More flexible and private ways to access the interventions
Some participants in the counsellor‐led format explained that a lack of flexibility around session timings caused them to miss classes, which irritated their teachers. Additional concerns were raised about methods for calling students out of class to attend intervention sessions, which often attracted undesirable attention from peers and curiosity about the participants' problems. Accordingly, participants recommended that students should be given more agency when scheduling counselling sessions as well as “drop‐in” options. Other privacy‐related recommendations focused on providing discreet locations for counselling sessions and offering storage for printed problem‐solving materials at school. The latter was viewed as a way to prevent unwanted visibility at home. Meetings outside of school were generally discounted, again for reasons of privacy.There should be a secluded space [for sessions], where no one else should be able to hear us talk, and it should be just the two of us. Some students bring their friends while waiting [for sessions]; this should not be allowed either. They [friends] would say that – ‘you are going for counselling, you are disturbed in your mind, or there should be a problem. So, definitely there is some problem which is why you are going for counselling.’ It was like torture. 