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This research explores the pivotal role of counselling in overcoming barriers faced by underrepresented groups in Science, Technology, Engineering, and Mathematics (STEM) education. Recognizing the multifaceted challenges, we delve into the historical context, prevalent barriers, and existing gaps in the literature, emphasizing the importance of addressing academic, socioemotional, and systemic factors. A comprehensive review of counselling models and approaches reveals a diverse toolkit that provides tailored support for individuals navigating STEM education. The benefits of counselling extend beyond academic achievement to encompass emotional well-being, career development, and the creation of inclusive STEM communities. By examining policy implications, including institutional commitments, curricular integration, and cultural competence, we propose actionable steps to foster a supportive environment within STEM education. We envision integrating technology, data-driven strategies, and holistic wellness programs as promising directions toward the future. Community engagement, advocacy for policy changes, and a commitment to lifelong learning underscore the collaborative efforts required to shape a more equitable and empowering STEM education landscape. In conclusion, counselling in STEM education emerges as a transformative tool, offering a pathway toward inclusivity, resilience, and success. Through ongoing research, innovation, and a commitment to cultural competence, we strive to create a future where counselling becomes an integral part of the educational journey, unlocking the full potential of every aspiring STEM professional, irrespective of their background or identity. Keywords: STEM Education, Underrepresented Groups, Counselling Models, Inclusivity, Academic Barriers
Hamad et al. (Fri,) studied this question.