Small Group Counseling Helps Middle Schoolers Build Emotional Skills and Stronger School Connections
Across the United States, children spend more than 1,100 hours in school every year. That time shapes much more than grades—it influences emotional development, social confidence, and even how safe and supported students feel in their school environment. A new study from researchers at Florida Atlantic University (FAU) takes a close look at how structured small group counseling sessions can help middle school students who struggle academically or behaviorally. The results show clear improvements in emotional regulation, school connectedness, and overall perception of the school climate.
This research explored how the Student Success Skills (SSS) small group intervention—guided by the Advocating Student-Within-Environment (ASE) theory—helps sixth graders feel more engaged and supported. Instead of focusing only on test scores or academic outcomes, the study zooms in on what happens when students get a space where they are heard, respected, and guided in understanding their emotions and relationships.
What the FAU Researchers Did
The FAU team conducted a qualitative study during the 2023–24 school year. The participants were five sixth-grade students in the Southeastern United States who had been identified as being at academic or behavioral risk. These students took part in six weekly sessions led by a trained school counselor.
To fully understand each student’s experience, the researchers collected a wide variety of data, including:
- Pre-intervention and post-intervention interviews
- Session transcripts
- Field notes from the counselor and research team
- Drawings created by students
- Student reflections and counseling activities
Using thematic analysis, they identified the most consistent patterns in how students described their emotions, interactions, and perceptions of their school before and after the SSS intervention.
The SSS sessions focused on several key skill areas:
- Anger management
- Conflict resolution
- Goal setting
- Social problem-solving
- Self-management
Throughout the program, students also participated in role-playing exercises, practiced strategies like positive self-talk, and learned how to seek support from peers when confronted with emotional or interpersonal challenges.
What the Study Found
The researchers identified four major outcomes from the small group counseling program. Together, they paint a clear picture of how structured emotional support can shift a student’s entire school experience.
1. Stronger Anger Management and Conflict Resolution
Students learned practical strategies for managing frustration and regulating emotions. Tools like positive self-talk, slowing down before reacting, and seeking peer help gave them a sense of control. As sessions progressed, students demonstrated a clearer understanding of how to de-escalate conflicts rather than intensify them.
2. Growth in Academic and Life Skills
Beyond emotions, students also strengthened skills that affect academic success. This included:
- Setting achievable goals
- Breaking tasks into smaller steps
- Developing persistence
- Practicing time management
- Learning how to ask for help
These life skills directly support classroom performance and contribute to long-term resilience.
3. Increased Feelings of Safety and Connectedness
A major theme in the findings was a stronger sense of belonging. Students collaboratively created group norms and confidentiality agreements, allowing them to share openly without fear of judgment. This safe environment helped build trust and empathy among group members.
Importantly, students also reported feeling more connected to the larger school environment, not just the group. Their drawings showed a transition from neutral or negative depictions to ones filled with friendship, color, and motivation.
4. More Positive Perceptions of School Climate
By the end of the intervention, students viewed school as a more welcoming and supportive place. They described feeling seen and valued—not just as learners but as capable, compassionate contributors. Engagement in school activities increased, and students felt more comfortable participating in school life.
The overall message: when students feel understood and supported, academic and social improvements follow naturally.
Why the Advocating Student-Within-Environment (ASE) Theory Matters
The study is rooted in the ASE theory, which emphasizes understanding a student in relation to their environment—school, home, community, friendships, and personal challenges. Instead of focusing only on fixing behavior, ASE encourages educators to create environments where students are more likely to thrive.
This approach recognizes that emotional growth, peer connections, and supportive spaces contribute just as much to academic success as textbooks and homework.
In the context of the FAU study, ASE provided a framework for:
- Viewing students as whole individuals
- Recognizing the importance of relationships and community
- Encouraging collaborative norm-setting
- Helping students discover their strengths
The findings support the idea that counseling programs grounded in ASE can lead to long-term shifts in how students engage with school.
A Look at the Student Success Skills (SSS) Model
Because SSS is a key part of the study, it’s helpful to understand what this program is built to do. SSS is an evidence-based counseling intervention used in many schools across the U.S. It focuses on three core skill categories:
- Cognitive and metacognitive skills (like goal setting and progress monitoring)
- Social skills (like teamwork, communication, and peer support)
- Self-management skills (like emotional regulation and maintaining focus)
Schools often use SSS with students who need extra support adjusting socially or academically. Prior research has already shown its benefits, and this new study reinforces how effective it can be when delivered in small groups.
Why Small Group Counseling Works
Small group counseling has long been recommended by organizations such as the American School Counselor Association (ASCA). This study helps explain why small groups are so powerful:
- Students feel less isolated when they learn that others share similar struggles.
- Practicing social skills with peers makes lessons more realistic.
- The group environment builds empathy and encourages kindness.
- Counselors can provide more individualized support compared to large classrooms.
- Discussions feel more natural and relatable among peers.
The FAU findings show that these small groups are not just a place to learn coping strategies—they’re a place where students start to feel truly connected.
What This Means for Schools
This research highlights how valuable it is for schools to invest in evidence-based group counseling. With mental health concerns rising nationwide, creating safe, supportive spaces for students is more important than ever.
The study suggests that schools should:
- Expand counselor training in ASE-aligned methods
- Integrate small group interventions into regular counseling programs
- Continue researching long-term impacts on academic performance and school climate
Improving emotional and social skills is not a luxury—it’s essential for helping students thrive.
