In international schools across the globe, advisory is becoming a crucial tool in supporting student wellbeing. Advisory refers to structured time in the school schedule for social-emotional learning, community building, and skill development, often in small group settings. While advisory focuses on proactive strategies like equipping students with tools to manage stress, build healthy habits, and navigate social dynamics, counseling often addresses more responsive needs such as anxiety, body image concerns, and transitions. As mental health challenges like depression and eating disorders continue to rise, both roles play a vital part in supporting students. Though distinct in focus, advisory and counseling go hand-in-hand: when we proactively teach students how to care for their mental and emotional health, we lay the groundwork for stronger learning, connection, and growth.
The proactive approach of advisory is brought to life in different ways across schools. At the American International School of Cyprus (AISC), students have a weekly advisory class. In groups of 15 or so, students follow a curriculum based on both academic and social-emotional subjects. Lessons are very interactive, often integrating a short informational session with a creative activity. For example, with a learning objective of confidence building, the advisor could go through the VIA classification of character strengths. This concept not only encourages celebration of differences, but helps redirect negative self-talk . Students identify the qualities they have and create a superhero with these strengths (perhaps Captain Comedy for a student who loves to make others laugh, or Gratitude Girl for the student who can appreciate the good in their life). As an extension, they can identify a weakness and create a method to overcome it (a shield to protect against insecurities, or a cape to increase confidence). Some days, students work on organizing study schedules, and other days they create a metaphorical or actual toolbox for handling stress. Small groups may act out hypothetical conflict scenarios, or pairs may design a poster on cyberbullying.
In contrast to the proactive nature of advisory, counselors take on a more responsive role, supporting students as specific concerns emerge. Depending on the age, issues that arise range from friendship challenges to body image. At AISC, counselors have an open-door policy and aim to create a safe space for all students. For example, during exam week, counselors see a rise in anxiety and self-harm. These situations may only require a few sessions, or they may need daily check-ins and an outside referral. Sometimes the work is done one-on-one and sometimes in small groups. Counselors work on a case by case basis to ensure they’re giving each student the support they need. In addition to the day to day emotional support, counselors also play a key role in helping students navigate transitions, whether it’s moving schools, changing grades, or dealing with family dynamic or personal changes.
As counselors handle these responsive, individualized situations, the benefits of combining the advisory and counseling roles become clear, especially for smaller schools who may not have the resources for both advisory and counselors. It’s a great way for counselors to get in the classroom and connect with students to build relationships and trust. It also allows for observation of behaviors to see first-hand what's going on in terms of friendships, group work struggles, learning challenges, etc. The biggest benefit, however, is that the counselor gets ownership of important advisory topics based on their individual conversations with students. They are able to hone in on what’s happening in specific grade levels and adjust curriculum to fit those needs. Overall, combining roles establishes a strong connection between academics and mental health.
While combining the advisory and counseling roles offers clear benefits, it also presents important challenges that require thoughtful planning. Counselors may have less time for individual student support when also tasked with lesson planning and teaching. Navigating dual roles can complicate trust, especially if disciplinary action is needed. Additionally, the added responsibilities can lead to burnout. These risks, however, can be mitigated with intentional scheduling, such as biweekly advisory sessions, smaller group sizes, or increased teacher support for behavior management.
Some common themes between both roles are the need to build a trusting relationship, strong communication amongst the stakeholders, and increasing receptive capacity (the ability to accept the good and allow for positive events and interactions to affect us for the better). Whether a school is large enough to have a more expansive team or not, close collaboration between advisory and counseling departments results in improved wellbeing in international schools. By fostering this collective approach, we ensure that the emotional and mental health of our students is supported in all areas of their school life.
Tara Gabriel is a third-culture kid who grew up attending international schools around the world. After completing her bachelor’s degree in Conservation Biology at the University of Minnesota, she completed her practicum hours in Johannesburg, South Africa and earned her teaching certification through the University of Western Florida. She worked as an elementary teacher in Rio de Janeiro, Brazil before moving into middle school math and science in Nicosia, Cyprus. Tara then transitioned into the role of Grade 6-9 academic advisor and counselor at the American International School in Cyprus. She is working on furthering her education through Counselor Training Center (CTC) courses such as Mental Health and Wellbeing in International Schools.
