This phenomenological study extends the current research on working mothers to teacher mothers. Themes highlighted include work/life enrichment, support for motherhood role, challenge to find balance, challenging cultural norms, financial challenges, and strategies for managing multiple roles. Findings reveal and highlight challenges and opportunities that exist at the intersection of the field of education and motherhood. Also provided are suggestions for advocacy efforts for norms and policies that support teacher mothers. Implications of this work are particularly relevant in the contemporary era, wherein the roles of motherhood and teacher are intensified by the shift to online learning as a result of the pandemic.

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With the rise in prevalence of Autism Spectrum Disorder (ASD) in children, additional resources for mental health professionals to support the caregivers and families are necessary. The present study examined the psychometric properties of a brief, systems-oriented, strength-based assessment, the Family Relationship Hope Scale (FRHS), with parents and caregivers of children with ASD (n = 196). The FRHS is a four item, self-administered survey that examines the hopefulness a person has towards their family's ability to overcome life's challenges together. We conducted both exploratory and confirmatory factor analyses to assess factor structure of the assessment. Results supported the FRHS as a single factor structure with good model fit and internal consistency. The use of the FRHS could be beneficial for clinicians who work with families to focus on their areas of strength (e.g., hope) rather than deficits (e.g., stress, depression).

The impact of racial microaggressions on career adaptability and professional leadership engagement of racial/ethnic minoritized counsellors in the United States was examined. The sample included 489 counsellors and counsellors in training. Structural equation modeling pathways indicated a positive pathway from racial microaggressions to both career adaptability and professional leadership development, and a negative pathway from career adaptability to leadership engagement. Additionally, a thematic analysis of written responses from participants who shared why they did not participate in professional organization leadership positions revealed four themes including limited time, opportunity or awareness, newness to the profession, and lack of desire or interest. Study limitations and implications for counsellors, counselor education programs, and counselling/mental health professional organizations are discussed.