Driving Forces in Elementary School Counseling Advocacy: A Phenomenological Investigation of Advocates’ Experiences

Abstract

Although the literature contains many recommendations for professional advocacy for school counseling, there is a dearth of research providing clear and contemporary evidence of effective strategies for advocating for elementary school counseling. In response to this gap in the literature, we conducted a phenomenological qualitative study of 13 professionals who successfully advocated for elementary school counseling positions or roles. We outline research-informed elementary school counseling advocacy strategies identified by participants, centering around three themes: (a) looking inward and developing one’s advocacy skills, (b) working with stakeholders, and (c) using data to advocate. We include implications for practice and research.

Sizeism in Education: What School Counselors Need to Know

“…By applying counseling microskills like open-ended questions, school counselors can help individual students explore what optimal wellness looks like for each student (Watson, 2017) without extending the boundaries of the counseling relationship. Maintaining respectful and collegial relationships with school stakeholders employed in the roles above increases the likelihood that school counselors will be able to elicit support for advocacy actions (Berger et al, 2022) with or on behalf of students of size.…”