This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy. Statistically significant and practical differences in self-efficacy were apparent by race, U.S. region, size of English language learner population, and counselor training. This article presents implications for training and practice and recommendations for future research studies.

Language brokering is defined as “the act of interpreting and translating between culturally and linguistically different people and mediating interactions in a variety of situations” (Tse, 1996, p. 226). Students in K–12 school settings may be asked to serve as language brokers for family members or school stakeholders during school-based interactions to help facilitate communication. Some students may be left with strained personal relationships, mental health risks, and other psychological factors in result of this practice. Other students may benefit academically and cognitively from their language brokering. School counselors are uniquely qualified to meet the academic and social–emotional needs of students faced with language-brokering concerns. This article will examine language brokering within K–12 school settings and explicate how school counselors and other school-based providers can navigate the impacts of language brokering through collaborative partnerships with clinical mental health providers.

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.

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