Using the High School Longitudinal Study of 2009, we investigated school counselors’ caseloads, how they spent their time, and the impact of those factors on schools’ academic outcomes. Results showed that approximately 85% of the school counselors had a caseload of 455 or fewer students, with roughly one quarter reporting caseloads equal to or less than 250, and that school counselors spent more of their time on college, scheduling, and personal/social/academic/career development. We also found that how school counselors spent their time was predictive of ninth-grade retention rates, the percentage of students who enrolled in Advanced Placement (AP) courses, and the percentage of students who enrolled in 4-year universities. We provide discussion and implications for school counselors.

This convergent mixed-methods study examined the distinct burnout profiles of novice school counselors and their respective professional experiences. A cluster analysis yielded a three-factor solution revealing unique burnout profiles. Qualitative analyses identified job-related challenges and resources impacting the work performance of novice school counselors. We provide recommendations for school counselor training.

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Clinical supervision is a critical process used to foster the development of professional competencies among counselors in training (CITs) in the counseling profession. Despite the significance of clinical supervision, CITs often report nondisclosure; that is, an unwillingness to share certain information regarding their work with a client for fear of negative evaluation from their supervisor. To address this barrier, the authors of this article propose a model integrating mindfulness and free association for use in group supervision. The goal is to foster and enhance CITs self-disclosure in supervision, to increase mindful awareness, openness to feedback, and ultimately to foster multicultural competence. Implications for using this model in group supervision with CITs are discussed.

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