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This manuscript describes an empirically designed internship course that utilized the Ecological Social Justice School Counseling theory to teach internship students how to engage in antiracist practice to address social determinants of health in schools. The research reports on the eight school counseling internship students' experiences, through five themes and 12 subthemes, highlighting the ways they increased awareness of SDOH, antiracist practice, and related constructs at their schools and with students including their action toward addressing SDOH, advocacy, barriers, and growth. Implications for counselor educators and site supervisors conclude. K E Y W O R D Santiracism, ecological social justice school counseling, school counseling internship, social determinants of health Antiracism is rooted in action and is a process of actively identifying and opposing racism in all forms. Negatively influenced by systemic racism, the social determinants of health (SDOH) adversely impact vulnerable and underserved students and families (SDOH;Hassen et al., 2021). SDOH are conditions in the environments in which people are born, grow, live, work, and age that affect health, wellbeing, and quality of life outcomes and risks. They are typically divided into the five domains of economic stability, education, social and community context, health and health care, and neighborhood and built environment (Healthy People 2030, n.d.). The SDOH are particularly influential for children including physical and mental health outcomes, educational opportunity gaps, and adverse health outcomes that have a lasting impact into adulthood (Healthy People 2030, n.d.).This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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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.

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