School counsellors in primary schools face a wide range of responsibilities in their daily work, with extensive administrative obligations often limiting opportunities for
developmental–preventive activities and direct professional work with students. The aim of this master’s thesis was to examine school counsellors’ perceptions of administrative workload, to explore which professional tasks are pushed into the background as a result, and to analyse how counsellors assess the role of digital support in reducing work-related burdens. The study was conducted using a mixed-methods research approach. The qualitative component was based on semi-structured interviews, while the quantitative component relied on an online questionnaire collecting data on the frequency of work tasks, perceived workload, and attitudes toward digital tools. The findings indicate that administrative tasks significantly interfere with the performance of key professional activities, particularly preventive work, systematic monitoring of students, and teamwork, and contribute to a sense of fragmentation and overload. School counsellors adopt a cautious and conditional stance toward digital support: while they recognise its potential to improve work organisation, documentation transparency, and reduce duplication of administrative procedures, they also warn of the risk of increased workload resulting from inadequate design and implementation. Based on the findings, a conceptual model of a digital system to support school counselling work was developed, grounded in actual work processes and counsellors’ needs, and serving as a foundation for the further development of professionally meaningful and workload-reducing digital solutions.
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