O-100 Voices from the counselling room: understanding burnout among school counsellors in Guyanese schools

Methods: The study population comprised practising counsellors from public and private primary and secondary schools in selected regions, purposively sampled to vary in years of experience, school level, and urban–rural location. Data were generated through in-depth semi-structured interviews conducted at times and locations convenient for participants, audio-recorded, transcribed verbatim, and guided by an interview schedule on sources, manifestations, impacts, and coping with burnout; field notes captured additional contextual observations. Narrative transcripts were analyzed iteratively using thematic analysis to identify and refine core themes on emotional and organizational demands, exhaustion, and coping responses.

Results: Counsellors reported that burnout stemmed from intense emotional labour, large and complex caseloads, extensive non‑counselling duties, and limited organisational support, resulting in profound exhaustion and reduced professional efficacy. Perceived support varied, with some urban counsellors reporting greater access to collegial networks and supervision than those in rural settings. Protective factors such as faith, collegial relationships, and personal coping routines were noted but were often informal, inconsistently available, and insufficient to counter systemic drivers of burnout.

Conclusion: This study revealed that school counsellors in Guyanese schools experience burnout as a cumulative, deeply personal strain arising from heavy emotional labour, role overload, and limited institutional support, underscoring the urgency of structured supervision, manageable workloads, and intentional wellbeing initiatives tailored to their realities.