School counselors have a unique role as frontline advocates and change agents who work toward addressing systemic inequities within K-12 education (Placeres et al., 2022). Racism is the systemic prioritization of Whiteness as the standard of humanness, success, and well-being. School counselors are responsible for resisting racism in the support of the wellness of all students. This consensual qualitative study examined the question, what is antiracist school counseling? Four focus groups (N = 17) were conducted within the School Counseling Interest Network (SCIN), a subgroup of the Association for Counselor Education and Supervision (ACES). The resulting four domains, such as anti-Blackness, knowledge, action, and responsibility, describe antiracist school counseling. Implications for counselor education, research, and practice are discussed. K E Y W O R D Santi-Blackness, antiracist, consensual qualitative research, school counseling Antiracism inherently and actively deconstructs racist policies, procedures, and systems to allocate resources and power equitably (Johnson, Brookover, et al., 2022;Johnson, Ieva, et al., 2022). Holcomb-McCoy (2021) described the practice of antiracism within education as the interrogation and destruction of educational policies that uphold racist perspectives, such as Eurocentric curricula, standardized testing, and discipline. Incorporating antiracism in school counseling requires a thorough understanding of the racism and

Mental health factors can impact student academic performance and success. Student mental health concerns such as depression and anxiety and are a growing concern within P-12 school systems. The dual pandemics of COVID-19 and racial injustice have increased concerns about student mental health and exacerbated existing traumas particularly for students from marginalized populations. Trauma-informed interventions that promote mental health in schools may be useful. Researchers utilized Consensual Qualitative Research to identify student mental health needs and outcomes for the implementation a deep breathing intervention in several schools in a large metropolitan city. The reasons for implementation, anticipated outcomes, reactions to intervention, perception of impact, and related personal experiences, as well as implications for practice and research, are all discussed.

A between‐group, repeated‐measures study compared sections of a career counseling course. One course used a flipped classroom design, while the other used a lecture. The flipped classroom yielded higher ratings of career counseling self‐efficacy and active engagement among students. There were no differences in helping skills self‐efficacy between the courses.