Transforming the Role of Teachers in Schools

By Prof. Maila Dinia Husni Rahiem M.A., Ph.D.
Professor of Early Childhood Education and Social Welfare at UIN Syarif Hidayatullah Jakarta.

In the classroom, a math teacher doesn't just write formulas on the board. They also need to be sensitive enough to realize that a quiet, awkward student can shine when asked to explain problem-solving strategies to classmates. On the field, a sports teacher isn't enough just to blow a whistle; they must be able to turn tears from team defeat into valuable lessons about sportsmanship, rising from failure, and respecting opponents. These simple moments show that every teacher—regardless of their subject—has a crucial role as a guidance counselor (BK) teacher. They are the first listeners, readers of students' emotional cues, and initial guides in a child's character journey.

Ratio Crisis and Stigma
Ideally, according to Government Regulation Number 57 of 2021, one BK teacher should assist 150 students. However, the reality on the ground is far from this ideal number. At the elementary school level, there is almost no specific BK teacher position because it is not yet mandated by our basic education system. As a result, classroom teachers are forced to become "instant psychologists" without adequate training and preparation. At the junior and senior high school levels, the shortage of BK personnel is due to the minimal appointment of new BK teachers, limited formations in teacher recruitment, and the misconception that BK duties are additional tasks. Consequently, a BK teacher often has to serve between 500 and 1,500 students, or even more. This burden makes early detection of students' psychological problems like depression, anxiety, or hidden potentials almost impossible.

Besides the ratio issue, there is also a negative stigma attached to the BK room. The BK room is often considered a "school police station" visited only by students involved in problems such as brawls, truancy, or drug cases. This stigma makes students reluctant to seek help voluntarily. Yet, the essence of BK services is not as a tool for discipline or punishment, but as developmental guidance—holistic assistance to help students manage emotions, plan their future, develop social skills, and build healthy interpersonal relationships. Because of this stigma, the great potential of BK services is often neglected, leading many students to grow without the emotional and social support they should receive.

Inspiration from Global Practices
Various countries worldwide have realized that BK is not just an additional service but an essential part of holistic and humane education. In the United States, school counselors use the ASCA Model (American School Counselor Association) approach. In this approach, counselors regularly enter classrooms to teach students how to manage stress, resolve conflicts among friends, and develop academic and future career plans. Three areas—academic, career, and mental health—receive equal importance.

Finland even has a deeper philosophy, namely Pedagogical Care, which integrates all school staff in ensuring students' psychological well-being. All parties in the school—from the principal to the librarian—are responsible for creating an environment that supports children's emotional well-being. Here, school counselors act as specialist supporters who help teachers address student development challenges more optimally.

Not only developed countries, but developing countries like Malaysia also provide a good example. In Malaysia, the BK system is integrated directly into the school curriculum. Classroom teachers receive basic counseling training to assist professional counselors in schools. They actively monitor students' psychological conditions daily, while professional counselors are present for cases requiring special and in-depth handling. The lessons from these countries are clear: effective guidance counseling is the result of collaborative work by the entire school ecosystem. Strong collaboration among counselors, subject teachers, and the entire school community creates an emotionally healthy educational environment and encourages students to develop optimally, both academically and as complete human beings.

Seven Great BK Strategies for All Teachers
Responding to this crisis, the Ministry of Primary and Secondary Education launched a training called "Seven Great BK Strategies" for all teachers. This program does not aim to replace professional counselors but to broaden the scope of guidance through teachers who are already close to students in daily classroom interactions.

Teachers are trained to recognize students' hidden potentials, help them name and regulate feelings, and cultivate resilience so that failures can turn into learning. Teachers are also encouraged to create a stable and safe learning environment, build strong emotional relationships with students, and strengthen collaboration with parents and fellow teachers. Additionally, teachers are encouraged to design inclusive physical and social learning environments where every child feels accepted and valued.

Imagine the positive impact when a language teacher skilled in building emotional relationships becomes the first confidant for students experiencing emotional pressure. A homeroom teacher trained to recognize student potential can discover artistic talent in a student previously considered weak in exact sciences. BK teachers continue to act as coordinators who unite and direct all these efforts, making the initiative more targeted and effective.

The transformation of teachers' roles in student guidance should not stop at discourse in documents or digital modules. This change requires concrete steps to shift mindsets and enrich teachers' practical skills. Training should not only contain abstract theories but also be practical, applicable, easily understood, and relevant to daily classroom life. In addition, clear regulations are needed to govern teachers' workloads so that their student guidance role becomes an integral part of their duties. The administrative burden on teachers needs to be reduced so that they have enough time and energy to carry out this guidance role optimally.

BK teachers must be the main navigators, while subject teachers are the spearhead in early detection of student problems. This entire process must also be evaluated regularly so that its impact is truly tangible and sustainable. This transformation is not intended to add to teachers' burden, but rather to restore the essence of their profession: to be a holistic companion in a child's growth and development. With adequate basic counseling training, teachers will be able to help students manage emotions, rise from failure, and grow into resilient individuals who understand themselves and respect others.

It's time to make the idea that "Every Teacher is a BK Teacher" a culture in Indonesian schools. By doing so, students will not only succeed academically but also graduate as individuals ready to face life's challenges. This transformation of the teacher's role is the nation's best investment in facing the increasingly rapid changes of the times.

(This article was published on Kompas.com on Sunday, July 13, 2025)