The thought of dismantling racism and bias in schools can leave school counselors in a state of despair because this task may seem daunting, overwhelming, and even impossible. The purpose of this chapter is to equip school counselors, school counselor educators, district supervisors, and school counselor trainees with tools that will empower them to serve as change agents and advocates for equity and inclusion with schools. In this chapter, the authors seek to discuss the school counselor's role and provide a social justice framework for dismantling racism and bias in schools.

Engaging students in remote learning can be a perplexing and overwhelming process for teachers. This task can present an even greater challenge for teachers who serve students with disabilities (SWD) due to the nature of the diverse and unique learning needs that must be addressed remotely. Thus, to effectively meet the needs of SWD in remote learning, it is necessary for teachers to collaborate with other educational stakeholders. The purpose of this chapter is to outline how teachers and school counselors can collaborate to optimize the remote learning experiences of SWD in grades prek-12. Within this chapter, the authors will discuss the school counselor's role as it relates to collaborating with teachers to serve SWD, provide ideas for collaboration, identify anticipated challenges, and recommend strategies for fostering productive and successful collaborative relationships.

Experiencing trauma and its impact is often intensified for members of underserved communities. Since children and adolescents spend a significant amount of time at school, it is imperative that they feel safe and comfortable in order to learn. School counselors have an ethical obligation to implement trauma-informed practices to meet the diverse needs of all students and establish an educational environment in which they can thrive and reach their full potential. The purpose of this chapter is to outline how professional school counselors can successfully implement trauma-informed practices to establish trauma-sensitive school environments. Within this chapter, the authors will provide an overview of trauma, discuss how it impacts students and manifests within the school environment, explore the school counselor's role in implementing trauma-informed practices, and utilize realistic case studies to demonstrate how school counselors can apply this knowledge when working with students in real life situations.

No abstract