Personal experiences of students about psychopedagogical support, guidance and counselling

Abstract

The article analyses how students (current and former students) experience psychopedagogical support and educational guidance in secondary schools. Based on 40 testimonies collected in interviews and questionnaires, it is found that almost all students have had at least one significant adult who has offered them emotional, academic or personal support. This support comes mainly from tutors or teachers, even if they do not have specific training, or from guidance counsellors at the school.

    The positive experiences highlight the importance of the figure of the significant adult: a close, coherent, empathetic and available person, capable of generating a bond of trust and offering emotional support. In some cases, this relationship has acted as a protective factor in situations of vulnerability. However, some testimonies relate experiences of neglect or misunderstanding.

    Students know and value the role of the guidance counselor, but are practically unaware of the role of the EAP’s professionals, which is often invisible in day-to-day life. They also demand more time and resources to guarantee individualized attention and better coordination between professionals.

   The counselor's final reflections emphasize that guidance is, above all, a human task based on presence, listening and care. The bond is the main driver of the emotional and academic growth of young people, and it is necessary for the entire teaching team to have relational training in order to offer quality guidance. Educational guidance is conceived as a continuous process, which accompanies not only academic decisions but also life trajectories.