[01] Alice Wambui, Department of Gender and Development Studies, Kenyatta University, Nairobi, Kenya.

The emotional and psychological status of many learners in the 21^st century has been vastly affected by various aspects including substance abuse, domestic poverty, teenage issues, physical disabilities, domestic violence and early pregnancy among others such factors. The consequences of this distress are dire and far-reaching. Various strategies have been enacted by the education sector in an attempt to address issues that affect students. On top of these strategies featured the strengthening guidance and counseling services in schools. Despite these efforts, indiscipline in schools is still on the increase. This thus casts a shadow of doubt on the effectiveness of the guidance and counselling services in Kenyan schools. This study thus sought to effectiveness of guidance and counseling services in secondary schools in Kenya. This study was conducted in Githunguri sub-county, Kiambu County. The sub-county had a total of 30 public secondary schools which formed the target population. In addition, all the 147 teachers in the guidance and counselling departments in the schools were included in the study. From the population, the study sampled 15 schools and thus the total sample size yielded a total of 555 respondents. Quantitative data was obtained from the respondents using closed-ended questionnaires while secondary data was collected from observation and other available records. The results showed that there is an unequal representation among teacher counsellors with a greater majority being females. In addition, the teachers indicated that the time allotted for guidance and counselling sessions was too short and inappropriate as the sessions were scheduled during lunch break or at the end of the lesson after school at 4.00 pm. Moreover, the guidance and counselling sessions were not frequent since in most schools, the session were held when need arose. The findings further indicated that only a few students sought counselling. In general, the teachers appeared skeptical as to whether students’ issues were resolved through guidance and counselling. This was attributed to several factors the main being heavy workload by both teachers and students which could have made it difficult to accomplish effective guidance and counselling. Based on the findings of the study recommends that more time should be set aside for counselling of students. Finally, in-service courses should be held for teachers in guidance and counselling on gender issues.

Guidance, Counselling, Emotional Distress, Psychological Distress

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