Guide and counsel students with adjustment or academic problems or special academic interests.

“Guide and counsel students with adjustment or academic problems or special academic interests.” is a core task performed by Kindergarten Teachers, Except Special Education. Among the occupation's 37 rated tasks, workers place it 31st by importance (#7 most important). About 98% 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.

• Advise others on educational or vocational matters. in Providing Consultation and Advice to Others

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E0. No direct exposure — current language models give little or no time savings on this task.

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 0.00. Automation potential label: T1.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• Most common interaction: task iteration
• Average autonomy of the AI: 3.5 (1–5; higher = more autonomous)
• 97% of interactions still needed a human in the loop

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Working with AI vs. handing it off

Of the AI conversations mapped to this task, the split between people working alongside AI and people delegating the task to it.

How people interact with AI on this task

Other tasks in this occupation

• Establish and enforce rules for behavior and policies and procedures to maintain order among students. · importance 4.7
• Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. · importance 4.7
• Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests. · importance 4.6
• Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. · importance 4.6
• Demonstrate activities to children. · importance 4.5
• Read books to entire classes or to small groups. · importance 4.5
• Observe and evaluate children's performance, behavior, social development, and physical health. · importance 4.5
• Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. · importance 4.5
• Prepare and implement remedial programs for students requiring extra help. · importance 4.5
• Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. · importance 4.4
• Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations. · importance 4.4
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. · importance 4.3
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · importance 4.3
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · importance 4.3

See all tasks on the Kindergarten Teachers, Except Special Education 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
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

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

@misc{singulariki-task-6513,
  title  = {Guide and counsel students with adjustment or academic problems or special academic interests.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-6513}
}