Date of Conferral

7-30-2026

Date of Award

July 2026

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Rebecca Cowan

Abstract

Mass school shootings represent a significant threat facing K–12 schools, yet the lived experiences of school counselors as they engage in prevention efforts and prepare to respond to and recover from these incidents remain unexplored. This study addressed the discrepancy between the increasing prevalence of mass school shootings and the limited understanding of school counselors' preparedness. The purpose of this qualitative study was to explore the experiences of school counselors regarding their preparedness to prevent, respond to, and recover from mass school shootings. This study was grounded in Giorgi's descriptive phenomenological method and informed by the U.S. Department of Education's four-phase crisis model. Participants were licensed school counselors with at least five years of experience. Semi-structured interviews were conducted with 12 participants and analyzed using Giorgi's descriptive phenomenological method. Findings revealed that participants perceived relationships with students as central to prevention. However, despite their awareness of safety procedures, participants described feeling underprepared for these incidents and reported limited inclusion in safety planning. Participants indicated that, in the event of a mass school shooting, they would rely primarily on established protocols and knowledge of the school’s layout to guide their response. Participants reported the greatest sense of preparedness during the recovery phase, believing their counseling skills positioned them to support the school community. Recommendations include involving counselors in school safety planning, developing counselor-specific training, and providing structured postcrisis recovery support. Positive social change implications include informing policies and practices that better support school counselors and strengthen school safety systems.

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