Equitable Access to Mental Health Services in 21st Century Schools: The School Counselor's Role

• In Event: Breaking Silos: Using Collaboration to Improve Student Mental Health Outcomes and Create Equitable Education Systems

Abstract

Objectives: Several studies have demonstrated that untreated and overlooked mental health concerns can impact school attendance, achievement, and personal and school relationships (Fabiano & Evans, 2019; Gamble & Lambros, 2014). Students who qualify for the National School Lunch Program and students of color are at even greater risk for mental health concerns and less likely to receive care (Panigua, 2013). This paper will present findings from a quantitative study exploring secondary school administrators’ and counselors’ perceptions of school counselor competency to address students’ mental health, social, and emotional needs.

Perspective(s) or Theoretical Framework: ASCA Standards for School Counselor Preparation Programs (ASCA CAEP SPA) and the Council for the Accreditation of Counseling and Education Related Programs (CACREP) stipulate certain training requirements in the preparation of school counselors, including knowledge and skills in counseling theory; human growth and development and the impacts of oppression and environmental stressors; and the promotion of healthy social and emotional development (ASCA, 2019; CACREP, 2016). An administrator's lack of understanding regarding school counselors' training can lead to the assignment of school counselors to non-counseling administrative tasks (Monaghan et al., 2020). It is important to understand the perspective of school counselors and administrators regarding the school counselor's competency to address mental health to ensure equitable access to mental health supports for all students in school.

Methods: Participants completed a demographic survey and a modified version of the Survey of School Counselor Roles and Responsibilities (SSCRR) (Brown, n.d.) that included 13 original, four modified, and two added Likert scale items, four open-ended questions, and one question requiring a yes or no response. The authors identified five subscales: Counseling, Appraisal, Collaboration, Non-counseling, and Consultation. The survey was used to answer the following research questions:
1. Do school counselors perceive themselves as adequately trained to meet the
social and emotional needs of students?
2. Do administrators perceive school counselors as adequately trained to meet the social and emotional needs of students?
3. Is there a difference in school counselors' and administrators' perceptions of the school counselor's role?

Data Sources: The population sample consisted of a national sample of 518 participants, 295 high school counselors, and 223 high school administrators.

Results: An independent samples t-test showed that administrators and school counselors had differing views regarding school counselors' training and roles in supporting student mental health needs. School counselors perceived that they could support and evaluate student mental health, while administrators perceived that school counselors are prepared to handle assessments but not as prepared to handle mental health and social and emotional concerns.

Significance: COVID-19 has intensified the need for mental health support for students. School counselors are uniquely poised to address students' social, emotional, and mental health needs given their training. Students cannot access the available mental health support when school administrators lack the understanding of school counselors' training and appropriate roles. This research exposes the need for better collaboration between administrators and school counselors and better training for administrators regarding the skills and knowledge school counselors possess.

Authors

• Wendy Rock, Southeastern Louisiana University

• Teshaunda Hannor-Walker, Liberty University

• Robert Pincus, Liberty University