This phenomenological study explores school counselors in training (SCITs’) experiences addressing social determinants of health (SDOH), the leading causes of educational and wellness inequities. Interviews with eight SCITs revealed three core themes: (1) professional identity conflict between awareness, skills, and action; (2) social justice knowledge to practice gap; and (3) recommendations for knowledge to practice gap resolution. Themes explained participant preparedness for responding to disparities. Participants were aware of challenges related to SDOH, though struggled with addressing those challenges due to lack of preparation or perceived role constraints. Participants also experienced difficulty practically applying their understanding of social justice theory to SDOH-related challenges. The researchers noted various recommendations for how SDOH may be addressed in the counselor education curriculum and in practice.

The onset of the COVID-19 pandemic required shifts in operations for institutions of higher education everywhere. Faculty and administrators were asked to adapt to meet the needs of students. We conducted a qualitative content analysis to understand institutional responses and examine the experiences of faculty and administrators during the COVID-19 pandemic through the lens of chaos theory. Institutional responses to the pandemic varied. Participants identified supports and resources deemed helpful, as well as those found to be inadequate or unwanted. We also found that the pandemic resulted in some positive outcomes for faculty and administrators, which led to growth in teaching and self-care. Implications for strategic planning and future directions for research are explored.

Social determinants of health (SDOH) are circumstances in which people grow, live, work, and play. Unmet SDOH needs can adversely affect mental and physical health; however, to date, there are no comprehensive publications that highlight human services providers’ (HSPs’) role in addressing SDOH. This article defines SDOH, delineates HSPs’ role in addressing SDOH, and provides conceptual frameworks that can be used by HSPs to promote SDOH in practice. Special consideration is given for a collective approach that incorporates multiple frameworks to promote holistic practice and health equity. The article concludes with implications for HSPs, administrators, and educators.

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