Adolescence represents a crucial developmental phase characterized by rapid physical, cognitive, and emotional transitions. In India, secondary school students often face academic stress, identity crises, peer pressure, and emotional instability, all of which directly affect their well-being and learning outcomes. Integrated counselling approaches, combining cognitive-behavioural and humanistic perspectives, are increasingly recognized as essential interventions in schools to foster both cognitive and emotional health. The present study is a descriptive, review-based investigation that synthesizes secondary data from recent Indian research conducted between 2012 and 2024. The objective was to explore how integrated counselling enhances students’ cognitive and emotional well-being, strengthens school-based support systems, and contributes to holistic development. The findings from fifteen Indian studies—including those by Deb & Walsh (2012), Parveen & Akhtar (2021), and Joshi (2021)—indicate that integrated counselling significantly improves academic focus, emotional regulation, and social adaptation among adolescents. These outcomes are achieved through the fusion of cognitive restructuring (as per CBT) and emotional empathy (as per humanistic counselling). The results also emphasize the crucial role of counsellors and teachers in jointly implementing these practices within classrooms. Interpretation of secondary evidence demonstrates that integrative approaches align well with India’s socio-cultural and educational framework, promoting sustainable student growth.