School counselors are charged with creating comprehensive school counseling programs that recognize and affirm the wholeness and humanness of students, families, and their communities (Holcomb-McCoy, C., Mayes, R. D., Cheatham, C., Sharp, S., and Savitz-Romer, M. (2020). Antiracist school counseling: A call to action [webinar]. Center for Postsecondary Readiness and Success, American University. https://www.youtube.com/watch?v=JEjNaB2L3Vc ). However, despite our best efforts, many school environments operate in ways that harm BIPOC students (Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press). School counselors are uniquely positioned to be leaders in antiracist efforts and can influence a shift in school culture by using evidence-based practices across academic, career, and social/emotional domains. This conceptual article has four primary goals: (a) provide a working definition of antiracist school counseling; (b) outline key components of developing a critical consciousness as a foundation to antiracist school counseling practice; (c) describe a framework for engaging in evidence-informed, antiracist practice as a part of MTSS to support strategies that interrupt and dismantle harmful school policies/practices across all domains of service; and (d) provide recommendations for school counselors and school counselor educators who are committing to antiracist practice.

Much attention has been paid to administrators and teachers in turnaround schools; however, little focus, if any, is given to school counselors and the vital role that they play in improving student outcomes. In turnaround schools, it is critical that all school personnel are involved in improving school outcomes, such as academic achievement and graduation rates, in the lowest performing high schools in the United States. The authors highlight the critical role that school counselors play in turnaround schools and offer specific recommendations on how they may collaborate with other stakeholders to improve student achievement in such school settings.

Undergraduate student retention is dependent not only on academic aptitude, but also on nonacademic factors, which include the ability to integrate fully into their academic environments. Non-academic factors are likely to more significantly impact the success of students with disabilities compared to their peers who do not have disabilities, especially within science, technology, engineering, and mathematics (STEM) disciplines, and engineering in particular. These include systemic as well as personal barriers.An institution's culture and climate are among several systemic barriers that exist to impede successful matriculation of students with disabilities, particularly in engineering. Researchers have found engineering and law faculty members "were significantly less willing to provide accommodations" than their counterparts in other academic units. Reluctance and negative attitudes serve to foster environments that are counter to diversity and inclusion.Studies have shown that incorrect estimates of self-efficacy are among personal barriers that hinder student success. Some students with disabilities tend to have lower academic selfefficacy than students without a disability, and those with the highest IQs appear to have the lowest perceptions of academic self-efficacy, perhaps because they are more aware of their weaknesses. Other students with disabilities appear instead to have unrealistically positive beliefs about their own capabilities. In some cases this may result in students not requesting needed accommodations, though this may result from other factors such as fear of stigmas associated with disability as well.In this paper, we present a review of literature pertaining to systemic and personal barriers to success for students with disabilities in engineering. We conclude with a summary of promising practices for overcoming those barriers and needs for additional research.

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In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators.

The amount and type of support school counselors receive from their school leaders is important in developing and maintaining a progressive comprehensive school counseling (CSC) program for all students, but leaders must be familiar with CSC in order to appropriately evaluate school counselors. The results indicate that while delivery of a CSC program may be important, the evaluation process may be limited in its utility to help school counselors adhere to and implement the American School Counselor Association (ASCA) National Model, which includes foundation, management, accountability, and delivery components. More research is needed regarding what content should be included in a school counselor evaluation.

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