The Professional Identity of School Counsellors: A Scoping Review of the Global Literature

ABSTRACT Background A strong professional identity is associated with more effective school counselling but remains relatively underdeveloped in many parts of the world. Aims We conducted a scoping review of school counsellor professional identity to assess the nature and extent of international literature and to identify research gaps. Materials and Methods Following a literature search and application of inclusion criteria, 74 items, including peer‐reviewed articles and unpublished dissertations, were included. Results The review identified several key themes in the literature: (1) ambiguity in counsellor identity, (2) the diverse roles of school counsellors, (3) individual and collective professional identity, (4) the influence of context on identity, (5) the role of training in shaping identity, (6) the impact of continuing professional development on identity and (7) the importance of advocacy and leadership in developing professional identity. Discussion Research on school counsellor professional identity is relatively well‐developed in the United States but sparse and fragmented elsewhere. As school counselling provision expands globally, there is a need for more cross‐cultural and methodologically diverse research. The literature shows a shift from a deficit‐focused perspective to a strengths‐based approach. Implications for counsellors, stakeholders, and future research are discussed. Conclusion This scoping review highlights the need to strengthen school counsellor professional identity through training, advocacy, and cross‐cultural research.