Moving beyond schedules, testing and other duties as deemed necessary by the principal: The school counselor’s role in trauma informed practices

Abstract

Researchers and practitioners in fields such as psychology and social work increasingly recognize the significant need for schools, in general, to be sites for delivery of trauma-informed practices. Given the extent and nature of trauma exposure in our schools, we believe it is critical that the primary individual supporting trauma-informed practices is physically present in the school daily, integrated within school routines, and has ongoing relationships with students, teachers, and staff. In this article we will reexamine the role of the School Counselor (SC) through the lens of This We Believe: The Keys to Educating Young Adolescents and illuminate the many reasons the SC’s voice and perspective is essential to school-wide enactment of trauma-informed practices. We believe SCs need a voice at the table regarding school-wide decisions and advocate that they lead the collective charge in trauma-informed practices in schools to best serve middle level students. By sharing one voice and accepting the role of SC as the mental health experts in our schools, we will see transformative change in education while serving our youth in need by leading trauma-informed and trauma-sensitive schools.

Keywords:

• school counselors
• school culture and climate
• trauma-informed practices

Additional information

Funding

This research was supported by the University of Louisville’s Cooperative Consortium for Transdisciplinary Social Justice Research. The Consortium is directed by the Anne Branden Institute for Social Justice Research and the Muhammad Ali Institute for Peace and Justice, in collaboration with the Brandeis Laboratory for Citizenship, the Commonwealth Institute of Kentucky, and Health Sciences Center Office of Diversity and Inclusion.

Notes on contributors

Penny B. Howell

Penny B. Howell, Ed.D., is an associate professor in the Department of Middle and Secondary Education at the University of Louisville. Email: [email protected]

Shelley Thomas

Shelley Thomas, Ed.D., is an associate professor in the Department of Middle and Secondary Education at the University of Louisville. Email: [email protected]

Damien Sweeney

Damien Sweeney, Ed.D., is the Program Coordinator for Comprehensive School Counseling at the Kentucky Department of Education. Email: [email protected]

Judi Vanderhaar

Judi Vanderhaar, Ph.D., works in the Division of Student Success for the Kentucky Department of Education. Email: [email protected].