| Summary: | The purpose of this qualitative study was to identify how high school counselors are currently addressing the increasing mental health issues of their students so that they can be academically successful. To accomplish this goal, three research questions were formulated to guide this study: 1) What are the experiences of school counselors who provide support to learners who struggle with mental health issues?; 2) In what ways do school counselors perceive their role as
shifting as they work with these students?; and 3) How do guidance and counseling services and programs support the academic achievement of students struggling with mental health issues? Participants were chosen from suburban high schools north of Boston, Massachusetts, and currently serve as the chair or director of the school's Guidance Department. Data was collected from three participants through a series of semi-structured, in-depth interviews. Data was analyzed using general
inductive analysis, and was coded using multiple strategies, including open and axial coding. From the findings of this research, three noteworthy conclusions were drawn. First, in order to support all students academically, schools must support all students emotionally, providing further support for the relationship between academic achievement and mental health. Second, the model of school counseling services has not progressed as our knowledge of how to support students has evolved.
And finally, programmatic intervention can work for general education students when they are systematically need-based and focus on relationship building.
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