MORAL education, guidance, and counselling services are important in schools because they nurture learners’ character, emotional well-being, and social responsibility.
This ensures that education produces not only academically capable students but also disciplined, resilient, and ethical citizens.
Moral education instils values such as honesty, respect, empathy, and responsibility, shaping students into principled individuals.
It teaches learners to
contribute positively to society, reducing indiscipline and fostering tolerance.
Students learn to evaluate choices based on integrity, which helps them resist peer pressure and avoid risky behaviours.
On the other hand, counselling addresses emotional, social, and psychological needs alongside academics.
It provides safe spaces for learners to manage stress, cope with emotions, and build resilience.
It further helps identify learning difficulties, improve study skills, and offer tailored guidance to maximise potential.
Counselling also equips students with knowledge about career paths, aligning their strengths and interests with future opportunities.
We, as such, agree with Copperbelt-based educator Howard Maila, who has called for urgent revival of moral education, guidance, and counselling services in schools.
We find Mr Maila’s call significant because it highlights how neglecting moral education, guidance, and counselling in schools is directly linked to rising perilous behaviour among learners.
His appeal underscores the urgent need for holistic education that shapes not only academic skills but also values, discipline, and emotional resilience.
Moral education builds character. It instils values such as honesty, respect, and responsibility, which are essential for learners to make sound life choices.
And guidance and counselling provide support.
These services help students navigate personal, social, and academic challenges, reducing vulnerability to peer pressure, substance abuse, and early sexual activity.
Without structured moral and emotional guidance, learners are more likely to engage in unsafe practices, struggle with discipline, and face mental health challenges.
Studies in Zambia show that guidance and counselling services are often underfunded and poorly implemented, leaving teachers without adequate training or resources.
Research also points to moral decadence among learners, with civic and moral education seen as a potential solution to restore discipline and values.
Therefore, Mr Maila’s statement carries serious implications for the education system and society at large.
By pointing out that schools have shifted almost entirely to academic subjects while neglecting counselling and moral guidance, he stresses a structural imbalance in how learners are being prepared for life.
Learners may excel in science, mathematics, and social studies but lack ethical grounding and emotional maturity.
This creates graduates who are technically skilled but socially irresponsible, undermining the role of education in producing wellrounded citizens.
In fact, Mr Maila’s message is especially critical as schools re-open next week for the first term of 2026 because the start of a new academic year sets the tone for learners’ behaviour, values, and priorities.
If moral education, guidance, and counselling are side-lined again, the consequences could ripple throughout the entire year.
Learners will be returning from holidays, often exposed to different influences outside school.
Reintroducing moral education and counselling early will help reset discipline, values, and focus before bad habits take root.
Moral education, counselling critical
MORAL education, guidance, and counselling services are important in schools because they nurture learners’ character, emotional well-being, and social responsibility.
This ensures that education produces not only academically capable students but also disciplined, resilient, and ethical citizens.
Moral education instils values such as honesty, respect, empathy, and responsibility, shaping students into principled individuals.
It teaches learners to
contribute positively to society, reducing indiscipline and fostering tolerance.
Students learn to evaluate choices based on integrity, which helps them resist peer pressure and avoid risky behaviours.
On the other hand, counselling addresses emotional, social, and psychological needs alongside academics.
It provides safe spaces for learners to manage stress, cope with emotions, and build resilience.
It further helps identify learning difficulties, improve study skills, and offer tailored guidance to maximise potential.
Counselling also equips students with knowledge about career paths, aligning their strengths and interests with future opportunities.
We, as such, agree with Copperbelt-based educator Howard Maila, who has called for urgent revival of moral education, guidance, and counselling services in schools.
We find Mr Maila’s call significant because it highlights how neglecting moral education, guidance, and counselling in schools is directly linked to rising perilous behaviour among learners.
His appeal underscores the urgent need for holistic education that shapes not only academic skills but also values, discipline, and emotional resilience.
Moral education builds character. It instils values such as honesty, respect, and responsibility, which are essential for learners to make sound life choices.
And guidance and counselling provide support.
These services help students navigate personal, social, and academic challenges, reducing vulnerability to peer pressure, substance abuse, and early sexual activity.
Without structured moral and emotional guidance, learners are more likely to engage in unsafe practices, struggle with discipline, and face mental health challenges.
Studies in Zambia show that guidance and counselling services are often underfunded and poorly implemented, leaving teachers without adequate training or resources.
Research also points to moral decadence among learners, with civic and moral education seen as a potential solution to restore discipline and values.
Therefore, Mr Maila’s statement carries serious implications for the education system and society at large.
By pointing out that schools have shifted almost entirely to academic subjects while neglecting counselling and moral guidance, he stresses a structural imbalance in how learners are being prepared for life.
Learners may excel in science, mathematics, and social studies but lack ethical grounding and emotional maturity.
This creates graduates who are technically skilled but socially irresponsible, undermining the role of education in producing wellrounded citizens.
In fact, Mr Maila’s message is especially critical as schools re-open next week for the first term of 2026 because the start of a new academic year sets the tone for learners’ behaviour, values, and priorities.
If moral education, guidance, and counselling are side-lined again, the consequences could ripple throughout the entire year.
Learners will be returning from holidays, often exposed to different influences outside school.
Reintroducing moral education and counselling early will help reset discipline, values, and focus before bad habits take root.