Abstract:
The necessity for school-based psychosocial support (SBPSS) provision has become a fundamental
issue in global education systems. However, for many schools in Lesotho, and in other Sub-Saharan
countries, there seem to be no clarity on the position of guidance and counselling (GC) in school
psychosocial support (PSS) undertakings. This paper considers G/C as an essential component of
psychosocial support provision in schools, and argues that G/C should be well positioned so that it
becomes the core component of PSS activities. The paper intents to address issues raised by
international research that against the backdrop of ever increasing complex societal challenges that
impact negatively on school going population and school life in general, there is need strengthen G/C
as part of PSS activities. The interplay of the various challenges often makes the adverse experiences
more complex, subsequently causing adjustment disorders among students. Underpinned by
asset-based approach and relational leadership theory, this study employed qualitative semi-structured
questionnaires, online free attitude interviews and focus group discussions to explore teachers’
perspectives on possibilities for positioning GC as the core component of SBPSS. This study uncovered
various factors contributing to undecided position of GC. The study concluded that schools need to tap
into asset-based approach to strategically position GC in SBPSS undertakings.
