This article described a four-year study that asked whether teachers would have a higher regard for school counselor impact (SCI) if they were able to collaborate and teach lessons focused on Social Emotional Learning (SEL) skills. The study involved one hundred and twelve teachers, some of whom were in the control group. The control group did not work closely with the school counselor but was required to teach SEL lessons. The test group of teachers and counselors were given professional development training and the counselors were present when the teachers taught a series of lessons focused on problem-solving, academics, and other SEL skills. Overall, the data showed that teachers had an increased perception of school counselors and their role in the school setting (Villares et al., 2020)                                         

I have worked in two schools in my career. In my district, school counselors are required to handle all 504 Plans. The meetings take up approximately one day per week and additional time for paperwork. This makes it impossible for them to deliver services 80% of the time, as is emphasized by the ASCA (American School Counseling Association) National Model. I see why counselors might be assigned this duty, but I know the students would benefit from more counselor time in the classroom and in small group settings. The school counselor in my school tries to deliver one classroom lesson per class per week. She also has small groups she meets with during lunches. However, I do not know how often she is able to collaborate with teachers. I have seen her step in when teachers are concerned about a specific student or when students have challenges that arise during the school day. I am curious about other schools in my state and whether counselors can collaborate with teachers on a larger scale.                          

 Reference List                                                      

Villares, E., Brigman, G., Webb, L., Carey, J., & Harrington, K (2021). A randomized control trial of teachers’ perceptions on school counselor impact. Counseling Outcome Research and Evaluation, Volume 12, ( 2) , 105-116. DOI: 10.1080/21501378.2020.1788929       

My role as a school counselor will be to encourage children to make achievable goals and celebrate with them. This will be one of many ways I will advocate for students. I will cheer them on as they work hard to reach goals as well as communicate with teachers and parents so we can work together to increase student confidence. I also want to be a voice for those who may not have the language skills to get what they need. My love for Special Education and English Language Learners will lead me to participate with these groups of children because I remember what it felt like to be young and alone and unsure of my English. I will be their advocate until they have the language to communicate their needs. If I can be the person children come to because they feel safe and trust me, then I will be able to guide them emotionally and academically. 

I have never met a School Counselor who was not passionate about helping students succeed. It would be impossible to follow the ASCA (American School Counseling Association) National Model if one did not feel driven to work with children. Following the Ethical Standards of Confidentiality, supporting student development, and encouraging lifelong learning is innate to my character. Working with children who have undergone trauma such as abuse or harm from themselves or others will be difficult to contend with. I know they are realities and I hope I have a strong school community that can rally around families in times of crisis. If not, I will do my best to build a community that does.  

As a School Counselor, I will provide a comprehensive and developmentally appropriate school counseling program to every child in my school community. I will walk with every student as they create an individualized path to success.