Integrative Counselling for Student Belonging in Secondary Schools

This literature review examines how integrative counselling can support students’ mental health, resilience, and sense of belonging in secondary schools within School District #73. Grounded in critical theory, progressivism, and Indigenous Métissage, the research advocates for a shift away from isolated, deficit-based models toward a relational, decolonized ecosystemic approach. Through collaborative practices, structural humility, and place-attentive professional development, the framework highlights how educators and counsellors can act as “weavers” of support networks to foster authentic cultural safety and student well-being.