The interplay between psychological capital, social support, and occupational self-efficacy in shaping school counsellors’ well-being in the context of wartime

School counsellors are responsible for promoting an optimal climate and ensuring the mental well-being of all members of the school community – students, teachers, parents, and importantly, themselves. Counsellors’ well-being affects their ability to fulfil their role effectively, a challenge that intensifies during times of crisis. Understanding the factors that contribute to counsellors’ well-being in such times can enhance their effectiveness and resilience. The present study examined the contribution of internal (psychological capital) and external (social support) resources to counsellors’ well-being during wartime, and whether occupational self-efficacy mediates these relationships. Participants were 181 Israeli school counsellors who completed online questionnaires during the second month following the outbreak of the Iron Swords war. The findings revealed direct associations between psychological capital and social support with well-being, as well as mediation through occupational self-efficacy. These results highlight the importance of strengthening these resources among school counsellors.