Strategies for When Teachers Over Refer Students

Let’s talk about one side of the referral problem - the flood, not the drought. Some teachers hold back on referrals until a student is lighting small fires in the hallway. Others? They’ll send a student your way if they so much as frown during circle time.

Over-referrals are real, and they can clog up your schedule, create frustration, and sometimes mean students aren’t getting the help they actually need. But the goal isn’t just fewer referrals; it’s better ones. Here’s how you can work with teachers to figure out when a referral makes sense and how to build a system that helps everyone breathe a little easier.

Work With Them

I often think that teachers who over-refer are really just very excited about the services we have to offer. I usually sit with them and ask them what skills they are hoping to build in a student or a group of students. If a large portion of the class seems to need skill-building, I’ll offer to teach extra classes in addition to my normal schedule.

For a small group of students, I work with them to problem solve using the TIPS model. I always want teachers, parents, and administration to feel supported by the school counseling program. At the same time, I really don’t have a magic wand. By requesting that teachers work with me, we build a better support network for students without me having to own the entire problem.

Educate Them

At the beginning of the year, I do a presentation with my staff on counseling services, explaining that a counselor offers tiered services, similar to academic intervention tiers. After completing a needs assessment, I try and follow up by visiting teacher PLC and plan meetings to discuss needs and services that will help us reach the most students. I share data with them through newsletters and meetings so they get a better understanding of my use of time.

During School Counselor Week, I share with them information on the services and role of the counselor, for example, that we provide short-term counseling and not long-term therapy.

Lastly, I use punch cards made from VistaPrint, for students and teachers to have a reminder of meeting dates, but also to give them a visual for how many times (approximately 5) that I meet with students. I think the punch cards help increase the knowledge that we provide short-term solution-focused sessions, ideally with an end date or transition to outside services.

Be Clear

I think getting accurate, needed referrals comes down to a teacher's understanding of counseling services and my sticking to my systems. I meet with each grade level to assess their needs, develop a plan for students we know will need services immediately, go over how they can make a referral, and when they should. 

Also, I have to be firm about what services are needed. I do not need to see each student in small groups or individually. I can provide strategies for a teacher or push-in for classroom support. This helped ensure that services weren't spread too thin and helped teachers understand the decision-making process.