Barriers to School Counseling: Adolescent Mental Health Help-Seeking in a Tokyo International School
Sophie Williams
Mita International School of Science, Tokyo, Japan
Publication date: November 20, 2025
Mita International School of Science, Tokyo, Japan
Publication date: November 20, 2025
DOI: http://doi.org/10.34614/JIYRC2025II29
ABSTRACT
Despite rising rates of adolescent mental distress in Japan, school-based mental health support remains underutilized. Building on a pilot study, this research examined adolescents’ attitudes toward school counselors in comparison to alternative sources of help. Thirty-four students (aged 15–18) at a Tokyo international school completed an online survey that combined Likert-scale ratings with open-ended responses. Quantitative results showed that school counselors were the least preferred support source (M = 1.71), while family and online resources were most favored (M = 3.19). Thematic analysis revealed perceptions of counselors as inaccessible, lacking confidentiality, and perceived as “strangers,” in contrast to the trust in family, friends, professionals, or anonymous online platforms. No significant differences emerged by gender, age, or cultural background, suggesting institutional barriers outweighed demographic factors. These findings underscore the need for interventions that enhance counselor visibility, clarify confidentiality, and integrate digital support within schools to improve the effectiveness of school counseling services.
Despite rising rates of adolescent mental distress in Japan, school-based mental health support remains underutilized. Building on a pilot study, this research examined adolescents’ attitudes toward school counselors in comparison to alternative sources of help. Thirty-four students (aged 15–18) at a Tokyo international school completed an online survey that combined Likert-scale ratings with open-ended responses. Quantitative results showed that school counselors were the least preferred support source (M = 1.71), while family and online resources were most favored (M = 3.19). Thematic analysis revealed perceptions of counselors as inaccessible, lacking confidentiality, and perceived as “strangers,” in contrast to the trust in family, friends, professionals, or anonymous online platforms. No significant differences emerged by gender, age, or cultural background, suggesting institutional barriers outweighed demographic factors. These findings underscore the need for interventions that enhance counselor visibility, clarify confidentiality, and integrate digital support within schools to improve the effectiveness of school counseling services.
