When Marie Chantal arrived in South Carolina from Burundi as a young child, school presented challenges. She had to learn a new language, a new culture, and adjust both socially and emotionally. What got her through was a teacher who pushed her and believed in her.
Years later, that teacher is the reason she is training to be a school counselor in the nationally-ranked counseling program in the UNC Greensboro School of Education.
“My personal experience coming to the United States, being in a school setting, it was very difficult,” Chantal said. “Having a teacher in my life who was able to motivate me, who believed in me, really made me want to go this route.”
Chantal was born in Tanzania to Burundian parents and speaks Kirundi. She earned her undergraduate degree in early childhood education and enrolled at UNCG to pursue counseling. She originally planned to teach, but found herself wanting to focus on more than just academics, saying, “I wanted to focus on the whole child, the social, the emotional, just everything.”
A top-ranked program, and a reason to leave home
Chantal had hoped to stay near family and friends in South Carolina. Then she saw UNCG’s standing among counseling programs. The program in the Department of Counseling and Educational Development is ranked fourth in the country and first in North Carolina.
“When I saw that it was at the top of counseling, I was like, I have to be there,” she said. “I can testify that it is a very intense program, but it’s worth it.”
The program’s reputation for developing outstanding counselors played a role in her decision to come to North Carolina. Support is a key component of the experience for students in the program. Chantal is impressed by the support from not only the faculty, but fellow members of her cohort. “They set us up for the best.”
Skills tested early, in a real clinic
One of the features she values most is the program’s on-campus training clinic, the Nicholas A. Vacc Counseling and Consulting Clinic. In this clinic, students can practice their skills in a supervised environment with real clients before they are immersed in a school setting.
“Not all programs have training clinics,” Chantal said. At UNCG, she said, “we have a setting that’s able to cool down that worry and help set you up for the best later on.”
She was nervous after her first individual client session. “I don’t know if I’m going to be a good fit for this person,” she remembered thinking. But it was the thought that “you belong here; there’s a reason why you were chosen,” that faculty members had instilled in the students that carried her through and has helped her develop a confidence in her abilities.
That confidence has been bolstered by the program’s support. Master’s students receive close supervision from both doctoral students and faculty members. The feedback shows students where to improve and what they are doing well. Chantal said, “When someone recognizes your strengths that you haven’t seen, you feel empowered by that.”
Where the clinical work meets the classroom
The program does have a clinical focused, and Chantal admits there were moments she wondered how it applied to her desired career path. That changed when she began her internship at Sternberger Elementary, where she works with students in kindergarten through fifth grade.
She found the same skills she used with clients in the clinic worked with students. She just adjusted to the language to each age group. Those same skills also work with the adults around the schools.
Multicultural perspectives are built into her coursework as well. “We’re always looking at different settings of people. How does this apply to this person? Because in the real world, you will be working with many different people.”
Seeing the child behind the behavior
Chantal wants to help students learn to regulate themselves. She says adults too often label a child “challenging” without asking if there is a reason for why the child is acting in the manner they are.
“Most of the time, children are seeking out love,” she said. “They’re wanting to be heard, wanting to be seen, wanting to be supported. And sometimes it comes out through behaviors.”
Her internship has also taught her that counseling is a team effort. “Teachers, administrators, parents, we are the backbone of the school. If we don’t collaborate well, then the students are not going to be set up well.”
A close community
Chantal’s cohort started with group norms on the first day, and the bonds have moved outside of the classroom. “We lean on each other, and we also see each other outside of classes. That’s really been very helpful.”
The community built within the cohort means a lot to Chantal. She comes from a background where women are often not supported in pursuing their education, and she has found that family-type support within her fellow students at UNCG. “Sometimes all you need is a sense of community,” she said.
Looking ahead
Chantal is on track to graduate in May. She says she’s open to working at any grade level and hopes to make a positive impact on everyone. “I want to be a source of support for everyone who plays a role in a child’s life,” she said. “I want people to see me as someone who listens, understands, and cares about the success and well-being of every student.”
To students considering pursuing their Master’s in School Counseling at UNCG, her message is simple: “If you want to grow, gain the tools you need to succeed, and make a meaningful difference in the lives of students, this is where you belong.”
