School counselors’ leadership experiences in multi‐tiered systems of support: Prioritizing relationships and shaping school climate

Abstract

Ample scholarship describes the importance of school counselors aligning their work with multi‐tiered systems of support (MTSS). However, there exists limited research describing school counselors' leadership in MTSS. Researchers conducted a phenomenological investigation of school counselors’ experiences as leaders in MTSS (N = 10). According to the results, school counselors reported that their MTSS leadership prioritized relationships and shaped the school climate. Included is a literature review and discussion grounded in school counseling leadership theory.

A Phenomenological Investigation of Universal Mental Health Screening: Making Meaning for School Counseling

“…To start, given the relationship between UMHS and MTSS, it makes sense that several of the findings in the current study relate to previous school counseling MTSS scholarship. For instance, as depicted in the present study and past research, school counselors advocate for systemic change, which includes impacting school culture; focusing on wellness and prevention; collaborating with a range of partners, including school leadership teams, families, and communities; and making data-driven decisions (Betters-Bubon & Donohue, 2016; Goodman-Scott, 2014; Goodman-Scott et al, 2016; Goodman-Scott & Grothaus, 2017; Goodman-Scott & Ziomek-Daigle, 2021, 2022). Further, school counselors serve the whole child through implementing comprehensive school counseling programs and MTSS, addressing academic, career, and social/emotional domains, thereby taking a more holistic or comprehensive perspective (ASCA, 2019; Goodman-Scott et al, 2019, 2020).…”

“…In response to the widespread use of MTSS in K–12 schools, a growing pool of literature has recommended that school counselors align their programs with MTSS (ASCA, 2019, 2021; Goodman-Scott et al, 2019, 2020; Ziomek-Daigle et al, 2016). Further, school counselors should be active members of school-based MTSS leadership teams, collaborating with school partners; using data-driven, evidence-based practices; prioritizing prevention; and supporting advocacy and systemic change (Betters-Bubon & Donohue, 2016; Goodman-Scott, 2014; Goodman-Scott et al, 2016; Goodman-Scott & Grothaus, 2017; Goodman-Scott & Ziomek-Daigle, 2021, 2022).…”

Theory‐informed school counseling: Increasing efficacy through prevention‐focused practice and outcome research

“…School counselors are in a pivotal position that naturally fosters interdisciplinary collaborations, particularly with fields that embrace preventive science and an ecological perspective, such as public health and health promotion (McMahon et al., 2014). Based on their facilitation and interpersonal skills, school counselors are uniquely positioned to coordinate school‐wide initiatives, such as Positive Behavioral Interventions and Support (PBIS), and collaborate with the team to provide services that address the needs of students and schools (Goodman‐Scott et al., 2020; Goodman‐Scott & Ziomek‐Daigle, 2022).…”

“…MTSS uses student assessments to create tiers of intervention or support that are customized to address identified student needs (Ziomek‐Daigle et al., 2016). As a culturally sustaining and evidence‐based framework, the implementation of MTSS enables school counselors to establish shared goals and collaborate with school personnel to support every student's educational success and mental health well‐being (Goodman‐Scott & Ziomek‐Daigle, 2022).…”

“…Social justice within education occurs when (a) resources and rewards are equitably dispersed; (b) policies and procedures protect the rights and freedoms of individuals and groups within the school and community; and (c) students, teachers, staff, and others are treated with respect and dignity, as fellow citizens (Jost & Kay, 2010). Given school counselors are situated within schools that are systems within larger cultural systems, these professionals can engage in preventive work that is procedural, interactional, and restorative, (Chen et al., 2010; Goodman‐Scott & Ziomek‐Daigle, 2022; Leigh‐Osroosh et al., 2023; Ratts & Greenleaf, 2018). As stated by ASCA (2022a), school counselors must “advocate for equitable, anti‐oppressive, and anti‐bias policies and procedures, systems and practices, and provide effective, evidence‐based and culturally sustaining interventions to address student needs” (p. 2).…”