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

  • Brandon A. KnettelEmail author
  • Melissa M. Luke
  • John M. Kiweewa
  • Henry Nsubuga
  • Jessie T. Darkis
  • Obi Afriyie
  • Deborah Ojiambo
ORIGINAL ARTICLE
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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.

Keywords

Consensual qualitative research Comprehensive guidance and counseling programs East Africa Uganda School counseling Teacher training 

Notes

Acknowledgements

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

Compliance with Ethical Standards

Conflict of Interest

The authors have no conflicts of interest to declare.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Duke Global Health InstituteDurhamUSA
  2. 2.Syracuse UniversitySyracuseUSA
  3. 3.St. John Fisher CollegeRochesterUSA
  4. 4.Makerere UniversityKampalaUganda

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