Counselling service is new to the Eritrean education system and its implementation has not been easy. Despite counselling services being part of the educational policy and the curriculum, the use of counselling service is in its initial stages in many schools in Eritrea. This study assessed counselling approaches used in solving students’ disciplinary problems in secondary schools in Keren sub-zone, Anseba Region, Eritrea. This study adopted a mixed method research design across a target population that comprised 5 schools, 1,500 students, 100 teachers, 5 teacher counsellors and 5 head teachers. Systematic sampling and simple random and purposive sampling were used to select schools and the participants of the study. Questionnaires and interview guides were used for data collection. Data gathered through questionnaires were processed using descriptive statistical techniques involving frequencies, percentages and means. Data gathered through an interview guide were analysed and presented using quotes, themes and narrative descriptions. The results of this study show that most students (59.8%) and teachers (56.3%) reported that a combination of corporal punishment and counselling was used to handle students’ discipline. This study also found out that corporal punishment was more practiced by public schools compared to private schools. This study further found out that approaches such as individual counselling, peer counselling and group counselling were rarely used in managing students’ discipline. Moreover, mentoring and student-focused intervention were more used in Keren secondary schools in handling students discipline.   Keywords: Eritrean counselling, counselling approaches, discipline in Eritrea, counsellors, counselling in Keren.

The purpose of the study was to assess status of counselling services in secondary schools in Keren sub-zone, Anseba region, Eritrea. The research was anchored on Social Learning Theory of Albert Bandura. The study used convergent parallel mixed method research design. Questionnaires and interview guide were used to collect the data. A sample of 306 students, 20 teachers, 5 head masters, 5 teacher counsellors were used for this study. Systematic sampling, simple random and purposive sampling were used to select the schools and the participants. The validity and reliability of the instruments was guaranteed by piloting and Cronbach Alpha technique. Data gathered through questionnaires were processed using descriptive statistical techniques involving frequencies, percentages and means. The results were then presented using tables, pie charts and bar graphs. Data gathered through interview guides were analysed and presented using quotes, themes and narrative descriptions. The findings of the study showed that counselling was minimally used in the secondary schools in Keren subzone. Majority of students, 57.6% and teachers, 75% reported that their schools did not have counselling service. Key words: Counselling services, status, students, counsellor, teacher, head teachers.

The purpose of the study was to assess counseling services on management of students discipline in secondary schools in Keren Sub-Zone, Anseba Region, Eritrea. The research was anchored on Social Learning Theory of Albert Bandura. The study used convergent parallel mixed method research design. Questionnaires and interview guide were used to collect data. A sample of 306 students, 20 teachers, 5 head masters, 5 teacher counselors were used for this study. Systematic sampling, simple random and purposive sampling were used to select schools and the participants. The validity and reliability of the instruments was guaranteed by piloting and Cronbach Alpha technique. Data gathered through questionnaires was processed using descriptive statistical techniques involving frequencies, percentages and means. Results were then presented using tables, pie charts and bar graphs. Data gathered through interview guides was analyzed and presented using quotes, themes and narrative descriptions. The findings of the study show that counseling was minimally used to manage student discipline in secondary schools in Keren subzone. Majority of students, 57.6% and teachers, 75% reported that their schools did not have counselling service.