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School counselors play a vital role in supporting students' academic, career, and personal development by helping them build essential life skills such as perseverance, time management, and self-direction. The American School Counselor Association (ASCA) recommends a student-to-counselor ratio of 250:1 to allow for adequate support; however, the national average for the 2023–2024 school year stands at 376:1. Research has shown that lower counselor ratios are associated with improved academic outcomes, such as higher GPAs, better attendance, and increased graduation rates. Despite this, access to school counselors remains unequal, especially for students of color and those from low-income backgrounds. Historical data reveals a shift in the counselor’s role from clerical duties to student-centered services, reinforcing the need for manageable caseloads. Still, many schools fall short, with about 17% of high schools lacking a school counselor entirely. This highlights the ongoing need for advocacy, equitable staffing, and continued research into the impact of school counselors.

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School Counselor Roles & Ratios - American School Counselor Association (ASCA)

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Although ASCA recommends a 250-to-1 ratio of students to school counselors, the national average is actually 376-to-1 for the 2023–2024 school year (the most recent year for which data is available). See how the individual states stack up:

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School Counselors' Self-Efficacy in Addressing Adolescents' Mental Issues in the After-COVID-19 Era.

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School Counselors' Self-Efficacy in Addressing Adolescents' Mental Issues in the After-COVID-19 Era.

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This study investigated school counselors' perspectives on the mental health impact of COVID-19 on adolescents, their own self-efficacy in providing support, and their observations of post-pandemic student behavior. The researchers focused on three main research questions related to counselors' evaluations of student mental health, their confidence in addressing those challenges, and their views on student behavior after the pandemic. The participants were school counselors who provided insights through survey-based research. The study found that counselors identified increased worry, academic and career concerns, and excessive internet use as key issues among students. Counselors who perceived students as having higher levels of anxiety or behavioral challenges also rated themselves higher in professional self-efficacy, particularly in areas like leadership, teamwork, and personal development. The findings support the need for creative counseling approaches to enhance adolescent resilience in the wake of global disruptions like the pandemic.

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Career and College Readiness Programming of Rural Appalachian School Counselors: A Consensual Qualitative Research Study.

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Career and College Readiness Programming of Rural Appalachian School Counselors: A Consensual Qualitative Research Study.

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This study examined how high school counselors in rural Appalachia address students' career and college readiness needs, recognizing the region’s distinct cultural strengths and systemic challenges. Using a consensual qualitative research (CQR) methodology, the researchers interviewed school counselors and identified five domains and 20 categories that describe their strategies and experiences. The purpose was to understand how counselors tailor their approaches to fit the cultural context of rural Appalachia. The study offers implications and recommendations for developing career and college programming that better supports students in this unique region.

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Student-to-School Counselor Ratios:
A Meta-Analytic Review of the Evidence

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Student-to-School Counselor Ratios:
A Meta-Analytic Review of the Evidence

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This study explores the relationship between student-to-school counselor ratios and student-level outcomes through a systematic review and meta-analysis. Although the American School Counselor Association recommends a 250:1 ratio, there is limited empirical evidence to support this guideline. The researchers used a broad search strategy and a random-effects model to analyze existing studies, finding that higher ratios (meaning more students per counselor) have a small but negative impact on student outcomes. However, the study also highlights significant methodological limitations in the current body of research, which affect the strength and reliability of these findings. The authors call for more rigorous future research and offer insights for practitioners aiming to enhance student support services.

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An Ecological View of School Counselor Ratios and Student Academic Outcomes: A National Investigation.

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An Ecological View of School Counselor Ratios and Student Academic Outcomes: A National Investigation.

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This study examines the impact of student-to-school counselor ratios on academic outcomes using a multilevel approach, a method rarely used in prior research. Drawing on data from the nationally representative High School Longitudinal Study of 2009, the authors found that lower counselor ratios were significantly associated with higher student GPAs and increased graduation rates. Additionally, attending a Title I school was linked to various academic outcomes, including GPA, the number of AP/IB credits earned, and postsecondary course enrollment. The study frames its findings within an ecological perspective and emphasizes their implications for school counseling advocacy and practice.

