Date of Conferral

10-12-2026

Date of Award

October 2026

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Ariel Harrison

Abstract

Student mental health concerns in K–12 schools have increased significantly, placing greater demands on teachers who encounter students experiencing emotional or psychological distress. Although collaboration and consultation between teachers and school counselors are essential components of school-based mental health systems, little is known about teachers' lived experiences within these professional relationships. The purpose of this qualitative transcendental phenomenological study was to explore the lived experiences of K–12 teachers who collaborate and consult with school counselors to support student mental health. This study was grounded in Husserl's phenomenological philosophy and guided by Moustakas's transcendental phenomenological methodology. The guiding research question examined how K–12 teachers experienced collaboration and consultation with school counselors when supporting student mental health. Data were collected through semistructured interviews with nine K–12 teachers who were at least 18 years old and had experience collaborating or consulting with school counselors regarding student mental health. Interview data were analyzed using Moustakas's phenomenological procedures. Four themes emerged: (a) first to recognize student mental health concerns, (b) trusted adults with professional boundaries, (c) understanding and professional guidance through collaboration and consultation, and (d) barriers to collaboration and consultation. The findings of this study contribute to positive social change by informing counselor education and supervision, strengthening teacher–school counselor collaboration, and improving school-based mental health support for students.

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