Establish and supervise peer-counseling and peer-tutoring programs.

“Establish and supervise peer-counseling and peer-tutoring programs.” is a supplemental task performed by Educational, Guidance, and Career Counselors and Advisors. Among the occupation's 34 rated tasks, workers place it 5th by importance (#30 most important). About 54% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Develop public or community health programs. in Thinking Creatively
• Supervise personnel activities. in Guiding, Directing, and Motivating Subordinates

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T1.

Other tasks in this occupation

• Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. · importance 4.6
• Counsel students regarding educational issues, such as course and program selection, class scheduling and registration, school adjustment, truancy, study habits, and career planning. · importance 4.5
• Provide crisis intervention to students when difficult situations occur at schools. · importance 4.4
• Review transcripts to ensure that students meet graduation or college entrance requirements, and write letters of recommendation. · importance 4.4
• Identify cases of domestic abuse or other family problems and encourage students or parents to seek additional assistance from mental health professionals. · importance 4.4
• Prepare students for later educational experiences by encouraging them to explore learning opportunities and to persevere with challenging tasks. · importance 4.3
• 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. · importance 4.3
• Refer students to degree programs based on interests, aptitudes, or educational assessments. · importance 4.2
• Evaluate students' or individuals' abilities, interests, and personality characteristics, using tests, records, interviews, or professional sources. · importance 4.2
• Provide special services such as alcohol and drug prevention programs and classes that teach students to handle conflicts without resorting to violence. · importance 4.2
• Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · importance 4.0
• Provide students with information on topics such as college degree programs and admission requirements, financial aid opportunities, trade and technical schools, and apprenticeship programs. · importance 4.0
• Conduct follow-up interviews with counselees to determine if their needs have been met. · importance 3.9
• Instruct individuals in career development techniques, such as job search and application strategies, resume writing, and interview skills. · importance 3.8

See all tasks on the Educational, Guidance, and Career Counselors and Advisors page.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-5637,
  title  = {Establish and supervise peer-counseling and peer-tutoring programs.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-5637}
}