This article reported statistics and some activities in the student guidance office as 2023 annual report, and examined the effects of support for students after the coronavirus disease 2019 (COVID-19) pandemic. From the statistics, it was found that both the number of counseling and the number of users of the free space increased in 2023 compared to 2022. Although the number of counseling has returned to pre-pandemic levels, the number of free spaces remains lower than before the infectious disease epidemic This can be attributed to the fact that the use of the free space has changed from a few friends to a single student, as the infectious disease outbreak has reduced opportunities for interaction among students. In addition, more than 80% of the consultations were for academic and career/employment issues. It needs to be examined whether these changes are the result of an infectious disease epidemic or changes in the quality of the student population in the future.

This article reported statistics and some activities in the student guidance office as 2022 annual report, and examined the effects of support for students in third year under the coronavirus disease 2019 (COVID-19) pandemic. From the statistics, it was found that both the number of counseling and the number of users of the free space decreased in 2022 compared to 2021. This decrease was attributed to staff multitasking. In the third year of the pandemic, consultations related to academic issues, career paths, and employment accounted for 70%, suggesting a return to pre-pandemic conditions. Although the use of online counseling, which were widely utilized during the pandemic, decreased by 15%, it is expected that both online and face-to-face counseling will continue to be utilized after the pandemic subsides. in the future.

This study examined the effects in establishing support systems for students with disabilities through a case study of support provided to a student with physical disability. First, the implementation process of supports from admission to graduation was examined for the student with physical disability who entered the university after the enforcement of the Disability Discrimination Act. The supports were provided the establishment of a university environment, including making the campus barrier-free. Also, supports during the academic period included mobility assistance and the training of support students. In terms of employment support, internships were introduced. To evaluate these supports, interviews were conducted with the student with physical disability. The results indicated that the student with physical disability positively evaluated the campus barrier-free environment, mobility assistance provided by support students, and the introduction of internships. These findings suggested that support system for students with disabilities contributes to his acceptance of disability and personal growth.

This study was examined the significance of learning support and the development of this approach to supporting students with developmental disabilities at universities from a user -led research. A graduate study was cited in which a student with developmental disability described in detail her own learning difficulties and coping strategies from her previous elementary and middle, high school experience. Based on her experiences, the student has found five new ways to take notes in different situations to help her deal with college classes and assignments. These results indicate that the user-red research by the student with disabilities can be used to support learning in the primary and secondary education, facilitates their own self-understanding and expression of their intentions.

This study examined effective supports for students with disabilities as they transition to the next environment, with a particular focus on the transition from university to employment. Two students with disabilities and a school psychologist who supports them at a university interviewed two companies about their concerns regarding how disability could affect transition to employment. From the results, it is suggested that school psychologists provide support to facilitate self-advocacy of students with disability so that they can consult directly with the next place of transition regarding their concerns.

This study examined the relevant factors facilitating the school psychologists’ organization consultation function to support students with disabilities in university. Nine mid-career or experienced psychologists were interviewed about the skills and knowledge required for collaboration and consultation in their organizations and how they acquired them.

The study examined the implementation of organizational consultation through the engagement of a school psychologist as an internal consultee for developing an inclusive support system for students with disabilities in a private university over six years. The implementation process considered four stages: entry, problem definition, needs assessment, and intervention. First, administrators consulted a school psychologist working in the university regarding support for students with disabilities. Second, we defined problems that each staff had reported and designed an inclusive support system. Third, they assessed the condition of the students and the existing support systems through reported documents about the students and the organization. Fourth, as an intervention, a committee comprising school psychologists, an administrator and staffs supporting for the students was formed to design support systems, including the transition support system for entering the university, the learning support system to determine procedures and requirements for reasonable accommodations, and the employment support system for after graduation. Although it provided the administrators detailed descriptions of the implementation, it requires further improvement of our evaluation methods. Therefore, an engagement of a school psychologist as an internal consultee is considered to facilitate long-term systems change.