LEADING HELP-SEEKING BEHAVIOUR AMONG CHINESE PRIMARY SCHOOL STUDENTS: INSIGHTS FOR SCHOOL COUNSELLING SERVICE IMPROVEMENT

Abstract

This study examined help-seeking for school counselling among Chinese primary school students and explored the implications for improving school counselling services. An explanatory sequential mixed-methods design was employed. The quantitative phase involved 261 students who were aged 10-12 years from selected Chinese primary schools in Petaling Utama, Selangor. Data were collected using the instruments Attitudes Toward Seeking Professional Psychological Help Scale–Short Form (ATSPPH-SF), Peer Mental Health Stigmatization Scale (PMHSS), and Perceived Teacher Support Scale (PTSS). To provide further explanation of the quantitative findings, semi-structured interviews were conducted with six school stakeholders, including principals, teachers, and school counsellors, and the data were analysed using thematic analysis. Quantitative results showed a moderate level of attitudes towards seeking school counselling, with no significant differences by age or gender. Perceived peer stigma was negatively associated with students’ attitudes (r = −.13, p = .031), whereas teacher support was positively associated (r = .29, p < .001). Teacher support remained the only significant predictor (β = .27, p < .001), and the regression model explained 9.9% of the variance (R² = .099). The qualitative findings revealed several factors that related to students’ help-seeking behaviour. These included stigma, confidentiality concerns, the roles of teachers, peers, and parents, and organisational conditions related to access to and continuity of counselling services. Overall, the findings suggest that help-seeking is related to interpersonal and organisational factors within the broader school context in which counselling services are delivered. This highlights the importance of improving counselling awareness and normalisation, strengthening collaboration among school stakeholders, ensuring accessible, continuous service delivery, creating supportive counselling environments, and sustaining leadership and policy support.