In September 2023, a new Texas law (SB 763) went into effect allowing local school boards to hire chaplains to serve as unlicensed school counselors in Texas public schools. By March 1, 2024, all local school boards are required to vote on whether or not they will employ chaplains in these roles, and some of those votes have already begun in districts across the state. While GEFN respects the decisions that parochial schools make regarding the role of chaplains in their schools, we unequivocally oppose allowing chaplains to serve as unlicensed counselors in public schools for several reasons.
First and foremost, we agree with the more than 100 Texas chaplains who signed a public letter warning of the potential dangers of this legislation. Chaplains are not uniquely qualified to perform counseling services in public schools, and no safeguards currently exist to prevent chaplains from proselytizing while in their school counseling roles, potentially exposing districts to liability. Furthermore, it is far too easy for a person to simply go online and acquire credentials that allow them to become a chaplain in name only. Those who choose to do so can now acquire jobs that allow them to have one-on-one private access to children in public schools.
Additionally, this legislation heightens the risk of potential discrimination and bias being directed towards students in public schools. Unlike trained school counselors who are required by their professional standards to “respect differences in customs, communications, traditions, values, and other traits among students based on race, religion, ethnicity, nationality, sexual orientation, gender identity, physical or intellectual ability and other factors,”[1] chaplains may counsel based solely on their religious beliefs, potentially neglecting the diverse needs and perspectives of students with different backgrounds. This could lead to an exclusionary atmosphere that hinders the well-being of students who do not share the same religious views as the chaplain. It could alienate students who come from diverse religious or non-religious backgrounds, creating an environment that is not inclusive and supportive of the entire student population.
At worst, this legislation may result in actual harm to students. Unlike certified counselors who undergo specific training in psychology, counseling techniques, and educational practices, chaplains may not
possess the level of expertise needed to address the multifaceted challenges that students often face. Gifted students often have unique social and emotional needs that require specialized support from trained professionals familiar with the intricacies of gifted education, and chaplains may not
adequately address the specific challenges faced by gifted students in their care, such as issues related to perfectionism, social isolation, and the need for intellectual stimulation. Chaplains, lacking specialized training in gifted education, may struggle to provide the targeted guidance and support necessary
for these students to thrive academically and emotionally. Their lack of professional training may limit the effectiveness of counseling services and potentially put the well-being of all students, including those who are gifted, at significant risk.
To address concerns regarding the potential negative impacts of allowing chaplains to serve as counselors in Texas public schools, parents should consider doing the following:
1. Contact Your School Board and Administrators: Tell your local school board and school administrators that you do NOT support replacing certified counselors with uncertified chaplains.
2. Ask Questions About Proselytizing: If your district has already decided to hire chaplains or is considering doing so, ask what safeguards – if any – the district has put in place to ensure that the chaplains they hire will not proselytize to students.
3. Ask Questions About Qualifications: If your district has already decided to hire chaplains, ask what qualifications chaplains must have before being hired and what training will be provided to them before they start. Insist that training related to gifted education be required, as it currently is for certified school counselors.
4. Seek to Understand and Reverse Decisions to Hire Chaplains as Uncertified Counselors: If your district has voted to hire chaplains as uncertified school counselors, engage in conversations with school board members in order to reverse the vote. Find out why school board members voted for this action by requesting meetings with those who voted in favor of it. Was it because of overwhelming shortages in counseling staff that the district needs help addressing? Or was it because of a religious, political, or ideological belief that chaplains are needed in your schools to address existing problems? If it’s the latter, ask what the problems are in your district, and help your board members explore other solutions. Once you understand the motivation for the vote, you can either work with the school board to find other acceptable solutions, or you can become more involved in school board campaigns to elect people who have a better understanding of counseling issues into those board positions.
To address concerns regarding the potential negative impacts of allowing chaplains to serve as counselors in Texas public schools, school districts should consider doing the following:
1. Hire Certified Counselors, not Chaplains: School districts should prioritize hiring certified counselors with specializations in various areas, including gifted education. These professionals possess the necessary training and expertise to address the diverse needs of students, ensuring that both academic and emotional challenges are appropriately addressed.
2. Affirm Your Commitment to Inclusive Counseling Services: Support counseling services that respect the diversity of religious and non-religious backgrounds among students. This can be achieved by promoting a secular counseling approach that does not favor any particular religious perspective, creating an environment where all students feel comfortable seeking support.
3. Seek Input from Parents and the Community: Engage parents, guardians, and the community in discussions about counseling services within the district. Solicit their input on the qualities and qualifications they consider important in a school counselor. This collaborative approach ensures that the counseling services align with the values and expectations of all members of the community.
By implementing these recommendations, school districts and parents can work together to create a supportive and inclusive environment that meets the diverse needs of all students, including those who are gifted, while upholding the principles of secular education.
[1] American School Counselor Association (2019). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA
Gifted Education Family Network 