Bridging the Gap: A Guidance Counsellor’s Role in Supporting Student Wellbeing During the Transition to Secondary School

Abstract

Guidance counsellors (GCs) play a critical role in promoting school-based social and emotional wellbeing (SEW), yet their contribution to students’ primary to secondary school transition remains under-researched. This qualitative case study explores how one GC supported SEW during this transition at a rural Catholic Prep–Year 12 school in Queensland, Australia. Thematic and descriptive analyses revealed two overarching themes: (1) the school’s multi-tiered systems of support transition support practices, and (2) the importance of whole-school collaboration. Findings indicate that GC expertise is particularly valuable when embedded in a proactive, whole-school framework and when transition processes span a full academic year. This study addresses a limited evidence base with a recommendation for broader studies across diverse school contexts.

Introduction

The transition from primary to secondary school represents a pivotal moment in young adolescents’ development, marked by a convergence of educational, social, and emotional shifts. In Australia, this transition typically occurs in Year 7, when students are aged between 11 and 12 years (Queensland Government, 2016). During this stage, students enter early adolescence, a period characterised by profound cognitive, emotional, and psychosocial growth (World Health Organization, 2014). For many students, this transition is accompanied by challenges related to peer group disruption, increased academic demands, unfamiliar routines, and reduced access to trusted adults (Hanewald, 2013; Quin et al., 2018). While these stressors can be normative, for some students they present significant risks to social and emotional wellbeing (SEW), particularly if not proactively addressed (Rice et al. 2021).

Social and emotional wellbeing refers to the capacity to manage emotions, form relationships, cope with challenges, and function positively in social contexts (Australian Institute of Health and Welfare [AIHW], 2012). In this article, SEW refers to general social and emotional wellbeing and is used as a distinct concept from the Aboriginal and Torres Strait Islander model of social and emotional wellbeing (SEWB; Gee, Dudgeon, et al., 2014). The development of SEW in adolescence is a critical protective factor for long-term mental health, resilience, and academic success (Bernard & Stephanou, 2018; Galvan, 2017). Consequently, the primary to secondary school transition has been identified as a key window for preventative intervention (Rice et al., 2021; van Rens et al., 2018). However, while considerable research has examined the role of classroom teachers and orientation programmes in supporting students during this transition, the specific contributions of guidance counsellors (GCs) remain notably underrepresented in the literature (Hanley et al., 2020).

This gap is significant. In Australia, GCs are qualified educators with additional postgraduate training in counselling or psychology. They are uniquely positioned to support SEW through both universal and targeted interventions and are mandated to facilitate preventative and responsive wellbeing practices within school communities (Diocese of X Catholic Schools, 2020; Queensland Government Department of Education, 2020). Despite this, existing models of transition support rarely integrate GC practice in a meaningful or sustained way. Transition activities typically consist of isolated orientation days late in the school year, with limited continuity or embedded wellbeing support (Bagnall, 2020; Hanewald, 2013). For students with pre-existing vulnerabilities or limited support networks, such limited preparation may compound emotional distress and adjustment difficulties (Francis et al., 2021; Heinsch et al., 2020).

This study responds to a critical gap in understanding how GCs may actively support students’ SEW during the transition from primary to secondary school. Drawing on a qualitative case study conducted in a Catholic Prep–Year 12 school in rural Queensland, this research investigates the practices, perspectives, and challenges encountered by an experienced GC working with Year 6 and Year 7 students. This school provides a unique context in which both primary and secondary campuses are co-located, enabling a potentially seamless transition process.

The research is framed by the following guiding question: In what ways does a guidance counsellor provide social and emotional wellbeing support to primary students transitioning into secondary school? Two sub-questions further guide the analysis: To what extent is the GC involved in the transition process to support SEW? What future opportunities for GC-led support are perceived within this context?

By examining a real-world example of GC involvement across a full-year transition programme, this study contributes practical insights to the broader discourse on school-based SEW interventions. It also responds to recent calls for more nuanced, context-sensitive research into the diverse roles educators and allied professionals play in student development (Bagnall, 2020; Rice et al., 2021). Through descriptive and thematic analyses of interview and document data, this case study highlights the importance of systemic collaboration, tailored interventions, and developmental alignment in transition planning.

In doing so, this article offers three key contributions: First, it expands the evidence base on GC practice during a critical, yet underexplored, phase of schooling. Second, it proposes a model of indirect and direct SEW support that is responsive to the real-world constraints and possibilities of school contexts. Third, it suggests implications for future research and policy development, particularly in relation to the integration of GCs into whole-school transition planning. Ultimately, this research advocates for a reframing of the GC role as not only a reactive support but as a proactive partner in student development and school culture during the middle years.

