# Educational, Guidance, and Career Counselors and Advisors

> Advise and assist students and provide educational and vocational guidance services.

- **SOC code:** 21-1012.00
- **Canonical URL:** https://singulariki.com/roles/role-21-1012-00
- **Also known as:** Academic Advisor, Career Counselor, Guidance Counselor, School Counselor, Academic Counselor, Admissions Counselor, College Counselor, Elementary School Counselor
- **Frame:** "AI exposure" means task overlap (how codifiable the work is), not jobs lost or a forecast. Every figure below is traced to a named public dataset.

## What this work is

**Core tasks** (O*NET):
- Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
- Counsel students regarding educational issues, such as course and program selection, class scheduling and registration, school adjustment, truancy, study habits, and career planning.
- Counsel individuals or groups to help them understand and overcome personal, social, or behavioral problems affecting their educational or vocational situations.
- Provide crisis intervention to students when difficult situations occur at schools.
- Review transcripts to ensure that students meet graduation or college entrance requirements, and write letters of recommendation.
- Identify cases of domestic abuse or other family problems and encourage students or parents to seek additional assistance from mental health professionals.
- Refer students to outside counseling services.
- Prepare students for later educational experiences by encouraging them to explore learning opportunities and to persevere with challenging tasks.
- Confer with parents or guardians, teachers, administrators, and other professionals to discuss children's progress, resolve behavioral, academic, and other problems, and to determine priorities for students and their resource needs.
- Refer students to degree programs based on interests, aptitudes, or educational assessments.
- Evaluate students' or individuals' abilities, interests, and personality characteristics, using tests, records, interviews, or professional sources.
- Provide special services such as alcohol and drug prevention programs and classes that teach students to handle conflicts without resorting to violence.

## Skills, tools, capabilities

**Knowledge, skills & abilities** (O*NET, highest importance first):
- Active Listening _(essential_skill)_
- Oral Comprehension _(ability)_
- Oral Expression _(ability)_
- Speaking _(essential_skill)_
- Social Perceptiveness _(transferable_skill)_
- Customer and Personal Service _(knowledge)_
- Service Orientation _(transferable_skill)_
- Written Comprehension _(ability)_
- Written Expression _(ability)_
- English Language _(knowledge)_
- Reading Comprehension _(essential_skill)_
- Writing _(essential_skill)_

**Skills in demand:**
- Active Listening _(Common Skill)_
- Social Perceptiveness _(Common Skill)_
- English Language _(Common Skill)_
- Writing _(Common Skill)_
- Reading Comprehension _(Common Skill)_
- Critical Thinking _(Common Skill)_
- Learning Strategies _(Specialized Skill)_
- Inductive Reasoning _(Common Skill)_
- Deductive Reasoning _(Common Skill)_
- Complex Problem Solving _(Common Skill)_
- Active Learning _(Common Skill)_
- Speech Recognition _(Specialized Skill)_

**Tools & technology:**
- Microsoft Excel _(hot technology, in demand)_
- Microsoft Office software _(hot technology, in demand)_
- Microsoft Outlook _(hot technology, in demand)_
- Microsoft PowerPoint _(hot technology, in demand)_
- Adobe Photoshop _(hot technology)_
- Facebook _(hot technology)_
- Google Docs _(hot technology)_
- Microsoft Access _(hot technology)_
- Microsoft Project _(hot technology)_
- Microsoft SharePoint _(hot technology)_
- Microsoft SQL Server Reporting Services SSRS _(hot technology)_
- Microsoft Word _(hot technology)_

## AI exposure & outlook

- **AI task-overlap index:** 70th percentile (High) across all occupations — composite of current-era exposure studies (ai-exposure-index-v1).
- **Overall AI exposure (Felten et al.):** 73rd percentile (High) — source: felten_aioe.
- **LLM task exposure, γ (OpenAI / Eloundou):** 45th percentile (Moderate) — source: eloundou_gamma.
- **AI assistant applicability (Microsoft):** 93rd percentile (High) — source: microsoft_applicability.
- **Frey–Osborne (2013, historical computerization estimate):** 6th percentile — kept separate from current-era studies.
- **Remote-capable (Dingel–Neiman):** yes — task structure, not who actually works remote.
- **Projected employment (BLS 2024–34):** 3.5% growth (About average); 31k annual openings; 376.3k → 389.6k jobs.
- **Pay & employment (BLS OEWS, May 2024):** median $65,140; 342,350 employed.

