A systematic literature review exploring the evolving roles of school psychologists, counsellors and guidance officers in Australia: Insights using a multi-tiered system of supports framework

Article


Leslie, Rachel and Oberg, Glenys. 2025. "A systematic literature review exploring the evolving roles of school psychologists, counsellors and guidance officers in Australia: Insights using a multi-tiered system of supports framework." Journal of Psychologists and Counsellors in Schools. https://doi.org/10.1177/20556365251334771
Article Title

A systematic literature review exploring the evolving roles of school psychologists, counsellors and guidance officers in Australia: Insights using a multi-tiered system of supports framework

ERA Journal ID6114
Article CategoryArticle
AuthorsLeslie, Rachel and Oberg, Glenys
EditorsOberg, G.
Journal TitleJournal of Psychologists and Counsellors in Schools
Number of Pages21
Year2025
PublisherSAGE Publications Ltd
Place of PublicationUnited Kingdom
ISSN1037-2911
1839-2520
2055-6365
2055-6373
Digital Object Identifier (DOI)https://doi.org/10.1177/20556365251334771
Web Address (URL)https://journals.sagepub.com/doi/10.1177/20556365251334771
Abstract

School psychologists, counsellors and guidance officers are integral to supporting student wellbeing and academic outcomes in Australian schools. This systematic literature review examines their roles within the Multi-Tiered System of Supports (MTSS) framework. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, conducting searches in SCOPUS, Web of Science and Informit databases for peer-reviewed articles and grey literature published between 2003 and 2024. The inclusion criteria focussed on studies involving Australian school psychologists, counsellors and guidance officers, emphasising their roles, duties and professional practices. Of the 48 records identified, 11 studies met the criteria and were included in the synthesis. Findings indicate these professionals play diverse roles, encompassing whole-school prevention programmes, teacher training, individual and group interventions, psychoeducational assessments and crisis management. Despite their significant contributions, role ambiguity and systemic barriers, including workload imbalances and limited professional development opportunities, constrain their effectiveness. These challenges hinder alignment with MTSS principles and limit proactive interventions. This review underscores the need for clearer role definitions, systemic support and collaborative frameworks to enhance the capacity of these professionals in fostering equitable educational and mental health outcomes for Australian students.

Keywordsrole description; School psychologist; school counsellor; guidance officer; multi-tiered systems of support
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390201. Education policy
390404. Educational counselling
Byline AffiliationsUniversity of Southern Queensland
University of Queensland
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