CBSE’s New Counselling Policy: The mental and emotional well-being of students has become a growing concern in modern education, especially with increasing academic pressure, competitive environments, and career-related stress. Recognising this reality, the Central Board of Secondary Education has taken an important initiative to improve psychological support and career guidance systems in schools. The newly revised counselling norms aim to create a structured, professional, and student-centric support framework that addresses both emotional health and future planning needs.
In recent years, schools have been witnessing a rise in stress-related issues among adolescents. Academic expectations, peer pressure, social media influence, and uncertainty about career paths often lead to anxiety, low self-esteem, and emotional imbalance. Students in secondary and senior secondary classes are particularly vulnerable, as these years play a crucial role in shaping their personalities and life choices. The updated counselling norms reflect a deeper understanding of these challenges and highlight the need for consistent emotional and psychological support within the school ecosystem.
Under the revised guidelines, all affiliated secondary and senior secondary schools are required to appoint wellness teachers, also referred to as socio-emotional counsellors, along with dedicated career counsellors on a full-time basis. This step ensures that students have easy and regular access to professional guidance within the school premises, rather than depending on occasional or external support.
The board has clearly defined the required counsellor-to-student ratio. Schools must now appoint one wellness counsellor and one career counsellor for every 500 students studying in Classes IX to XII. This structured ratio allows counsellors to give sufficient attention to individual students, understand their concerns, and provide meaningful interventions when needed.
For schools with a higher number of students, these norms bring a significant operational change. For example, an institution with 1,500 students in the specified classes will now need to appoint at least three wellness counsellors and three career counsellors. While this may require additional investment and planning, it ultimately strengthens the internal support system of the school. A well-staffed counselling department can proactively identify emotional issues, prevent serious mental health concerns, and guide students toward informed academic and career decisions.
The revised policy also maintains flexibility for schools with smaller student populations. Institutions with fewer than 300 students are still permitted to appoint counsellors on a part-time basis. This provision acknowledges the practical and financial limitations of smaller schools while still ensuring that students have access to professional counselling services. It strikes a balance between quality support and realistic implementation.
To ensure consistency and quality in counselling services, the board has made capacity-building programmes mandatory for all appointed counsellors. Every counsellor must complete 50 hours of structured training as prescribed by the board. These programmes focus on psycho-social counselling and career guidance, helping professionals stay updated with modern counselling techniques, student behaviour patterns, and career trends.
This standardised training framework ensures that students across different schools receive guidance of similar quality, regardless of location or institution size. It also helps counsellors develop practical skills to handle sensitive situations, emotional crises, and career-related confusion effectively.
Another key aspect of the revised norms is the emphasis on academic qualifications. Counsellors are now required to have formal education in psychology, social work, school counselling, or social-emotional learning. This requirement ensures that only trained and competent professionals are responsible for students’ mental well-being and career planning.
By prioritising qualified professionals, schools can build trust among students and parents. It also reduces the risk of unscientific advice or poorly handled emotional concerns, which can sometimes do more harm than good.
The introduction of structured counselling services offers long-term benefits. Students gain emotional resilience, better coping mechanisms, and clarity about their future goals. Regular interaction with counsellors helps in early identification of learning difficulties, behavioural issues, and emotional distress.
For schools, these norms contribute to a healthier academic environment, improved student performance, and reduced disciplinary issues. Over time, strong counselling systems can enhance a school’s reputation, as parents increasingly value institutions that prioritise holistic development alongside academic excellence.
Overall, the revised counselling norms represent a progressive shift in the education system. By integrating mental health support and career guidance into the core structure of schools, the board has acknowledged that student success is not defined solely by exam results. Emotional stability, self-awareness, and informed decision-making are equally important for shaping confident and capable individuals.
As schools adapt to these changes, the focus on student well-being is expected to create a more balanced, supportive, and future-ready learning environment.
