Teachers' advice plays a significant role in students' choices regarding academic and career paths, encompassing the assessment of students' knowledge, their educational history, and sometimes preconceived ideas about the opportunities offered by different educational pathways.

This issue is critical because it is rare for advice to be based on a true understanding of students' aspirations, values, desires, and passions, and it often reflects the teachers' personal opinions or biases. A 2021 study by Cambridge University highlighted the necessity for teachers to balance providing personalized advice with respecting the constraints of their context.

One of the key findings of this study is that advice given by teachers can sometimes lack precision or relevance if the teachers do not know the students well. When a teacher does not have an in-depth understanding of a student's aspirations, interests, and individual abilities, the advice may more closely reflect the teacher's own prejudices or assumptions rather than an objective evaluation of the student's specific needs.

Consequently, the study recommends that teachers avoid offering guidance on career choices when they do not have sufficient information about the student. To ensure that recommendations are truly useful, it is essential for teachers to take the time to better understand their students and their aspirations, or to direct students towards specialized advisors who have the tools necessary to provide more tailored advice based on a comprehensive understanding of each student's goals and potential.

Nevertheless, it is clear that any advice on orientation carries inherent risks. While the study does not directly address coaching, it underscores the need for more personalized approaches and implicitly suggests that alternatives such as coaching might offer significant benefits in career guidance. Indeed, it is preferable to support the student in reflecting on their career choice.

Reference

• Cambridge University. (2021). Balancing Personalized Advice with Time Constraints: Insights from Educators. Cambridge Journal of Education.