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"We Are the Heartbeat of the School": How School Counselors Supported Student Mental Health During the COVID-19 Pandemic

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"We Are the Heartbeat of the School": How School Counselors Supported Student Mental Health During the COVID-19 Pandemic

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This study explored school counselors’ perceptions of their roles in providing mental health support to students during the COVID-19 pandemic, particularly in light of increased needs among minoritized youth. Grounded in organizational role theory, the research aimed to understand how systemic and organizational barriers impacted counselors’ ability to meet growing demands. Participants included practicing school counselors who shared their experiences through qualitative methods, likely interviews or surveys. The study found that while counselors recognized a heightened need for mental health services during the pandemic, especially among marginalized students, their efforts were often limited by institutional constraints, leaving the most vulnerable students at risk of going unsupported.

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Addressing K-12 Student's Academic, Mental Health, and Career Development Needs During COVID-19.

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Addressing K-12 Student's Academic, Mental Health, and Career Development Needs During COVID-19.

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This study investigated how school counselors addressed students' academic, mental health, and career needs during the COVID-19 pandemic, despite continuing to follow the unchanged American School Counselor Association (ASCA) Model. Using a consensual qualitative research (CQR) method, the researchers conducted interviews with 14 practicing school counselors from elementary, middle, and high schools in South Carolina. The study aimed to understand what counselors prioritized during the crisis and how their roles and practices shifted as a result. The findings identified eight key domains that offer insights into how the school counselor role and approach may need to evolve to better meet student needs during and after large-scale disruptions.

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Detailed Record

Title:

Authors:

Source:

Journal of Child & Adolescent Counseling. Jul2024, Vol. 10 Issue 2, p165-179. 15p.

Document Type:

Article

Subject Terms:

Author-Supplied Keywords:

NAICS/Industry Codes:

611430 Professional and Management Development Training
624310 Vocational Rehabilitation Services
611710 Educational Support Services

Abstract:

Schools provide a place for children and their families to receive academic, mental health, and career development services. COVID-19 shifted the way schools address the needs in each of these areas, specifically the role of a school counselor has changed but the primary model, the American School Counselor Association Model, that school counselors follow has not since the pandemic. In our study, we used consensual qualitative research (CQR) to explore how school counselors addressed academic, mental health, and career needs of K-12 students during the outbreak of COVID-19. Understanding what school counselors prioritized during a crisis and how it changed the way they work, provides insight into how the role of a school counselor and the approach they use may need to adjust. We interviewed 14 practicing school counselors in South Carolina schools representing all the educational levels (i.e, elementary, middle, high). We found 8 domains that support our research question. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Child & Adolescent Counseling is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Author Affiliations:

¹Educational and Developmental Sciences, University of South Carolina, Columbia, South Carolina, USA
² Counselor Education, Boise State University, Boise, Idaho, USA
³Counseling, University of Nebraska Omaha, Omah, Nebraska, USA
⁴Counseling, University of North Carolina Pembroke, Pembroke, North Carolina, USA
⁵Professional Counseling, University of Wisconsin Oshkosh, Oshkosh, Wisconsin, USA
⁶Counseling, Northwest University, Kirkland, Washington, USA

Full Text Word Count:

7416

ISSN:

2372-7810

DOI:

10.1080/23727810.2024.2359617

Accession Number:

178681545

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Addressing K-12 Student's Academic, Mental Health, and Career Development N...: EBSCOhost

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Title: Authors: Source: Journal of Child & Adolescent Counseling. Jul2024, Vol. 10 Issue 2, p165-179. 15p. Document Type: Article Subject Terms: Author-Supplied Keywords: NAICS/Industry Codes: 611430 Professional and Management Development Training 624310 Vocational Rehabilitation Services 611710 Educational Support Services Abstract: Schools provide a place for children and their families to receive academic, mental health, and career development services.

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How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race?

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How the Culture in School Counseling Programs Shapes College-Going Outcomes: Do the Effects Vary by Race?