In the Queensland context, guidance counsellors are dual-qualified educators with postgraduate counselling or psychology training and a preventative mandate to lead school-based wellbeing in partnership with staff and families. Their practice aligns with multi-tiered systems of support (MTSS), spanning universal (Tier 1), targeted (Tier 2), and individualised (Tier 3) interventions (Malecki & Demaray, 2007). This study therefore examines transition practice through an MTSS lens, focussing on how the guidance counsellor’s consultative and direct roles operate across tiers.

Literature Review

Transitioning from primary to secondary school is a complex developmental milestone often accompanied by significant shifts in identity, peer relationships, autonomy, and emotional regulation (Francis et al., 2021; Heinsch et al., 2020). Students may experience uncertainty, reduced belonging, and anxiety as they navigate unfamiliar environments, routines, and expectations (Hanewald, 2013; Quin et al., 2018). These challenges are intensified for students who experience social disadvantage, learning difficulties, trauma, or limited social support (Gee, Spencer, et al., 2014; van Rens et al., 2018).

Research consistently links successful school transition with social and emotional wellbeing (SEW), which encompasses the ability to manage emotions, relate to others, and function effectively in daily life (AIHW, 2012). Low SEW during early adolescence is associated with decreased school engagement, academic performance, and long-term mental health outcomes (Bernard & Stephanou, 2018; Galvan, 2017). As such, the transition period represents a critical opportunity for early intervention.

Current literature on school transition highlights the important role of classroom teachers in supporting SEW through orientation activities, pastoral care, and social skills programmes (Hanewald, 2013). These practices often include structured peer mentoring, in-class discussions, school tours, and relationship-building strategies. However, these are usually short-term and reactive rather than integrated within a developmental framework (van Rens et al., 2018). Furthermore, limited teacher training in SEW and competing curriculum demands may constrain the depth of support provided (Danby & Hamilton, 2016).

Guidance counsellors (GCs), who in the Australian context are dual-qualified as teachers and mental health practitioners, are positioned to support students’ SEW across individual, group, and whole-school levels (Queensland Government Department of Education, 2020). GCs can implement a multi-tiered systems of support model of intervention (MTSS), consult with staff, liaise with families, and respond to complex psychological and behavioural needs (Malecki & Demaray, 2007). Despite their comprehensive role, GCs are rarely central to transition planning in practice or research (Bagnall, 2020; Hanley et al., 2020).

Guidance counsellors occupy a distinct position at the intersection of pedagogy and mental health. Role descriptions emphasise comprehensive, preventative, and developmental support delivered with and through school communities, including counselling, staff consultation, and system-level planning. In Queensland Catholic and state systems, GCs are experienced, registered teachers who also hold specialist counselling or psychology qualifications and are tasked with facilitating proactive, preventative practices that promote student SEW.

In school psychology and whole-school wellbeing, these functions are typically organised through multi-tiered systems of support (MTSS/RTI), in which Tier 1 encompasses universal teaching and routines, Tier 2 provides targeted assistance for emerging needs, and Tier 3 delivers individualised interventions. Within this structure, GCs frequently lead or advise across tiers, with direct involvement concentrated at Tiers 2 and 3 and consultative support at Tier 1. However, the transition literature has historically foregrounded teacher-led orientation activities and short-term events, with limited sustained attention to GC practice as a year-long, whole-school process. Many studies rely on snapshots immediately before or after transition, and few are longitudinal, which narrows insight into consultative GC work and systemic change across a full year. This under-representation of GC-led, system-level practice contributes to a weak theoretical account of counsellor roles in transition, including how schools balance universal pastoral structures, targeted supports, and individualised responses. Addressing this gap requires case-based analyses that track GC practice across tiers and time.

The limited literature that addresses GCs’ involvement during school transition suggests that their contributions are often fragmented, underutilised, or confined to crisis response. This underrepresentation persists despite policy frameworks that mandate their involvement in preventative and developmental wellbeing support (Diocese of X Catholic Schools, 2020; Queensland Guidance and Counselling Association, 2019). Moreover, while some studies acknowledge that successful transition involves collaboration across staff roles, few explore how GCs contribute to such efforts in structured and sustainable ways (Wigfield et al., 2005).

