Although school counselors participate in response to intervention (RTI), little research describes the unique opportunities and challenges encountered in RTI with English learners (ELs). This phenomenological study explored the experiences of school counselors engaging in RTI for ELs. The researchers identified three themes: (a) key stakeholders impacting RTI for ELs, (b) school counselors advocating for ELs in RTI, and (c) challenges distinguishing language from learning. We include implications for school counseling practice and research.

Undocumented immigrant students represent 2% of the total U.S. higher education population. Due to their citizenship status, many undocumented high school students encounter barriers to college access including prohibitive admissions policies, increased tuition rates, and funding restrictions. Some undocumented students experience anxiety, frustration, and fear due to these barriers. School counselors can utilize group counseling to guide undocumented students through the college access process and potentially cultivate hope for the future. This article details a college access group for undocumented high school students. The group goals and activities utilize a Hope Theory framework.