Teachers’ perceptions of whole-school guidance counselling in second-level why teachers’ perceptions matter

This article will report on findings from a recent explanatory case study (Hearne et al., 2016) carried out against a background of policy, practice, and research on a whole-school approach to guidance counselling in second-level education. The collaborative research study examined the views of different stakeholders, including teachers, and considers the implications for future guidance delivery in the sector. Since teachers are identified as key stakeholders in wholeschool initiatives, their perceptions of whole-school guidance counselling matter greatly.