Existing research often treats transition as a single-point event rather than an extended process, focussing on orientation activities rather than longitudinal programmes (Bagnall, 2020). Moreover, the voices of GCs themselves—regarding their experiences, challenges, and professional judgment—are largely absent. This omission limits understanding of how schools can harness GC expertise to build coherent SEW support structures. There is also a lack of practical guidance on integrating GCs within school-wide transition models that address varying student needs across a tiered continuum.

This study addresses the literature gap by exploring the practices of one experienced GC in a Prep–Year 12 school context that offers an extended, year-long transition programme. It investigates how GC involvement is embedded across universal, targeted, and intensive supports, and how SEW is integrated within school policy and culture. By centring the practitioner voice and using a case study methodology, this research offers insight into how SEW strategies may be implemented proactively and collaboratively within real-world school settings. Accordingly, there remains limited description of GC-led, developmentally aligned transition models implemented across an entire school year and mapped to MTSS tiers. The present study responds to this gap by examining a GC’s direct and consultative roles across universal, targeted, and individualised supports in a whole-school, year-long transition approach.

Method

This study employed a qualitative instrumental case study design (Stake, 1995; Yin, 2014) to explore how a GC supported students’ SEW during the primary to secondary school transition. Case study methodology was selected to enable in-depth examination of practice within a bounded, real-world context and to generate transferable insights rather than generalisable claims (Creswell, 2013).

The research was informed by a social constructivist interpretive framework, privileging subjective meanings derived from the participant’s lived experience and interactions within their educational context. This approach was appropriate given the focus on how the GC interpreted and enacted SEW support practices within a specific school environment (Creswell & Creswell, 2017).

The participant was a qualified GC with over 15 years of experience across educational and clinical settings, employed at a mid-sized rural Catholic Prep–Year 12 school in Queensland, Australia. The school serves approximately 400 students, most of whom come from medium socioeconomic backgrounds. The school comprised many children in care, students who had experienced trauma, and other students with diverse backgrounds who experienced low SEW. The majority of the students beginning Year 7 had completed Year 6 in the school’s primary setting, which provided continuity but also shaped the support needs during the transition from primary to secondary school.

This site was selected as a reputational case (Punch & Oancea, 2014), reflecting a school known for embedding transition support across a full academic year and for the GC’s recognised expertise in whole-school wellbeing planning. This GC was directly involved in developing and advising on transition strategies in partnership with leadership, teaching, and pastoral staff. This includes the promotion of universal wellbeing within the classroom routines, with teachers implementing GC-advised strategies including reminders, coping tips and mechanisms, and wellbeing routines, to assist in building SEW skills across the schools. Furthermore, the GC provided auxiliary support to teaching staff who were managing the transition programme while also regularly meeting with the Student Welfare Committee to plan and review SEW support (School X, 2022). These meetings functioned as both professional development and consultative training spaces, enabling teachers to apply SEW informed practices. In addition, the GC promoted clear communication between primary and secondary teachers about the wellbeing needs of students, which assisted staff in understanding developmental expectations, student anxiety, and social skills requirements during the transition period. Finally, in collaboration with the leadership team, the GC developed scope and sequence documents to further guide teachers in the implementation of SEW practices.

The GC’s approach to supporting these initiatives was informed by a multi-tiered system of system model, guiding universal, targeted, and individualised SEW interventions (Malecki & Demaray, 2007; Queensland Government Department of Education, 2020). Development and ecological theories (Bronfenbrenner, 1979; Erikson, 1968) further underscored the interplay of individual and systemic factors, aligning the GC’s work with whole-school, evidence-informed wellbeing policies (Diocese of X Catholic Schools, 2020).

Data were collected through a semi-structured, one-hour Zoom interview with the GC, conducted in March 2022 by the principal researcher, shortly after the annual transition process had commenced. Although the interview took place early in the school year, the participant reflected on several years of experience implementing the school’s transition approach, drawing on established practices rather than a single transition cohort. The interview explored the GC’s perceptions, actions, and reflections regarding SEW support, and allowed for elaboration on specific school practices. An interview protocol with open-ended guiding questions was used to ensure consistency while allowing flexibility (Lewis-Beck et al., 2004). To ensure consistency, reliability, and trustworthiness throughout the interview process, a semi-structured interview guide was employed. This guide included substantive focus points outlining potential topics and questions. The semi-structured interview format facilitated flexible conversational engagement and active listening with the participant, allowing the researcher to gather an in-depth and specialised understanding of what occurred within the participant’s school environment (Punch & Oancea, 2014). All interview data were de-identified and securely stored in accordance with University of Southern Queensland’s Research Data Management policy, and pursuant policies and procedures, and the Australian Code for the Responsible Conduct of Research.

