Parents, teachers, and counselors often see different sides of the same child. As a result, these adults need to share information and work together. However, some traditional school characteristics can make this cooperation more difficult. Therapeutic schools, with smaller class sizes and lower student-to-counselor ratios, are designed to maximize collaboration among families, counselors, and teachers.
This article explains why cooperation between teachers, counselors, and parents matters. It also describes how therapeutic schools such as Academics West promote communication among these teams.
Why Do Teachers, Parents, and Counselors Need Each Other’s Observations?
Teachers, counselors, and parents need to communicate because each sees a different side of the same student. As a result, although each sees the child in one context, each is missing part of the picture. When these adults share information, everyone gets a fuller, clearer picture of the child.
Teachers
Teachers observe the student during the school day. That gives them a great opportunity to see a child’s academic strengths and weaknesses. They can also see how the student responds when information is being taught and which circumstances seem to trigger emotional issues. Teachers may also notice when a child:
- Has difficulty focusing in class
- Has executive functioning or other organizational issues
- Avoids certain subjects or assignments
- Has difficulty interacting with peers
- Struggles with transitions or changes during the school day
- Shows changes in their behavior or motivation
Counselors
Counselors work with students in groups or one-on-one settings. As they work with students, counselors encourage them to talk about their thoughts and feelings. A child might open up to a counselor about anxieties or fears that they aren’t yet comfortable sharing with others.
Getting a child to talk is just the beginning. Once a counselor understands why a student might be behaving a certain way, they can help the student develop a plan to address it.
Parents and Guardians
While teachers see students during the school day, parents can provide insight into what happens before and after school. They can also let teachers and counselors know about illnesses or changing family circumstances. Parents can also provide information about a student:
- Taking much longer than normal to complete homework
- Needing extensive help from parents to finish homework
- Avoiding all homework or particular subjects
- Having emotional meltdowns at home
- Losing assignments, permission slips, or other papers between home and school
- Having difficulty organizing their assignments or materials
- Becoming anxious on Sunday evenings or near the end of school breaks
- Asking to stay home from school (school refusal)
- Having trouble eating or sleeping
How Does Parent-Teacher-Counselor Collaboration Work in Traditional Schools?
Parents and teachers at traditional schools often work together. Of course, they also have traditional parent-teacher conferences. Between scheduled conferences, teachers usually contact parents when they notice major changes. Similarly, parents can tell teachers about shifts at home.
New York law requires parents and teachers at traditional schools to collaborate with counselors. Teachers often refer students to a counselor when there are serious emotional or behavioral issues. Counselors may also help teachers develop strategies to address specific issues.
Parents, teachers, and counselors may also work together to help children through major academic or personal transitions, such as divorce, death, or switching schools.
How Do Therapeutic Schools Promote Collaboration Between Parents, Teachers, and Counselors?
As noted, parents, teachers, and counselors at traditional schools work together. However, certain forces can create communication issues.
Regarding teacher-parent conversations, teachers at traditional schools often feel pressure to do many tasks in a short time. These time constraints are likely worsened by the current NYCPS student-to-teacher ratio of 23:1, far higher than the recommended 15:1. These time pressures force teachers to prioritize urgent concerns and major issues over regular outreach to parents.
Similar issues arise in teacher–counselor communication. Like teachers, counselors in traditional schools can be overwhelmed. The New York City Comptroller reports that over half of NYCPS schools fall below the recommended student-to-counselor ratio of 250:1, making it harder for them to follow up with teachers on how their recommendations are progressing.
Structure is also an issue. Counselors at traditional schools usually don’t come into the classroom. As a result, students who need counseling often miss academic instruction.
By contrast, therapeutic schools are designed to improve communication and collaboration. First, therapeutic schools have smaller student-teacher and student-counselor ratios, which helps the adults focus on each child’s needs. Second, therapeutic schools often require or encourage teachers and counselors to meet regularly. This keeps information from slipping through the cracks. Third, counseling and social-emotional learning are incorporated into the school day. This not only gives counselors a chance to observe students in the classroom but also to reinforce emotional and behavioral skills during stressful situations. Finally, the individual focus and attention make it easier for teachers and counselors to see strengths and weaknesses and communicate them to parents.
Frequently Asked Questions About Cooperation Between Parents, Teachers, and Therapists
- Can a student see an outside therapist while attending a therapeutic school? Can the school communicate with that therapist?
Yes and yes. However, because of federal laws such as HIPAA and FERPA, teachers and counselors will likely need parents to sign release forms to communicate with outside therapists.
- Do therapeutic schools offer group counseling?
Many therapeutic schools offer both group sessions and individual counseling.
- Does a student need an IEP to receive counseling support at a private therapeutic school?
No. Counseling can be part of an IEP (Individualized Education Program under the IDEA), but it can also happen without an IEP.
- Can the amount or frequency of counseling change during the school year?
Certainly. As a child’s academic and behavioral needs change, the type and amount of counseling that they need may also change.
How Academics West Promotes Cooperation Between Families, Teachers, and Therapists
At Academics West, we are committed to communication and cooperation. Our teachers and counselors meet each week to discuss student progress. We also believe communication with families is crucial to student success.
If you believe your child could thrive in this environment, we invite you to learn more about Academics West by calling 212-580-0080, booking a call with an admissions coordinator, or scheduling an in-person visit to our Upper West Side campus.