School Counseling Research Padlet by Brooke Mendoza

The Impact of School Counseling on Students’ Mental Health in Diverse Populations: Article 1

bmendoza17_1 — 2025-07-01 16:53:10 UTC

Caroline Lopez‑Perry and colleagues conducted a systematic content analysis of school counseling literature published between 2011 and 2021, focusing on K–12 Black students and mental health supports. The review revealed that most studies centered on prevention services and identifying protective factors against mental health challenges among Black youth. However, the authors found notable research gaps, particularly in intervention efficacy, counselor training models, and culturally specific approaches. They conclude by offering a series of recommendations for future research and practical implementation, emphasizing the need for longitudinal designs, culturally responsive frameworks, and stronger alignment between school counseling practices and the unique experiences of Black students.

Reference:

Lopez‑Perry, C., Mora, L., Placeres, V., & Robertson, A. (2024). A systematic review and content analysis of school counseling mental health supports for Black youth: Implications for research and practice. Professional School Counseling, 28(1).

The Impact of School Counseling on Students’ Mental Health in Diverse Populations: Article 2

bmendoza17_1 — 2025-07-01 17:13:30 UTC

In their 2022 study, Janine M. Jones and Lisa H. Lee evaluate the L.A.U.G.H.® (Let Art Unleash Great Happiness) program, an art‑based, digitally delivered mindfulness intervention implemented via iPad among 243 diverse elementary students. Using a repeated-measures design across Weeks 1, 4, 8, and 12, they found that engaging in mindful breathing and digital art increased students’ moods, school connectedness, and joy of learning. Notably, Black/African American and Asian American/Pacific Islander students who began with the lowest connectedness showed the greatest gains by Week 8, underscoring the culturally responsive nature of the approach. The study highlights the importance of tailoring mindfulness interventions to diverse student populations and supports further research into differential impacts across cultural groups.

Reference:

Jones, J. M., & Lee, L. H. (2022). Art‑based mindfulness at school: A culturally responsive approach to school mental health. Psychology in the Schools, 59(10), 2085–2105.

The Impact of School Counseling on Students’ Mental Health in Diverse Populations: Article 3

bmendoza17_1 — 2025-07-01 17:14:06 UTC

In a single-arm pragmatic trial at an urban middle school, Chandrasekhar et al. (2023) evaluated the “Building Resilience for Healthy Kids” program, a universal, six-week, one-on-one health-coaching intervention aimed at fostering resilience among sixth-grade students. With 285 participants (69 % White, 13 % racial minority, 18 % Hispanic), the study found that racial-minority students showed significantly greater gains in personal and overall resilience compared to White students, after controlling for baseline scores. The intervention also led to meaningful improvements in self-efficacy and resilience across the entire cohort and had a particularly strong impact on those with initial negative affectivity. These results suggest that personalized, resilience-focused school programs can deliver equitable mental health benefits in racially and ethnically diverse student populations.

Reference:

Chandrasekhar, J. L., Bowen, A. E., Heberlein, E., Pyle, E., Studts, C. R., Simon, S. L., Shomaker, L., & Kaar, J. L. (2023). Universal, school-based mental health program implemented among racially and ethnically diverse youth yields equitable outcomes: Building Resilience for Healthy Kids. Community Mental Health Journal, 59(6), 1109–1117.

School Counselor Burnout and Its Impact on Student Support Services: Article 1

bmendoza17_1 — 2025-07-02 14:23:58 UTC

Byeolbee Um and Gerta Bardhoshi (2024) explored how organizational resources influence school counselors' burnout and work engagement through the lens of professional identity. Drawing on a structural equation model with data from 345 practicing school counselors, they discovered that organizational resources such as supervisor support, autonomy, and professional development directly bolstered counselors' professional identity. This enhanced professional identity, in turn, significantly mediated reductions in burnout and increases in work engagement. The findings suggest that fostering a strong sense of professional identity, supported by robust organizational structures, is crucial for improving counselor well‑being and effectiveness in school settings.

Reference:

Um, B., & Bardhoshi, G. (2025). Organizational resources, burnout, and work engagement of school counselors: The mediating effect of professional identity. Journal of Counseling & Development (John Wiley & Sons, Inc.), 103(1), 60–70.

School Counselor Burnout and Its Impact on Student Support Services: Article 2

bmendoza17_1 — 2025-07-02 14:24:10 UTC

In their comprehensive 2020 study, Heather J. Fye, Ryan M. Cook, Eric R. Baltrinic, and Andrea Baylin explored how both individual (e.g., perceived stress, coping styles) and organizational factors (e.g., job satisfaction, role conflict, role ambiguity) contribute to multidimensional burnout among school counselors. Surveying 227 counselors and using hierarchical regression analyses, they revealed that these factors explained substantial variance across five burnout dimensions measured by the Counselor Burnout Inventory, most notably: 66.6% of variance in negative work environment, 38.3% in deterioration of personal life, and 35%–37% in exhaustion and incompetence. The findings emphasize that both personal and contextual elements are crucial to understanding counselor burnout and point toward practical interventions such as clearer role definitions, targeted self‑care, mentorship, advocacy training, and stress‑management resources to support counselor wellness and effectiveness in school settings.

