table 8.
Univariate analysis of variance on best practices in school-based sustainability programs led by school counselors Source Type i Sum of Squares df Mean Square F Sig.
Corrected Model Intercept Age Error Total Corrected Total R Squared = .
249 (Adjusted R Squared = .
Table 8 shows the Univariate Analysis of groups.
The R-squared value of .
249 (Adjusted RVariance (ANOVA) for Hypothesis 4, which asserts Squared = .
shows that approximately 25% of that best practices in school-based sustainability the variance in best practices can be attributed to programs led by school counselors do not differ by age differences.
Therefore, the hypothesis is age, reveals significant results (F = 14.
237, p < rejected, as age significantly influences the best This indicates that there are notable practices in sustainability programs led by school differences in best practices across different age counselors.
Indonesian Journal of Community Services, 3 .
, 139-150 Figure 4.
Mean plot on best practices in school-based sustainability programs led by school counselors The mean plot in Figure 4 shows the variation suggesting that younger counselors may be more in best practices for school-based sustainability proactive in environmental initiatives compared to programs led by school counselors across different older counterparts.
age groups.
Individuals aged 40Ae50 exhibit the Research question 2 examined the role of lowest estimated marginal means, while those 62 school counselors in promoting sustainability.
The years demonstrate the highest.
There is a steep result showed that the COVID-19 pandemic shifted decline between 40Ae50 and 51Ae61 years, followed the focus of school counseling practices from by a significant rise in the 62 age group.
sustainability to urgent health concerns, as noted by The first research question focused on the Geesa et al, .
In contrast.
Jaber & Al-Hroub contribution of school counselors to sustainability.
found that while the focus changed.
This study confirmed that school counselors are counselors adapted by integrating sustainability into indeed involved in raising awareness of the remote lessons, despite the limitations of virtual community to sustainability and implementation of platforms.
Remote learning hindered counselorsAo sustainable programs in school activities.
For ability to promote interactive sustainability instance.
Wamsler .
established that programs, which aligned with Lowell and Ilobinso.
counselors raise studentsAo awareness of sustainable .
, who reported that virtual platforms limited lifestyles while Patel et al.
observed that engagement and the experiential learning typically counselors facilitate awareness-creation sessions on involved in sustainability education.
In a related environmental conservation.
In contrast.
Eneji et al, study.
Weder et al, .
observed that 2.
highlighted that counselors collaborate with sustainability programs were significantly altered teachers to integrate sustainability into the during the pandemic, with counselors facing curriculum, focusing on more formal educational difficulties in maintaining momentum for In a related study.
Bennett et al, .
sustainability initiatives in a remote setting.
This emphasized that school counselors not only finding agrees with the Univariate Analysis of advocate for sustainable lifestyle choices but also Variance (ANOVA) for Hypothesis 2, which shows push for policy changes to embed environmental that the impact of COVID-19 on school counseling stewardship within the school system.
Furthermore, practices related to sustainability varied across age the Univariate Analysis of Variance (ANOVA) groups.
Older counselors struggled more with conducted on Hypothesis 1 indicates significant age technology-based adaptation, explaining why age differences in how counselors perceive their role in accounted for 18% of the variance in impact, a promoting sustainability.
This finding agrees with finding supported by Livet and Fixsen .
Aharoni-Lir and Ayalon .
, who reported ageResearch question 3 examined the key areas based disparities in environmental advocacy roles, where school counselors can influence Indonesian Journal of Community Services, 3 .
, 139-150 sustainability efforts.
The result showed that school counselors can significantly influence sustainability efforts through various key areas.
Ganatsios et al, .
emphasized the counselors' role in educating students about eco-friendly habits, which aligns with Garcia et al.
, who observed that counselors support student projects focused on sustainability solutions.
In contrast.
Brunner et al, .
argued that counselors' impact is more noticeable in leading recycling programs and other green initiatives, highlighting a more direct involvement in school-wide sustainability actions.
In a related study.
Maree and Di-Fabio .
discussed how counselors integrate sustainability into career development, helping students explore green career paths.
This finding is consistent with Al-Hamad et al, .
, who noted that counselors also advocate for sustainable policies within schools, ensuring that long-term eco-friendly practices are implemented.
The Univariate Analysis of Variance (ANOVA) for Hypothesis 3 shows significant differences in how counselors influence sustainability across age groups, with younger counselors being more active in pushing for policy changes, while older counselors focus more on developing sustainable lifestyle choices.
Research question 4 identified best practices in school-based sustainability programs.
The result showed that in school-based sustainability programs, integrating various practices can yield diverse outcomes depending on student engagement, age, and support from the community.
Recycling programs that clearly outline participation for students, as highlighted by Ogwueleka and Naveen .
, have been shown to be more effective when students understand their role, in contrast to programs lacking clear guidelines (Oh & Hettiarachchi, 2.
Integrating sustainability into the curriculum, as observed by Ofojebe .
, proved effective in enhancing students' knowledge, agreeing with Akeel et al, 2.
findings that this approach fosters long-term environmental stewardship.
Similarly, school gardens offer hands-on lessons in sustainability, in contrast to Williams and Brown .
, who found older students were less engaged in garden Partnerships with local organizations provide essential support, particularly when paired with regular workshops on sustainable practices, in agreement with Alegbeleye et al.
, .
findings on community engagement.
Furthermore, creating incentives for student involvement aligns with research by Omobowale et al, .
, who found that incentives increased participation across age
However, the ANOVA results reveal that age significantly influences engagement in counselor-led programs, contradicting prior
assumptions of uniform best practices across age
CONCLUSIONS
The role of school counselors in promoting sustainability in the post-COVID-19 era is pivotal for enhancing child health and livelihoods.
schools adapt to new norms and challenges, counselors are uniquely positioned to address the psychosocial needs of students while fostering an awareness of sustainability.
Integrating mental health support with educational initiatives focused on environmental and social sustainability helps build resilience in students, encourages healthy lifestyle choices, and empowers them to become advocates for sustainable practices.
The postpandemic period demands a holistic approach to education that addresses not only the academic and emotional well-being of students but also promotes sustainable development goals.
School counselors, in collaboration with educators, parents, and communities, create a supportive environment that nurtures the physical, emotional, and environmental health of students.
Their involvement in mental health interventions, life skills training, and sustainability education significantly improves students' overall well-being and equips them with the tools needed for future success.
School counselors are essential in bridging the gap between mental health support and sustainable practices in Fostering emotional resilience and promoting sustainability allows counselors to play a critical role in shaping a healthier, more equitable, and environmentally conscious future for children and society at large.
REFERENCES