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This Delphi study engaged a panel of 14 school counselor educators and school counselors in a critical discourse to generate school counseling strategies to deconstruct educational heteronormativity. This study resulted in 51 school counseling strategies that school counselors can employ to deconstruct educational heteronormativity. This article also provides an introduction to heteronormativity and queer theory to demonstrate how school counselors can engage in social justice advocacy through intentional practice.

Graduate higher education has done little to assess and understand graduate students’ needs and experiences beyond the classroom. Therefore, we conducted a phenomenological study using multiple data collection tools, including survey and focus groups from two different time periods to implement a multiphase needs assessment. The goal of the evaluation was to better understand graduate students’ overall needs and experiences related to professional development at a public Carnegie classified Doctoral Research University in the Rocky Mountain Region. Results revealed the following themes: perceptions of professional development in graduate school, finding balance is never ending, experiences of personal and professional barriers, and the importance of faculty and peer relationships. Discussion, implications, limitations, and a conclusion are provided.

This descriptive, intrinsic case study explored a transformative leadership professional development opportunity designed for school counselors in a large, urban school district. Interviews with 19 participating school counselors provided increased understanding of school counselors' beliefs, skills, and agency regarding leadership and comprehensive school counseling program implementation. We discuss the results to support school counselor leadership development and implications for school counselors striving for educational equity.

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