APA Citation:

Parzych, J. L., Donohue, P., Gaesser, A., & Ming, M. C. (2019). Measuring the impact of school counselor ratios on student outcomes. American School Counselor Association. https://www.schoolcounselor.org/getmedia/5157ef82-d2e8-4b4d-8659-a957f14b7875/Ratios-Student-Outcomes-Research-Report.pdf

Summary:

The purpose of this study is to evaluate the impact of the school counselor-to-student ratio and its influence or impact on student achievement and academic performance, attendance, suspension, and college readiness. The study compiled data from the following three states: Indiana, Connecticut, and New York. The researchers used correlation and regression analysis of public data from these three states to determine the school-counselor-to-student ratios and the relationship between student outcomes, as measured by SAT scores, academic achievement, graduation rates, college attendance, suspensions and expulsions, and absenteeism. The New York study is still underway, but researchers are also examining location, grade level, socioeconomic status, and ethnicity. Qualitative data were gathered and analyzed to identify the highest and lowest performing schools across elementary, middle, and high school settings in all urban, suburban, and rural communities then analyzed and evaluated the student-to-school-counselor ratios to determine if a correlation exist and what it looked like compared to the recommended ASCA average of 1:250 and the national average of 1:471.

APA Citation:

Mariani, M. Peluso, P., Charles, N., Mantooth-Urso, B. (2024). Analyzing the impact of esol/ell school counselor ratios on student outcomes. American School Counselor Association. https://www.schoolcounselor.org/getmedia/1df30b9e-99bc-4476-86fc-e5b28cb7fc2b/ASCA-Research-Report-Mariani.pdf

Summary:

The purpose of this study was to analyze the achievement, behavior, and attendance of students at schools that provided bilingual/bicultural counselors to determine the correlation or regression between the ESOL school-counselor-to-student ratio and the provision of increased specialized services on student outcomes. A correlational design was employed, based on the relational-cultural theory approach, to analyze the relationship between graduate-level, ESOL-specialized school counselors' cultural approaches and their impact on student outcomes. Predictive models and regression analysis were used because it was not possible to have a control group and randomize participants. Sixty-four sites were analyzed across elementary, middle, and high schools where these counselors were employed, and student attendance, performance, and behavioral data were collected from each campus. These data sets were then analyzed using a paired samples t-test to compare the results before and after their placement.

APA Citation:

Lui, Y., Hilts, D., & Gup, X. (2024). Does student-to-school-counselor ratio matter when considering schools' race/ethnicity composition? A New York statewide examination. Professional School Counseling, 28(1). https://journals.sagepub.com/doi/pdf/10.1177/2156759X241304432

Summary:

The purpose of this study was to analyze the student-to-school counselor ratio and the racial and ethnic composition of schools to examine how these factors affected student outcomes, including graduation rates, college enrollment, academic achievement, and absenteeism. The researchers used the New York State Education Department data to analyze public schools using two-way MANOVAs. This allowed them to explore the effects of counselor ratios and school demographics on various student outcomes across the state.

https://journals.sagepub.com/doi/abs/10.1177/2156759X221105557

Downloaded PDF:

file:///C:/Users/Maygan/OneDrive/Desktop/we-are-the-heartbeat-of-the-school-how-school-counselors.pdf

APA Citation:

Alexander, E.R., Savitz-Romer, M., Nicola, T. P., Rowan-Kenyon, H. T., & Carroll, S. (2022). “We are the heartbeat of the school”: How school counselors supported student mental health during the covid-19 pandemic. Professional School Counseling, 26(1).  https://doi.org/10.1177/2156759X221105557

Summary:

The purpose of this study was to explore the experiences of school counselors when providing social and emotional support to students during the COVID-19 pandemic. The study focused on qualitative data collected from open-ended survey responses and focus group transcripts, which analyzed the school counselors' perceptions of students' mental health and their experiences in providing the social and emotional component of their role. Any counselor working in a U.S. public school was eligible to participate, and candidates were also recruited via national and state professional organizations.

https://research.ebsco.com/c/3f352n/viewer/pdf/oe2h3j2n6b?auth-callid=b3f76120-5a3f-42b4-9215-1d6d73ac6a3a

APA Citation:

Turner, B., Brendle, J., & Lock, R. H. (2024). Rising trends of mental health needs among public-school students. Delta Kappa Gamma Bulletin, 90(3), 20-31. https://eds-p-ebscohost-com.easydb.angelo.edu/eds/pdfviewer/pdfviewer?vid=4&sid=87d712b0-1858-4611-9939-eb70ce9b8c94%40redis

Summary:

