Date of Conferral

7-21-2025

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Jill Bryant

Abstract

The increasing prevalence of mental health concerns among students in the United States has amplified the demand for comprehensive school-based mental health services. School counselors are often positioned as frontline providers of this support, yet research suggests they face numerous systemic and role-related challenges. This qualitative phenomenological study was conducted to explore school counselors’ perceptions of their roles in providing mental health services, the barriers they encounter, and the ways in which self-efficacy is shaped by these experiences. Ten school counselors from diverse school settings participated in semistructured interviews. Thematic analysis revealed five central themes: (a) roles and responsibilities, (b) challenges in the role, (c) relationship with administration, (d) student mental health and support systems, and (e) equity and inclusion. Findings were interpreted through the lens of Bandura’s social cognitive theory, emphasizing the interplay between personal beliefs, environmental conditions, and professional behavior. The study contributes to the growing body of research on school counselor identity and mental health service delivery by highlighting the urgent need for clearer role definition, stronger administrative support, and increased culturally responsive training. Addressing these issues can foster healthier school environments, reduce stigma, and promote a culture where mental health is prioritized alongside academic success.

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