Abstract
This study examines the role of educational counselling in enhancing the academic achievement of secondary school students in Rivers State, Nigeria. The study was guided by three objectives and three research questions Using Carl Rogers' Person-Centered Theory (1951) as a theoretical framework, the study explores how counselling improves students’ study habits, motivation, and problem-solving strategies. A descriptive survey research design was employed, with a sample size of 382 respondents selected from four secondary schools in Port Harcourt City. Data were collected through structured questionnaires and analysed using simple percentage methods with a 4-point Likert scale. The findings reveal that educational counselling significantly enhances academic performance, career decision-making, and emotional well-being. However, its effectiveness is hindered by challenges such as a shortage of trained counsellors, inadequate funding, low student awareness, and the burden of heavy academic workloads. The study recommends integrating structured counselling programmes in schools, increasing investment in counselling services, and expanding counselling support for students’ academic, career, and emotional development. Strengthening educational counselling frameworks will ultimately foster academic success, career readiness, and emotional resilience among secondary school students in Rivers State.