“I can move on”: exploring bullied students’ perspectives on speaking to a school counselor—a mixed methods study

Bullying victimization is associated with mental health problems. While school counselors can play a key role in supporting bullied students, there is limited knowledge about how victims perceive and experience counseling. This study explored school counseling from the perspective of bullied students, focusing on (a) factors associated with engagement with school counselors, and (b) victims’ experiences of counseling process. A sequential explanatory mixed methods design was employed, comprising a quantitative survey (N = 1,091) and qualitative interviews with 20 bullied students.

Multiple logistic regression analyses showed that students were more likely to attend counseling if they had disclosed bullying to a teacher or parent, and if they had experienced more severe victimization. Reflexive thematic analysis of the interviews revealed that the quality of the counselor–student relationship was pivotal in shaping counseling experiences. A positive counselor–student alliance (characterized by shared goals, trust, and mutual understanding) was associated with beneficial outcomes, including emotional processing and the development of effective coping strategies. In contrast, a negative alliance (marked by disagreement on goals, forced participation, or premature termination of sessions) resulted in frustration and dissatisfaction among victims.

Findings from this study advance understanding of how bullied students experience school counseling, providing insights to help schools create an environment in which victims feel safe and supported when seeking help.