‘Walk with me’: why we should counsel students on the move

Traditional university counselling often focuses on deadlines, destinations and checklists. But our students are more than just applicants – they are young people figuring out their next steps, often feeling unsure or overwhelmed. 

One of the simplest yet most effective techniques I use is walking around the school and having casual conversations. It takes the pressure off, makes counselling feel more natural and helps students see me as someone they can talk to – not just an official who handles applications.

Spontaneous, pressure-free conversations

Many students believe that university decisions follow a strict formula: top-ranked schools, certain degree paths and a clear definition of success. This rigid thinking, combined with the pressures of the International Baccalaureate, can cause unnecessary stress. 

Instead of only meeting students in formal settings, I make a point of being visible and approachable throughout the school day. A quick chat in the hallway can help a student realise that university is about finding the right fit, not just chasing the most prestigious name.

Seeing me outside my office, in an informal setting, helps students feel more comfortable. They do not need an appointment to ask a question or share a concern. Such spontaneous interactions often lead to deeper, more meaningful conversations because they happen naturally, without pressure. This can help students see that counselling is not just for those who are highly organised or who are struggling – it is for everyone. 

Using this approach, guidance becomes less like a formal procedure and more like an ongoing and open-ended conversation.

Being honest about uncertainty

Students often feel pressured to have everything figured out. Engaging in walk-and-talk sessions creates a relaxed atmosphere, making it easier for students to open up about their uncertainties. Walking side by side removes the intensity of traditional face-to-face conversations, allowing for a more genuine and open dialogue. 

As Donna Morgan, a counsellor who practises walk-and-talk therapy, notes on her website, “Walking side by side with your counsellor can create a sense of partnership and equality that may not be present in traditional one-on-one sessions.” 

This less formal structure allows me to be more transparent. If I don’t have an immediate answer, I admit it – this reassures students that uncertainty is normal and that finding the right path is a journey, not a fixed formula. It also shifts the focus from having the right answers to exploring meaningful questions.

Putting the student at the centre of the process

When students first start thinking about university, they often fixate on rankings and reputation. My goal is to help them focus on what truly suits them. Instead of handing them spreadsheets, I ask them simple but powerful questions while walking:

• What kind of learning environment do you enjoy?
• What subjects make you want to keep reading beyond what’s required?
• Where do you see yourself feeling happy and motivated?

Walking together perfectly fits these conversations. Moving side by side, rather than sitting across from one another, reduces tension and allows students to express themselves more freely. Studies show that walking helps regulate breathing and lowers stress levels. The natural pauses that occur during a walk make silence feel less intimidating, allowing students time to think before they respond.

With this method, the student – not a university’s ranking or prestige – becomes the centre of the decision-making process. This reframes university selection as a deeply personal choice rather than a competition for the “best” school.

Thinking time

Sometimes sitting in a room staring at a list of options doesn’t help. If a student feels stuck, I suggest a walk to clear their mind. A few simple steps can help:

• Take a short walk, without distraction.
• Think about moments when learning has felt exciting.
• Write down any ideas that come to mind.

Walking enhances cognitive processing and creativity. Taking a break from a rigid decision-making setting often brings clarity and self-awareness.

Incorporating walking into university counselling transforms the process into a more approachable and effective experience. By moving away from traditional, formal settings and instead engaging students in casual, side-by-side conversations, counsellors can foster genuine connections and open dialogue. This method reduces the pressures of university selection and emphasises the importance of the journey over the destination. 

As counsellors, adopting this approach allows us to guide students toward choices that truly resonate with them as individuals –ultimately leading to more fulfilling and thoughtful educational experiences.