The study in this article examined the relationship of school counselors’ reports of demands and resources in their work environment to perceived stress, biographic factors, and caseload characteristics. Participants were 227 school counselors in Texas. Paperwork requirements and size of caseload were rated the most demanding aspects of their job, and other counselors were rated as the most helpful resource by participants. The perceived equality or inequality of work demands and resources also was assessed. School counselors classified in the higher-demand group reported having higher perceived stress, being less likely to remain in the profession the next year, and having higher caseload percentages of students with disabilities, lower academic performance, and poor attendance.

Guided by a culturally-informed illness representation self-regulation model

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