This study is an evaluation of counselling services in schools in Ireland. The use of counselling provides a potentially useful means by which education may better serve the needs young people attending secondary school in Ireland. The study examines the counselling provision in Irish schools in the context of the development of counselling theory and therapy both world wide and in the Irish context. The development of counselling throughout the ages is considered initially. This provides an historical perspective by which to understand the nature of counselling theory and therapy. Some progress in the area of educational theory was made during the middle ages, but counselling as we know developed only in the very late nineteenth century. Having considered the background to counselling, the definitions, types and theories which have evolved throughout this century are considered, working towards an understanding of counselling theory and therapy as it is today. The study then narrows down to examine the status of counselling In Ireland today. The types of training and services available are listed, giving an indication of the range of theories in use and considering the therapies which are available and relevant to Irish society. As the specific area under investigation is counselling in schools in Ireland, the status of counselling in Irish schools is studied, on an educational policy basis, and also considering the practical situation in schools and its implication for the counselling provision. The next chapter considers the person involved in the study, the school going child, this chapter attempts to resolve whether the nature of adolescence is such that a counselling service would be of particular benefit to this age group. The research is described, explaining the reasoning behind the type of methods used. The research used a questionnaire, completed by three-hundred and thirty pupils in fourteen Dublin schools. These questionnaires yeilded information by which the counselling provision in Irish schools was then assessed.