A REVIEW OF COUNSELLING-BASED CONFLICT RESOLUTION PROGRAMMES IN REDUCING SCHOOL VIOLENCE IN SECONDARY SCHOOLS

Abstract

This paper critically reviews counselling-based conflict-resolution programmes as an approach to reducing school violence in secondary schools. A critical narrative review guided by a pragmatic research philosophy was adopted, drawing primarily on peer-reviewed empirical studies, systematic reviews, theoretical literature and relevant institutional reports published between 2021 and 2026, alongside foundational theoretical works. The review examined the concepts of school violence, conflict and counselling-based conflict resolution; theoretical foundations; counselling strategies; and implications for Guidance and Counselling practice. The reviewed evidence indicates that school violence is multidimensional and is associated with interacting individual, peer, family and school factors. African evidence demonstrates a substantial burden of bullying victimisation, while Nigerian studies highlight the relevance of peer relationships, family experiences, counselling competencies and school conditions to the problem. Counselling-based conflict resolution provides a preventive and remedial framework through individual and group counselling, peer mediation, problem-solving and negotiation, anger management, and social-emotional skills training. Evidence from school-based interventions also indicates that social-emotional learning can improve students’ skills, behaviour, peer relationships, school climate and safety. The review further identifies Conflict Transformation Theory, Social Learning Theory and Person-Centred Theory as complementary foundations for understanding relationship transformation, behavioural learning and the therapeutic conditions necessary for constructive change. It concludes that counselling-based conflict resolution is most appropriately implemented as a coordinated, multi-level school intervention rather than as an isolated response to violent incidents. Effective implementation requires competent counsellors, structured programmes, student participation, professional supervision, referral mechanisms and collaboration among counsellors, teachers, administrators and parents. The paper recommends contextually responsive counselling programmes that integrate conflict-resolution skills, emotional regulation, empathy, communication, mediation and social-emotional learning within broader school-safety and safeguarding systems.