<![CDATA[Background: Students’ perceptions of school guidance and counseling services significantly influence their willingness to seek professional support. However, many students continue to perceive school counselors primarily as disciplinary authorities, which limits the effectiveness of counseling services. Objective; This study aimed to explore students’ perceptions, understanding, and expectations regarding the urgency of guidance and counseling services at MTsN Terate Pandian Sumenep. Methods: A qualitative descriptive approach was employed using observations, semi-structured interviews, and document analysis. Participants were purposively selected from Grade VIII students, and the data were analyzed through thematic analysis following the interactive model of Miles and Huberman. Results: Three major themes emerged. First, most students understood guidance and counseling as professional support for personal, social, academic, and behavioral development, although some still associated it with disciplinary functions. Second, perceptions of school counselors were shaped by previous experiences, resulting in both positive views and the persistent “school police” stereotype. Third, students expected counseling services to become more accessible, preventive, developmental, and student-centered through stronger counselor–student relationships. Conclusion: Students’ understanding of and direct experiences with school counselors substantially influence their trust in and utilization of counseling services. Originality/Value: This study offers novel qualitative empirical insights into the field of school guidance and counseling within Islamic secondary education by documenting students' nuanced perceptions, conceptual understanding, and the lingering 'school police' stereotype regarding the urgency and utilization of counseling services, which remain underexplored in contextual literature. This inquiry provides profound contextual perspectives and serves as a strategic reference that contributes to informed educational decision-making, the restructuring of preventive counseling programs, and the cultivation of responsive, student-centered counseling relationships in schools.]]>
