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�鶹��Ʒ��ƵStudy: Small Group Counseling Helps Children Thrive at School

�鶹��Ʒ��ƵCollege of Education researchers found small group counseling improves sixth graders’ emotional skills, school connectedness, and engagement, supporting social and academic growth.

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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 students, 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 �鶹��Ʒ��Ƶ’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 students’ 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 students 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, students’ 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 students 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, �鶹��Ʒ��ƵDepartment of Counselor Education. “Small group counseling provided students 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, students 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 students’ 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 students’ emotional growth but transform how they experience their school environments,” Villares Sacks said. “When students 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 students who were identified as being at academic or behavioral risk. Over six weekly sessions, a trained school counselor led the students 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 �鶹��Ʒ��Ƶin 2023; Hannah Bowers, Ph.D., associate professor of school counseling; and Greg Brigman, Ph.D., all within the �鶹��Ʒ��ƵDepartment of Counselor Education.

Integrating small group counseling into evidence-based school counseling programs enables counselors to help students 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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