Saving face or seeking help? Parents’ perceptions of counselling in international schools

Abstract

This study explores how parental perceptions of school counselling in international schools are shaped by cultural values, institutional structures, and counsellors’ professional identity. School counselling is an important part of international schools’ strategic prioritisation of wellbeing, yet its effectiveness depends on parental engagement as gatekeepers, advocates, and collaborators. We conducted semi-structured interviews in English and Cantonese with nine parents from international schools. Thematic analysis resulted in three themes: Cultural stigma and institutional priorities marginalising counselling, Communication gaps and relational barriers in counselling support systems, and Counsellor professional identity and parental advocacy for systemic change. Parents valued counsellors’ expertise, authority, and cultural sensitivity, but faced barriers such as the prioritisation of academic achievement, stigma around mental health, and fragmented collaboration between stakeholders. These dynamics appear to create a cycle of disengagement, undermining the effectiveness of counselling. Our findings suggest that schools should clarify counsellors’ roles, address resource constraints, and implement proactive, culturally meaningful and sensitive communication to reduce stigma and build parent-counsellor alliances. The study offers novel insights for improving counselling services in international schools, emphasising proactive, collaborative strategies to support student wellbeing.