51Թ Study: Small Group Counseling Helps Children Thrive at School
51Թ College of Education researchers found small group counseling improves sixth graders’ emotional skills, school connectedness, and engagement, supporting social and academic growth.
Study Snapshot: Many 51Թ experience anxiety, stress or disconnection at school, which can hinder both their academic and social-emotional growth. While school counselors provide support, traditional programs often lack structured, evidence-based approaches to help 51Թ manage emotions, build peer relationships, and develop essential skills.
51Թ College of Education researchers explored the impact of the Student Success Skills small group counseling intervention for sixth graders. Over six sessions, 51Թ developed anger management, goal setting, and social problem-solving skills while building trust and community. Results of the study showed greater connectedness, improved perceptions of school climate, and increased engagement, highlighting the effectiveness of Advocating Student-Within-Environment or ASE-based small group counseling in supporting 51Թ’ emotional and academic growth.
Across the United States, children spend more than 1,100 hours in school each year – time that shapes not only their academic success but also their emotional and social growth. Yet, for many 51Թ, the school environment can also be a source of anxiety and apprehension. School counselors play a pivotal role in addressing these challenges through evidence-based, comprehensive guidance programs.
Addressing this critical need, researchers from 51Թ’s Department of Counselor Education within the College of Education conducted a qualitative study to explore how participation in the Student Success Skills (SSS) small group counseling intervention influences middle school 51Թ’ sense of connectedness to their school environment, guided by the Advocating Student-Within-Environment (ASE) theory.
Working with sixth graders in the Southeastern U.S., the research team collected data through pre- and post-intervention interviews, field notes, session transcripts, student-generated drawings and counseling activities. They used thematic analysis to identify key patterns and themes of how the intervention helped 51Թ develop anger management, academic and life skills – abilities that, in turn, would strengthen their engagement and perception of school climate.
The results of the study, published in the , identified four key outcomes: improved anger management and conflict resolution, the development of academic and life skills, increased feelings of connectedness and safety, and more positive perceptions of the overall school environment. Students learned practical emotional regulation strategies, such as positive self-talk and seeking peer support, and engaged in role-playing exercises to practice conflict resolution and goal setting.
As the sessions progressed, 51Թ’ drawings and interview responses reflected a noticeable shift – from neutral or negative portrayals of school to images and statements highlighting friendship, belonging and motivation to learn.
“As the 51Թ became more connected to one another, so did their sense of contribution and compassion, which extended far beyond the school environment,” said Elizabeth Villares Sacks, Ph.D., co-author and chair and professor, 51Թ Department of Counselor Education. “Small group counseling provided 51Թ with far more than strategies for managing emotions and relationships – it offered them a space to feel seen, heard and valued. Through these shared experiences, 51Թ began to recognize their own strengths and see themselves not just as learners, but as capable, compassionate contributors within their school communities and beyond.”
Findings revealed notable growth in trust and community among group members. Students collaboratively developed confidentiality agreements and group norms, creating a safe space for authentic sharing and peer support. By cultivating social-emotional and academic skills, this approach enhances engagement, connectedness and perceptions of school climate. Overall, the results highlight the effectiveness of ASE-based small group counseling in promoting 51Թ’ emotional and academic development and suggest the need for further research on its broader systemic impact in schools.
“Interventions grounded in ASE not only support 51Թ’ emotional growth but transform how they experience their school environments,” Villares Sacks said. “When 51Թ feel connected and understood, they become more engaged learners and more compassionate peers.”
The study was conducted during the 2023-24 school year and involved five sixth-grade 51Թ who were identified as being at academic or behavioral risk. Over six weekly sessions, a trained school counselor led the 51Թ through the SSS small group intervention, focusing on anger management, goal setting, social problem-solving and self-management.
Study co-authors are Kadeem Campbell, Ph.D., senior author who received his Ph.D. from 51Թ in 2023; Hannah Bowers, Ph.D., associate professor of school counseling; and Greg Brigman, Ph.D., all within the 51Թ Department of Counselor Education.
Integrating small group counseling into evidence-based school counseling programs enables counselors to help 51Թ build supportive peer relationships, develop essential skills, and strengthen their sense of belonging.
The authors recommend further research on the long-term and systemic effects of ASE-aligned curricula, along with expanded training for counselors in evidence-based group facilitation. Their findings affirm that school investments in counselor-led interventions grounded in empathy, connection and collaboration foster stronger, more resilient learning communities.
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