Although school counselors and school counselor educators have an ethical responsibility to use and to teach evidence-based practices (EBPs), recent research has illustrated a lack of EBP in counselor education scholarship. In school counselor education programs, training related to EBP may be absent due to a lack of understanding or instructor training. This article provides a model using three pedagogical approaches for integrating EBP into school counselor education programs. We review the three approaches-stand-alone courses, full program integration, and program-school-community integration-in depth and use a case study to illustrate the application of the three approaches. Implications for school counseling practice and research conclude the article.

This special edition of Professional School Counseling presents some of the key proceedings from the ninth annual Evidence-Based School Counseling Conference. This article offers both an overview of the content of this issue and—in this complex world context we now inhabit—new ideas for ways to use evidence-based school counseling (EBSC) to support the emotional well-being and future success of our students, families, and school colleagues. We include some possible ways to do antiracist and social justice-focused school counseling from an EBSC lens and offer several suggestions for updates to the EBSC lens itself.

This special edition of Professional School Counseling provides some of the key proceedings from the seventh annual Evidence-based School Counseling Conference (EBSCC). As the conceptual and practical aspects of conducting evidence-based school counseling (EBSC) have evolved, those changes are reflected in the conference content. This article identifies some of the ways that EBSC has progressed, including making sure that multiple aspects of student well-being—such as mental health and social-emotional learning—are given full consideration, increased attention to complex social contexts and student intersectional identities, new ways of thinking about what data to use and how to use it to make decisions and to show impact, as well as methods for teaching prospective school counselors how to most effectively practice EBSC.

The authors conducted a Delphi study to identify important research questions regarding school counseling. During 3 consecutive rounds of e-mail queries, an expert panel of 21 school counseling educators and practitioners were asked to identify the goals of school counseling research, develop specific research questions, and rate the importance of the questions. The highest rated research questions concerned school counseling interventions that have an impact on academic achievement and the effects of school counseling programs on student outcomes. The panel's final list of 42 research questions can help counselor educators, graduate students, and practitioners develop research projects that most effectively meet the needs of the field.

No abstract

The National Panel for School Counseling Evidence-Based Practice was established by the Center for School Counseling Outcome Research to improve the practice of school counseling by helping to develop the research base that is necessary for responsible and effective practice. This article presents the panel's Outcome Research Coding Protocol and its evaluation of the scientific research evidence supporting the effectiveness of the Student Success Skills and Second Step interventions.

No abstract

In this paper, we seek to understand minority and female underrepresentation in advanced STEM courses in high school by investigating whether school counselors exhibit racial or gender bias during the course assignment process. Using an adapted audit study, we asked a sample of school counselors to evaluate student transcripts that were identical except for the names on the transcripts, which were varied randomly to suggestively represent a chosen race and gender combination. Our results indicate that black female students were less likely to be recommended for AP Calculus and were rated as being the least prepared. Our results have policy implications for any program that asks individuals to make recommendations that may be subject to bias – whether conscious or unconscious.