Advocating for students during distance learning: The role of the school counselor

The COVID-19 pandemic forced schools to rush into distance learning, prioritizing academics and limiting consideration of students' socioemotional needs. Given that distance learning is likely to be a recurring experience, school counselors should understand this unique context to better advocate for student needs. Through this illustrative case study, we sought to understand the distance learning experience of students, specifically examining barriers experienced and desired support, in an urban school district in the Western United States. We conducted classroom observations, interviews, and town hall observation with students who were part of an action civics program in the district. Following thematic data analysis, we found that student participants described themes of challenges (with subthemes of online learning and outside of school), needs (with subthemes of community and student voice), and communication. Based on these findings, we argue for school counselors to use student voice to inform advocacy efforts in addressing student needs during distance learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Advocating for Students During Distance Learning: The Role of the School Counselor

The COVID-19 pandemic forced schools to rush into distance learning, prioritizing academics and limiting consideration of students’ socioemotional needs. Given that distance learning is likely to be a recurring experience, school counselors should understand this unique context to better advocate for student needs. Through this illustrative case study, we sought to understand the distance learning experience of students, specifically examining barriers experienced and desired support, in an urban school district in the Western United States. We conducted classroom observations, interviews, and town hall observation with students who were part of an action civics program in the district. Following thematic data analysis, we found that student participants described themes of challenges (with subthemes of online learning and outside of school), needs (with subthemes of community and student voice), and communication. Based on these findings, we argue for school counselors to use student voice to inform advocacy efforts in addressing student needs during distance learning.

When Being “Essential” Illuminates Disparities: Counseling Clients Affected by COVID-19

The 2019 novel coronavirus (COVID-19) has highlighted social disparities in the United States. This article examines how preexisting racial and ethnic disparities, exacerbated by COVID-19, have negatively affected communities of color that tend to be overrepresented in lower socioeconomic groups, have limited access to health care and education, have an undocumented status, and work in jobs considered ?essential.? Counselors are encouraged to use creative strategies to design and facilitate telecounseling and reduced- or no-cost workshops in which attendees can participate safely. Specific cultural considerations, aspects of crisis management, and creative interventions that can be used with clients of color at an appropriate social distance are discussed. Counselors can also instill hope in their clients by promoting sociopolitical development. As the impact of COVID-19 will be felt for years, it is crucial that counselors be prepared to address the needs of those disproportionately affected.