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2Stage 2: Build
Referring out: when to involve others
In shortInvolve your school’s protocol straight away if a student talks about wanting to die or harming themselves or someone else, or you suspect abuse, neglect or exploitation. Consider an outside referral when distress has lasted weeks, needs go beyond school counselling, or reasonable supports are not working. The path: follow protocol, talk to the student, inform parents, refer with consent, follow up.
You are one part of a support system. Knowing your limits is a skill, not a failure.
Involve your protocol straight away if
- A student talks about wanting to die, or harming themselves or someone else
- You suspect abuse, neglect or exploitation
- A student seems unsafe at home, on the way to school, or online
- A student seems very confused, frightened or out of touch with reality
Consider an outside referral when
- Distress has lasted weeks and clearly affects daily life
- Needs go beyond school counselling (possible eating disorders, substance use, trauma needing specialist care)
- You suspect a learning or developmental concern (involve the special educator and parents)
- You have tried reasonable supports and nothing is changing
The referral path
- Follow protocol
- Talk to the student
- Inform parents
- Refer, with consent
- Follow up
Describe, don’t diagnose. Write “cried twice during the session and said she has not slept well”, not “is depressed”. Good notes are short, observational and relevant to the student’s education and wellbeing. Diagnosing is outside the school counsellor’s role in most settings.
A good referral rests on a clear record: what you noticed, what you tried, and who you involved. The Counseld workspace helps you keep that record, with referrals and follow-ups in one place.
Counseld Starter Toolkit · Not a substitute for supervision or school policy.
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