The Hidden Curriculum From the Perspective of School Counsellors in Slovenia

Abstract

This article examines the hidden curriculum from the perspective of school counsellors. The main research questions ask what school counsellors understand by the hidden curriculum, how they define it, and how they respond to it. The findings show that school counsellors are familiar with the basic definitions, but a more in-depth analysis shows their understanding is incomplete. More attention should be paid to the presence of the hidden curriculum.