Building High-Quality School Counseling Programs to Ensure Student Success. Brief No. 21
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| Title: | Building High-Quality School Counseling Programs to Ensure Student Success. Brief No. 21 |
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| Language: | English |
| Authors: | Savitz-Romer, Mandy, Nicola, Tara P., EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Harvard University, Graduate School of Education, Results for America |
| Source: | EdResearch for Recovery Project. 2022. |
| Availability: | EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation |
| Document Type: | Reports - Descriptive |
| Education Level: | Elementary Secondary Education Postsecondary Education |
| Descriptors: | School Counseling, Elementary Secondary Education, COVID-19, Pandemics, Student Needs, Access to Health Care, Mental Health, School Counselors, Computer Mediated Communication, Program Development, Postsecondary Education, Social Development, Emotional Development, Well Being, Counseling Effectiveness, At Risk Students, Minority Group Students, Achievement, Counseling Techniques, Student Diversity, Cultural Relevance, Counselor Role |
| Abstract: | This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools and districts ensure that all students benefit from school counseling programs? In order to answer this question, the brief breaks down the issue into three points: (1) Access to school counselors improves academic outcomes, social-emotional development, and postsecondary enrollment; (2) The students who could benefit the most from counselors typically have the least access to them; and (3) During COVID-19, virtual work and added non-counseling duties have further limited students' access to school counselors while student needs have accumulated. Based on these points, the brief provides four strategies to consider and three strategies to avoid. |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Accession Number: | ED617049 |
| Database: | ERIC |
| Abstract: | This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools and districts ensure that all students benefit from school counseling programs? In order to answer this question, the brief breaks down the issue into three points: (1) Access to school counselors improves academic outcomes, social-emotional development, and postsecondary enrollment; (2) The students who could benefit the most from counselors typically have the least access to them; and (3) During COVID-19, virtual work and added non-counseling duties have further limited students' access to school counselors while student needs have accumulated. Based on these points, the brief provides four strategies to consider and three strategies to avoid. |
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