To triangulate the findings and strengthen credibility, relevant school and diocesan documents were also reviewed. These included the school’s strategic plan, pastoral care framework, student wellbeing procedures, and the GC role description.

Ethics approval was granted by the University of Southern Queensland Human Research Ethics Committee (H21REA300). The participant provided written informed consent after reviewing a plain language information statement. All identifiable data were anonymised, and the school is referred to as “School X.”

Interview data were transcribed verbatim and analysed using a combined descriptive and thematic analysis approach (Braun & Clarke, 2006; Creswell & Creswell, 2017). First, a descriptive coding process identified broad categories aligned with the research questions. These codes were then refined into higher-order themes and subthemes through iterative reading and abstraction. A parallel document analysis contextualised the findings within the school’s official policies and procedures. Coding and theme refinement were informed by an MTSS/RTI frame to locate practices at universal, targeted, or individualised levels, consistent with the study context.

Trustworthiness was established through member checking (participant review of transcript), thick description of the case context, and transparency in the analytic process. Researcher reflexivity was maintained throughout, with memos used to bracket assumptions and consider potential bias (Cohen et al., 2017).

As a single-case design, this study does not claim generalisability to all school settings. However, the depth of insight offered through triangulated data and rich contextual description provides a useful model for other educators and school psychologists seeking to strengthen SEW supports in transition processes.

Results and Discussion

This case study explored the role of one guidance counsellor (GC) in supporting students’ social and emotional wellbeing (SEW) during the transition from primary to secondary school at a Catholic Prep–Year 12 school, drawing on the counsellor’s reflections on several years of implementing the school’s transition model. Two major themes were identified through thematic and descriptive analysis: (1) structured school-based transition practices, and (2) the significance of whole-school collaboration. These are discussed below, with subthemes and illustrative excerpts.

Structured School-Based Transition Practices

Year-Long Orientation as a Protective Strategy

A central feature of School X’s transition model was the implementation of a year-long orientation programme (see Figures 1). Rather than relying on brief, one-off transition days, Year 6 students gradually familiarised themselves with the secondary campus through scheduled classes, teacher interactions, and routine-based exposure.

Figure 1.

Year-long transition process timeline and guidance counsellor involvement within a MTSS framework.

This continuity enabled the GC and teaching staff to build trusting relationships and observe student readiness over time.

This gradual release across the year . . . gave them the chance to get to know the campus and routines before the change became overwhelming. (GC)

In addition to campus-based orientation activities, transition practices at School X included participation in school camps and excursions. These events provided structured opportunities for social connection, emotional regulation, and relationship-building in less formal contexts, supporting students to practise SEW skills alongside peers and staff prior to entering secondary school full time. The inclusion of camps within the broader transition programme extended SEW-focussed support beyond the classroom and contributed to continuity across academic and pastoral settings.

This extended transition aligns with research highlighting the value of progressive and embedded approaches over isolated transition activities (Hanewald, 2013; van Rens et al., 2018). Predictable, scaffolded exposure appeared to reduce anticipatory anxiety and increase students’ sense of competence, supporting the development of autonomy and mastery, which are critical developmental goals during early adolescence (Geldard et al., 2019).

Vertical Pastoral Care as a Continuity Mechanism

The school’s vertical house system provided an additional layer of psychosocial support. Each pastoral care (mentor) group included approximately 20 to 23 students with three or four students drawn from each secondary year level, and one mentor allocated per group. This enabled younger students to form meaningful connections with older peers. Daily check-in session were held by Pastoral Care teachers with the students, which involved these interventions involved teachers providing “ . . . reminders, some pointers, tips . . . ” students could easily incorporate and “ . . . embed into day-to-day practice . . .,” which assisted in the embedding of SEW-focussed discussions into routine school life.

This structure served two purposes: it cultivated a culture of belonging—an established protective factor for adolescent SEW (Quin et al., 2018)—and provided the GC with a mechanism to disseminate Tier 1 wellbeing strategies via mentor teachers.

The mentor teachers were key. They could pick up small things early and act quickly with students they saw every day. (GC)

Research suggests that such distributed wellbeing models enable early identification of emerging issues and foster school-wide responsiveness (Rice et al., 2021). The GC’s ability to influence daily wellbeing culture through indirect support (e.g. training and strategy-sharing) was a key feature of their effectiveness in this context.

