<![CDATA[One of the programs implemented to provide access to and equal education is the admission of students through the zoning pathway. The zoning pathway refers to schools managed by the local government that are required to admit students from zones designated by the local government, with a maximum quota of 80%. In reality, the implementation of the zoning pathway has led to quite complex problems, ranging from the manipulation of student data to a lack of high learning motivation among students and low competitiveness among students admitted through this pathway. This study aims to identify the problems faced by students admitted through the zoning pathway at public high schools in Metro City and their implications for guidance and counseling. The research was conducted at six public high schools in Metro City. The data collection method used was an inventory of developmental task problems, and the collected data will be analyzed both quantitatively and qualitatively. The results of the study indicate that the problem scores experienced by State Senior High School students in Metro City who are admitted through the zoning pathway fall into the low category. Additionally, it was found that the aspect of developmental tasks presenting the greatest challenges for these students is the development of Economic Behavioral Independence/Entrepreneurship.]]>
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