The purpose of this study was to identify patterns in school-based mental health referrals for inappropriate and maladaptive behaviors among students, to inform decisions about providing quality mental health programming in public schools. A total of 837 school-based mental health referrals were collected and analyzed over a 5-year period, which included basic demographic information, a checklist identifying the reason for the referral, and a text box for providing additional details surrounding the referral. A comparative quantitative research method was used to complete frequency tables and statistical tests and a t-test was utilized to determine if there was a rise in referrals.

https://research.ebsco.com/c/3f352n/search/details/e3e6z5ckin?checkHoldings=y&limiters=None&q=Rising+trends+of+mental+health+needs+among+public-school+students&modal=cite-details

Downloaded PDF:

file:///C:/Users/Maygan/Downloads/EBSCO-FullText-07_03_2025%20(1).pdf

APA Citation:

Gray, K., Marlotte, L., Aralis, H., Kaufman, J., Kataoka, S., Venegas-Murillo, A., Lester, P., Escudero, P., & Ijadi-Maghsoodi, R. (2024). Understanding and addressing the needs of students in special education through a trauma-informed resilience curriculum. Social Work in Public Health, 39(5), 405–421. https://doi.org/10.1080/19371918.2024.2316866

Summary:

The purpose of this study was to describe the need for a continuation of trauma-informed services and the mental health needs of special education students. 1,940 participants were identified by their IEP teams as having significant behavioral and emotional difficulties that affect their ability to benefit from the program services delivered by school social workers. An online, multi-instrument Wellness Check-Up tool was used to measure and screen for physical health needs and various mental health symptoms in students aged 11 years and older. A mixed-methods data analysis was conducted, involving the calculation of descriptive statistics, and a quantitative analysis was designed to describe the mental health needs of students receiving intervention services.

https://research.ebsco.com/c/3f352n/viewer/pdf/q7h7z5sn7z

APA Citation:

Burnham, J. J., Fye, H., Jackson, C. M., Ocampo, M., & Clark, L. (2024). A 20-Year review of school counselor roles: Discrepancies between actual practice and existing models. Journal of Counselor Preparation & Supervision, 18(2), 1–19. https://doi.org/10.70013/z4hl7wy9

Summary:

The purpose of this study was to examine the actual role of school counselors and compare it to the ideal roles described in comprehensive, developmental counseling models. Participants consisted of 291 practicing school counselors with experience ranging from 1 to 30 years. Participants completed a modified version of Burnham and Jackson's School Counselor Questionnaire, which asked a range of qualitative and quantitative questions to describe their assigned duties and document the estimated time spent performing these duties. The data was then compared to the ASCA National Model framework published in 2019, and recommendations were made to refine the roles and responsibilities assigned to school counselors.

https://research.ebsco.com/c/3f352n/search/details/vrnpkyk2av?limiters=None&q=School+counselor+roles+for+student+success+during+a+pandemic

PDF Link:

file:///C:/Users/Maygan/Downloads/EBSCO-FullText-07_03_2025%20(2).pdf

APA Citation:

Pincus, R., Ebersol, D., Justice, J., Hannor-Walker, T., & Wright, L. (2021). School counselor roles for student success during a pandemic. Journal of School Counseling, 19(29).

Summary:

The purpose of this article is to advocate for the importance of school counselors' roles and responsibilities in ensuring that counselors can effectively address the mental health, social, and emotional needs of students stemming from the COVID-19 pandemic. This article focused on studies that discussed the exposure to Adverse Childhood Experiences (ACEs) and their effects on students' mental health needs upon return to school, advocating for guidance on the importance of ensuring that school counselors perform their duties according to the ASCA National Model framework. The researchers reviewed existing studies and compared them to the roles and responsibilities outlined in the ASCA framework, offering suggestions to advocate for adjustments to these roles and duties to better align with the 80/20 best practice model, thereby ensuring student success.

https://research.ebsco.com/c/3f352n/search/details/avvpwrrp2r?limiters=None&q=Exploring+school+counseling+during+the+first+wave+of+covid-19

PDF Link:

file:///C:/Users/Maygan/Downloads/EBSCO-FullText-07_03_2025%20(3).pdf

APA Citation:

Villares, E., Starrett, A., & Limberg, D. (2022). Exploring school counseling during the first wave of COVID‐19. Journal of Counseling & Development (John Wiley & Sons, Inc.), 100(4), 386–398. https://doi.org/10.1002/jcad.12433

Summary:

The purpose of this study was to explore the individual and school characteristics and their delivery of services during the first wave of the pandemic. The study selected a random sample of school counseling practitioners who were working during the fall of 2020 and were all members of ASCA. Participants were sent a link to an electronic survey through SurveyMonkey that included the School Counselor Activity Rating Scale, Counselor Burnout Inventory, and a demographic questionnaire. The data were then compiled into an approach that is reactive, universal, consultative, and comprehensive, and used to compare the relationship between the delivery method of services and the ASCA program model alignment, providing suggestions for implementation.