Multi-Tiered Systems of Support Across the Transition Process

A multi-tiered systems of support model underpinned SEW support at School X. The GC described Tier 1 (universal) supports delivered through routine classroom and mentor teacher practices, Tier 2 (targeted) supports for students with mild to moderate difficulties, and Tier 3 (individualised) interventions for students experiencing more significant distress (see Figure 1).

The GC’s work spanned all tiers of support, with particular prominence at Tiers 2 and 3 (see Figure 1). Their role included providing tailored strategies, consulting with teachers, and coordinating referrals to outside support agencies and professionals. For instance, students with executive functioning difficulties or heightened anxiety were supported through targeted adjustments such as colour-coded timetables, classroom-based mentoring, and parent liaison. In addition, practices and processes were in place to identify students in need of SEW support, and through the school referral system, teachers advised the GC of students’ SEW difficulties (Diocese of X Catholic Schools, 2020). By situating GC activity across MTSS tiers, these findings extend transition literature that has tended to emphasise short-term, teacher-led orientation events (Hanewald, 2013; van Rens et al., 2018). The mapping clarifies where GC practice is direct versus consultative and demonstrates how a year-long model can embed prevention, targeted support, and individualised care within whole-school structures.

Sometimes, the support didn’t need to come from me directly. I’d help the teacher find the right approach, and that was often more sustainable for the student. (GC)

This reflects the GC’s position as both an interventionist and consultant, consistent with systemic counselling models (Malecki & Demaray, 2007). The GC also acted as a liaison point between students, families, and external providers when concerns exceeded the school’s scope—a critical function for continuity of care (Cooper et al., 2016).

Whole-School Collaboration and Contextual Challenges

Staff, Family, and Community Involvement

The GC emphasised that transition-related SEW support was most effective when shared across stakeholders. Teachers were typically the first to notice emerging difficulties, and the GC relied on timely referrals to provide support. The GC also highlighted the importance of consistent messaging between school and home.

It’s not just about preparing students—it’s preparing families, too. They need to know what to expect so they can support their child’s development at home. (GC)

Collaborative models of SEW support are strongly endorsed in the literature (Darling-Hammond & Cook-Harvey, 2018; Lam & Hui, 2010). The case study confirms that parent engagement and intra-school communication are critical enablers of successful transition experiences. Proactive communication ensured alignment of expectations and helped prevent escalation of student distress.

Barriers to SEW Support During Transition

Despite the strong foundational structures, several barriers limited the GC’s capacity to engage more deeply in the transition process. First, time constraints and role overload were recurrent challenges:

I’d love to be more directly involved, but often I’m managing referrals or working with students in crisis. That leaves little time for preventative work. (GC)

This reflects broader concerns within the field regarding the increasing scope of GCs’ responsibilities and the mismatch between policy expectations and practical capacity (Hanley et al., 2020; Queensland Guidance and Counselling Association, 2019).

Secondly, developmental mismatch between student needs and school expectations emerged as a persistent issue. The GC noted that some Year 7 expectations—such as complex timetable navigation and seated lunchtime socialisation—may not align with the cognitive or social maturity of 11- to 12-year-olds.

A few months ago, they were playing on the monkey bars. Now we expect them to sit and have sophisticated conversations at lunch. That’s a big jump. (GC)

These insights echo research on developmental readiness and the risks of early adolescent disengagement when support is not matched to students’ age and stage (Galloway, 2011; Hanewald, 2013). The GC advocated for context-sensitive transition planning that accounts for such developmental considerations.

Additionally, students transitioning from external schools were identified as a group particularly vulnerable to adjustment difficulties. Without the benefit of year-long orientation, these students often struggled with unfamiliar routines and social integration, requiring targeted intervention.

Opportunities for Improvement and Innovation

The GC proposed several recommendations to strengthen SEW support for transitioning students:

1. Physical Play Opportunities: The absence of play spaces on the secondary campus was highlighted as a missed opportunity for social skill development and emotional regulation.

2. Student Voice in Transition Planning: The GC advocated for involving Year 6 students in shaping transition processes through surveys or student panels, in line with youth-centred practice principles (Francis et al., 2021).

3. Evaluation and Data Collection: Establishing baseline and follow-up measures of students’ SEW during the transition was recommended to assess programme efficacy and inform future improvements.

