Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.9, No.24, 2018 118 Secondary School Students’ Perceptions of the Influence of Guidance and Counselling Services on Their Overall School Adjustment in Relation to School Type Evelyn Kanus* Francisca N. Mbutitia (PhD) Wilson K. Kiptala (PhD) Department of Educational Psychology, Moi University, P.O Box 3900 – 30100, Eldoret, Kenya Abstract Secondary school adjustment is the process of students coping in school environment in order to attain the individual and school’s set goals and aspirations. All public secondary schools (day and boarding) are required to implement guidance and counselling services to assist students in school adjustment (emotional, social and academic). This study looks at the perceptions of students on the influence of guidance and counselling on overall school adjustment based on school type. This study used causal comparative research design. The target population involved students in single- sex boarding schools, mixed sex boarding schools and mixed day schools in Keiyo North Sub County, Kenya. Students in form one to four participated in the study. Stratified and simple random sampling methods were used to select students from 7 (3 single sex, 1 mixed boarding and 3 mixed day secondary schools). Data was collected through the use of questionnaire and interview. This is because the study adopted a mixed approach research methodology. Research findings showed that there existed significant difference on students’ perceptions of the influence of guidance and counselling services on school adjustment in relation to the type of schools they came from. Students from girls’ schools had higher perception scores compared to those from mixed schools and those from boys’ schools. The study recommends that there is need for teacher counsellors in mixed and day secondary schools to devise guidance and counselling activities to meet the needs of students who need emotional, social and academic adjustments. Keywords: overall, school, adjustment, school type 1. Introduction Majority of students in secondary schools encounter difficult situations while at school (Mutie & Ndambuki, 2003). Topister, Songok, Ong’unya and Nabwire (2014) noted that students in secondary schools need to make well informed decision which would assist them in academic activities, extracurricular activities, and how to socially adjust to parents, teachers and their peers. Mugambi (2017) said that school adjustment is the process of copying in a new school environment in order to attain the individual and school’s set goals and aspirations. For instance, when they join boarding schools, they have to share boarding facilities with other students from various social economic backgrounds while those joining mixed schools have to adjust to interact with peers from different genders. Students who are well adjusted to the school social environment will relate well with teachers and other students. Adjustment of students to the school social environment is also indicated by their love for the school, adhering to the school rules and regulations, participating in co- curricular activities, helping the needy students and participating in class activities (Mugambi, Karimi & Kipng’eno, 2015). Therefore for improved academic performance, social life and emotional well being adjustment, it is essential for all secondary schools (public or private) to have a functioning guidance and counseling departments to prepare and help students cope with various life situations. School guidance and counselling programmes have therefore been introduced to assist students overcome the number of challenges they experience at home and at school (Oyieyo (2012). Guidance and coutselling is a cultural invention that is as old as human being (Adeusi, Olujide & Omotola, 2016). It is often referred to as a helping relationship between a trained personnel (teacher counsellor) and untrained individual (secondary school students. guidance and counselling has made a huge contribution to the life of millions as we live in a complex, busy, and changing world for effective decision making. Governments, school teachers, head teachers and parents have expressed the need to strengthen school guidance and counseling services in order to enhance students’ adjustment to the school environment (Ubah, Onwuasoanya & Eze, 2012). The Government of Kenya emphasizes on Guidance and Counselling as a means of assisting students adjust to the school environment and the society (Republic of Kenya, 2009). The goal of guidance and counselling service is to change the learner’s behaviour, beliefs and values, coping skills, decision making and emotional distress (Republic of Kenya, 2009). Despite the emphasis given to guidance and counselling in schools, incidents of students indiscipline (cheating, strikes, immoral behaviours) have been recorded. Topister et al (2014) found out that the prevalence of use of alcohol and substance abuse among students between 2004 and 2008 was at 70.0%, while sexual immorality was 54.0% and 34.0% was for cases of unrest. Mugambi et al (2015) found out that absenteeism, school dropout, drug abuse, teenage pregnancy, violence, aggressive behaviour, school phobia and withdrawal from school activities are reported in secondary schools (Republic of Kenya, 2001). This suggests