Reference:

Fye, H. J., Cook, R. M., Baltrinic, E. R., & Baylin, A. (2020). Examining Individual and Organizational Factors of School Counselor Burnout. Professional Counselor, 10(2), 235–250.

School Counselor Burnout and Its Impact on Student Support Services: Article 3

bmendoza17_1 — 2025-07-02 14:24:24 UTC

Leigh Falls Holman, Judith Nelson, and Richard Watts (2019) examined how organizational factors such as role ambiguity, role conflict, assignment of non‑counseling duties, and levels of coworker/supervisor support relate to school counselor burnout. Using correlation analyses with tools like the Demand Control Support Questionnaire and the Counselor Burnout Inventory, they found that counselors experiencing unclear role expectations, frequent non‑counseling tasks (e.g., testing coordination, clerical work), negative work environments, and low organizational support reported significantly higher exhaustion and overall burnout. The authors argue that these organizational stressors present opportunities for leadership, advocacy, collaboration, and systemic change to better support counselor well‑being and effectiveness.

Reference:

Holman, L. F., Nelson, J., & Watts, R. (2019). Organizational Variables Contributing to School Counselor Burnout: An Opportunity for Leadership, Advocacy, Collaboration, and Systemic Change. Professional Counselor, 9(2), 126–141.

The Role of School Counselors in Addressing Student Trauma: Article 1

bmendoza17_1 — 2025-07-03 02:10:05 UTC

Lorri M. Capizzi and Emily Bruce (2021) examine the critical role school counselors play in supporting students in foster care to access postsecondary educational opportunities. Drawing from school reform initiatives and accountability measures, the authors identify six key focus areas, including academic planning, resource coordination, mentorship, and trauma-informed advisement, to guide counselors in addressing the unique academic and emotional challenges faced by foster youth. They emphasize the need for intentional, strengths-based counseling strategies and advocacy for systemic supports such as stable school placements, legislative awareness, and targeted college and career programming to improve postsecondary enrollment and persistence rates for this vulnerable student population.

Reference:

Capizzi, L. M., & Bruce, E. (2021). The Role of School Counselors Working with Students in Foster Care: Increasing Access to Postsecondary Educational Opportunities. Journal of School Counseling, 19(52).

The Role of School Counselors in Addressing Student Trauma: Article 2

bmendoza17_1 — 2025-07-03 02:10:23 UTC

Robert R. Martinez Jr., Regina Gavin Williams, and Jennifer Green (2019) propose a trauma-informed care framework for school counselors supporting youth in foster care, leveraging a Multi-Tiered Systems of Support (MTSS) model. Through a comprehensive school counseling program, counselors can act as advocates, supporters, and change agents by addressing trauma-related academic and socio-emotional needs at universal (Tier 1), targeted (Tier 2), and intensive (Tier 3) levels. The authors emphasize that trauma-sensitive training and cross-system collaboration are essential for creating safe school environments, fostering resilience, and avoiding retraumatization among foster youth. Their recommendations offer practical strategies for implementation and underscore the critical role counselors can play in mitigating the profound effects of trauma experienced by these vulnerable students.

Reference:

Martinez, R. R., Williams, R. G., & Green, J. (2019). The role of school counselors delivering a trauma‑informed care approach to supporting youth in foster care. Professional School Counseling, 23(1).

The Role of School Counselors in Addressing Student Trauma: Article 3

bmendoza17_1 — 2025-07-03 02:10:40 UTC

Dakota L. King‑White (2019) investigates the pivotal role school counselors play in implementing effective mental health models within K–12 settings. Amid growing prevalence of anxiety, depression, trauma, and ADHD among students, King‑White emphasizes that counselors are uniquely positioned, through their training and positioning, to support tiered mental health frameworks. Drawing on existing literature, the article outlines strategic counselor-led initiatives such as universal social–emotional learning interventions (Tier 1), targeted group counseling and early risk identification (Tier 2), and collaboration with community mental health providers for intensive needs (Tier 3). By highlighting counselor-driven advocacy, schoolwide collaboration, and data-informed program development, King‑White provides a roadmap for integrating comprehensive mental health services into school environments.

Reference:

King‑White, D. L. (2019). The role of school counselors in supporting mental health models in schools. Journal of School Counseling, 17(4).