These recommendations reflect the GC’s dual identity as a practitioner and systems-thinker. They align with international calls for data-informed, student-centred SEW frameworks in schools (Bagnall, 2020; Block & Kuckertz, 2018).

Implications for Practice and Policy

The findings from this study offer several implications for schools, guidance counsellors, and system-level policymakers seeking to strengthen social and emotional wellbeing (SEW) support during the transition from primary to secondary school.

Embedding Guidance Counsellors Within Multi-Tiered Transition Planning

Schools should intentionally embed guidance counsellors within transition planning frameworks aligned to multi-tiered systems of support (MTSS/RTI). Rather than positioning guidance counsellors primarily as reactive responders, their expertise can be leveraged across Tier 1 (universal), Tier 2 (targeted), and Tier 3 (individualised) supports. This includes contributing to whole-school transition design, advising teachers on universal SEW strategies, and coordinating targeted interventions for students requiring additional support.

Allocating Time for Preventative and Consultative Practice

Effective MTSS implementation requires adequate time for guidance counsellors to engage in preventative and consultative work. System-level resourcing should recognise the time-intensive nature of collaboration with teachers, leadership teams, and families, particularly during transition periods. Dedicated time allocation enables guidance counsellors to support Tier 1 practices, strengthen early identification at Tier 2, and sustain individualised Tier 3 interventions where required.

Strengthening MTSS-Aligned SEW Structures

This case study reinforces the value of MTSS/RTI frameworks in structuring SEW support during school transitions. Clear delineation of roles across tiers supports consistency, reduces reliance on crisis-driven responses, and promotes continuity of care. Schools are encouraged to explicitly map transition practices to MTSS tiers, ensuring that universal transition activities are complemented by targeted and individualised supports as student needs emerge.

Designing Developmentally Responsive Transition Environments

Transition practices should reflect the developmental needs of early adolescents. Within an MTSS framework, universal structures (Tier 1) such as routines, pastoral care systems, and physical environments should be developmentally appropriate, while targeted (Tier 2) and individualised (Tier 3) supports address variability in students’ emotional, social, and cognitive readiness for secondary schooling.

Using Data to Inform Tiered Transition Support

Although this study did not evaluate outcomes, it highlights the importance of data-informed decision-making within MTSS-aligned transition planning. Schools are encouraged to adopt simple, scalable approaches to monitoring SEW before, during, and after transition, enabling timely movement between tiers and supporting responsive adjustments to transition practices.

Limitations

While this study offers rich insights into the role of guidance counsellors in supporting student wellbeing during school transitions, several limitations must be acknowledged. Most notably, this study did not include pre- and post-transition measures of students’ social and emotional wellbeing, nor did it involve longitudinal data collection. As a result, the findings do not evaluate the effectiveness or impact of the transition practices described, but instead provide a descriptive, practice-focussed account of how guidance counsellor support was conceptualised and enacted within a specific school context.

As a single-site, single-participant case study, the findings are necessarily context-specific and may not be generalisable to schools with different structural, cultural, or demographic characteristics. The study relied on self-reported data from one guidance counsellor, which, while offering valuable practitioner insight, may reflect individual perspectives shaped by professional experience and institutional context. In addition, the absence of student and family perspectives limits understanding of how the transition process was experienced by those most directly affected.

Future research incorporating multiple perspectives, diverse school settings, and longitudinal designs would strengthen the evidence base and enable evaluation of the outcomes and impact of guidance counsellor–led transition practices. Such research would support the development of more robust, evidence-informed models of social and emotional wellbeing support during the transition to secondary school.

Conclusion

This case study examined how a guidance counsellor (GC) supported students’ social and emotional wellbeing (SEW) during the transition from primary to secondary school within a Catholic Prep–Year 12 school. The findings illustrate the value of a whole-school, year-long transition model in which guidance counselling is embedded across preventative, targeted, and responsive supports within a multi-tiered system of support (MTSS).

Through both direct and consultative roles, the guidance counsellor contributed to transition practices that extended from Year 6 into Year 7 and operated across classroom, pastoral, and school-wide structures. Extended orientation processes, vertical pastoral care, and collaborative planning emerged as key protective factors that supported continuity, belonging, and developmentally responsive care during a critical period of educational change.

Overall, this study highlights the importance of positioning guidance counsellors as proactive contributors to transition planning rather than solely as crisis responders. When enabled through collaborative structures and aligned systems of support, guidance counsellors are well placed to bridge pastoral care and psychological wellbeing in ways that support smoother, more sustainable transitions for young adolescents.