## How people actually use AI here

Anthropic Economic Index — measured AI conversations mapped to this occupation's tasks:

- **Automation vs augmentation:** 27% automation, 71% augmentation (usage-weighted).
- **Autonomy median:** 4.0 (higher = AI acts more independently).
- **Dominant collaboration mode:** task iteration.

**Tasks most handed to AI here:**
- Instruct individuals in career development techniques such as job search and application strategies, resume writing, and interview skills. _(106.7% of measured AI use; task iteration)_
- Provide students with information on such topics as college degree programs and admission requirements, financial aid opportunities, trade and technical schools, and apprenticeship programs. _(4.4% of measured AI use; directive)_
- Teach classes and present self-help or information sessions on subjects related to education and career planning. _(4.3% of measured AI use; learning)_
- Counsel students regarding educational issues, such as course and program selection, class scheduling and registration, school adjustment, truancy, study habits, and career planning. _(4.3% of measured AI use; task iteration)_
- Counsel individuals to help them understand and overcome personal, social, or behavioral problems affecting their educational or vocational situations. _(3.3% of measured AI use; learning)_
- Compile and study occupational, educational, and economic information to assist counselees in determining and carrying out vocational and educational objectives. _(2.4% of measured AI use; directive)_
- Evaluate students' or individuals' abilities, interests, and personality characteristics using tests, records, interviews, or professional sources. _(1.9% of measured AI use; directive)_
- Provide information for teachers and staff members involved in helping students or graduates identify and pursue employment opportunities. _(0.8% of measured AI use; directive)_

**Example prompts (honest phrasings of the tasks above — starting points, not endorsed instructions):**
- Help me instruct individuals in career development techniques such as job search and application strategies, resume writing, and interview skills.
- Help me provide students with information on such topics as college degree programs and admission requirements, financial aid opportunities, trade and technical schools, and apprenticeship programs.
- Help me teach classes and present self-help or information sessions on subjects related to education and career planning.
- Help me counsel students regarding educational issues, such as course and program selection, class scheduling and registration, school adjustment, truancy, study habits, and career planning.
- Help me counsel individuals to help them understand and overcome personal, social, or behavioral problems affecting their educational or vocational situations.

## Sources

- **O*NET** (30.3) — U.S. Department of Labor / National Center for O*NET Development. https://www.onetcenter.org/database.html
- **BLS Occupational Employment and Wage Statistics (OEWS)** (May 2024) — U.S. Bureau of Labor Statistics. https://www.bls.gov/oes/
- **BLS Employment Projections** (2024–2034) — U.S. Bureau of Labor Statistics. https://www.bls.gov/emp/
- **Anthropic Economic Index** (v4 (2026-01-15) + v2 (2025-03-27)) — Anthropic. https://www.anthropic.com/economic-index
- **Microsoft “Working with AI”** (working-with-ai) — Microsoft Research. https://www.microsoft.com/en-us/research/
- **“GPTs are GPTs” (Eloundou et al.)** (arXiv 2303.10130) — OpenAI / academic. https://arxiv.org/abs/2303.10130
- **AI Occupational Exposure (AIOE)** (Felten, Raj & Seamans) — academic. https://github.com/AIOE-Data/AIOE
- **Frey & Osborne (2013)** (frey-osborne-automation) — academic. https://www.oxfordmartin.ox.ac.uk/publications/the-future-of-employment/
- **Dingel & Neiman (2020)** (dingel-neiman-workathome) — academic. https://github.com/jdingel/DingelNeiman-workathome

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_Generated from Singulariki's joined dataset; data snapshot 2026-06-02T21:00:32.945303+00:00. https://singulariki.com/roles/role-21-1012-00_