The Spanish Education Reform incorporated school counselling as a key factor for improving the quality of education -a systemic and collaborative model was adopted. The aim of the study was to identify to what extent actual school counselling practice in Madrid (Spain) Secondary Schools fulfil the model's provisions. Six secondary state schools participated in the research. A case-study methodology from a comprehensive evaluation model was employed. The results showed 1) that support to teaching and learning processes is the most neglected area of school counselling; 2) the importance of tutor meetings, and 3) the difficulty of collaborative relations.
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