The article focuses on the role and competences of educationalists in implementing the updated
program guidelines for counselling services across three levels of operation – the level of the educational
institution, the class or group level, and the individual level. Based on the theoretical premises,
professional bases, and concrete examples from practice, the article demonstrates that high-quality
counselling work requires a shift from a curative to a pedagogical-developmental paradigm. Within this framework, educationalists establish themselves as experts in the development, evaluation, and quality of pedagogical and educational work within the institution, as well as professional partners to school leadership, professional staff (teachers, educators), parents, and children/pupils/students. The article highlights the importance of a systemic approach, professional development, and networking among professional staff, which enable the realization of the pedagogical-developmental role of counselling services and contribute to the quality and inclusiveness of educational work.
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