Exploring the Nexus Between Student Victimisation, Help-Seeking Behaviour, and School Counsellor Effectiveness in Taraba State

Understanding why victimised students do or do not seek counsellor help is a critical evidence gap in the school guidance literature, with important implications for counsellor service design and responsiveness. This study explored the relationships among student victimisation experiences, help-seeking behaviour, and perceived counsellor effectiveness in secondary schools in Taraba State, North East Nigeria. A mixed-methods exploratory sequential design was used, with 300 students completing structured questionnaires and 30 students participating in focus group discussions across eight secondary schools. The Victimisation Experience Scale, the Help-Seeking Attitude Scale, and the Counsellor Effectiveness Rating Inventory were administered. Quantitative data were analysed using structural equation modelling, while qualitative data were analysed thematically. Findings revealed that victimised students who perceived counsellors as effective and confidential were significantly more likely to seek help. Stigma related to appearing weak or vulnerable was the strongest barrier to help-seeking across gender groups. Counsellor effectiveness perceptions were most strongly predicted by perceived empathy and previous positive counselling experiences. The study identifies a critical feedback loop in which help-seeking increases counsellor engagement and perceived effectiveness. Recommendations included mandatory counsellor soft-skills training in Taraba State, the development of anonymous help-seeking channels, and student-led campaigns to reduce stigma around counsellor engagement. Keywords: student victimisation, help-seeking, counsellor effectiveness, secondary school, Taraba State.