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This study explored how the culture within school counseling programs, known as the School Counseling College-Going Culture (SCCGC), influences high school students’ college-related outcomes, particularly for students of color. Using data from the High School Longitudinal Study 2009–2016, the researchers conducted logistic regression analyses on a sample of 9,170 students to examine two key steps: whether students received financial aid counseling and whether they sought college admissions counseling in 12th grade. The study found that factors such as counselor expectations, priorities, early student–counselor contact, college readiness activities, and institutional constraints impacted college-going outcomes differently across racial and ethnic groups.

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Detailed Record

Title:

Authors:

Bryan, Julia ¹ (AUTHOR) jabryan@psu.edu
Kim, Jungnam ² (AUTHOR)
Liu, Chang ¹ (AUTHOR)

Source:

Professional School Counseling. March 2023 Special Issue: Evidence-Based School Counseling Conference Proceedings (2022), Vol. 27 Issue 1a, p1-15. 15p.

Document Type:

Article

Subject Terms:

*STUDENT counselors
*EDUCATION of counselors
*EDUCATIONAL counseling
*SCHOOL environment
*HIGH school students
*UNIVERSITY & college admission
*FINANCIAL counseling

Author-Supplied Keywords:

college access
college-going culture
school counseling
student-counselor contact
students of color

NAICS/Industry Codes:

611710 Educational Support Services
611310 Colleges, Universities, and Professional Schools

Abstract:

This study examined how the culture in school counseling programs or departments shapes the college-related outcomes of high school students including students of color. With data from the High School Longitudinal Study 2009, we investigated two major steps in the college-going process: (a) whether students see the counselor for financial aid counseling and (b) whether they seek college admissions counseling in 12th grade. We discuss the literature on the role of school counselors in college access, especially support for students of color, and how school counseling contextual variables and school counselor mindsets, which we term school counseling college-going culture (SCCGC), affect students' college-going decisions. We conducted logistic regression analyses by racial/ethnic groups among 9170 high school students from the High School Longitudinal Study 2009-2016 dataset. The results indicated that counselor expectations, priorities, student-counselor contact prior to 12th grade, college and career readiness activities, and constraints affect students' college outcomes differently across racial and ethnic backgrounds. This study has implications regarding what interventions, mindsets, and practices school counselors need in order to improve college-going outcomes (e.g., student-counselor contact for college admissions and financial aid counseling) for students from diverse racial and ethnic backgrounds. [ABSTRACT FROM AUTHOR]

Copyright of Professional School Counseling is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Author Affiliations:

¹8082 Pennsylvania State University, University Park, PA, USA
²14722 University of Nevada, Las Vegas, Las Vegas, NV, USA

Full Text Word Count:

11637

ISSN:

1096-2409

DOI:

10.1177/2156759X231153392

Accession Number:

162431539

Publisher Logo:

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How the Culture in School Counseling Programs Shapes College-Going Outcomes...: EBSCOhost

# data[].attributes.attachment_link.description
Title: Authors: Bryan, Julia 1 (AUTHOR) jabryan@psu.edu Kim, Jungnam 2 (AUTHOR) Liu, Chang 1 (AUTHOR) Source: Professional School Counseling. March 2023 Special Issue: Evidence-Based School Counseling Conference Proceedings (2022), Vol. 27 Issue 1a, p1-15. 15p.

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School counseling college‐going culture: Counselors' influence on students' college‐going decisions.

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School counseling college‐going culture: Counselors' influence on students' college‐going decisions.

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This study tested the conceptual framework of School Counseling College-Going Culture (SCCGC) by analyzing data from 15,857 high school students in the High School Longitudinal Study 2009. The researchers examined how elements of SCCGC—such as counselor expectations, early student–counselor contact for college and career counseling, college readiness activities, and institutional constraints—were related to seniors’ college decision outcomes, including applications, financial aid counseling, and college enrollment. Using multinomial and ordinal logistic regression analyses, the study found that higher counselor expectations, early counseling contact, and participation in college-related activities positively influenced students' college decisions, while larger counselor caseloads negatively impacted these outcomes.

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