Introduction to JSC's Special Edition

School counseling continues to evolve in response to the increasingly complex academic, social, and emotional needs of K–12 students. This special edition highlights innovative, creative, and evidence-informed approaches that expand the scope of comprehensive school counseling programs while centering student well-being, equity, and access. Collectively, these contributions emphasize the power of creativity, not as an “add-on,” but as a foundational component of effective, responsive, and transformative school counseling practice.

A central theme across this issue is the integration of creative and expressive modalities to enhance student engagement and promote healing. Uresti and Thomas present a framework for incorporating expressive arts into school counseling interventions across multiple tiers, demonstrating how visual arts, storytelling, music, and drama can support both prevention and intervention efforts. Similarly, Henry and Shrewsbury-Braxton explore the use of zines as a culturally relevant and empowering tool that bridges narrative and bibliotherapeutic practices, fostering student voice, identity development, and advocacy. Expanding this creative lens, Wood and Ziomek-Daigle illustrate how Acceptance and Commitment Therapy (ACT), when paired with expressive practices and grounded in ecological systems theory, can support students navigating grief, trauma, and crisis, underscoring the importance of meaning-making and psychological flexibility.

The importance of addressing student mental health needs is another unifying thread. Marbley and colleagues illuminate the profound connection between mental health and academic performance, calling attention to missed opportunities in recognizing and responding to students’ emotional experiences. Through personal reflection and professional insight, they advocate for strengthened school-based mental health supports and the intentional use of multitiered systems of support (MTSS) aligned with national standards. Complementing this focus, Tilman and Simeone examine the use of play as a developmentally appropriate and underutilized intervention for autistic students, offering recommendations to enhance counselor preparedness and inclusivity within comprehensive programs.

In addition to student-centered interventions, this special edition also addresses the ongoing professional growth of school counselors themselves. Minor, Farley Smith, and Barron highlight the role of collaborative professional development through a virtual book club model, demonstrating how reflective spaces can foster skill development, connection, and professional identity among both practicing counselors and those in training. Parker and Brigman further contribute to this conversation by presenting a creativity-infused, tiered approach to the Student Success Skills program, illustrating how structured, scalable interventions can be implemented within MTSS frameworks to support whole-child development.

Together, the articles in this special edition offer a compelling vision for the future of school counseling, one that is creative, culturally sustaining, trauma-informed, and systemically grounded. They challenge school counselors, counselor educators, and researchers to reimagine traditional practices, embrace innovation, and prioritize holistic approaches that honor the diverse experiences of students. By integrating creativity with evidence-based frameworks and professional collaboration, school counselors are uniquely positioned to meet the evolving demands of their roles and to create more responsive, inclusive, and empowering school environments.

To access each article, please click on the hyperlinked title. 

Creative Lesson Plans and School Counseling Interventions 

Aubrey Uresti, PhD, San Jose' State University

Suzy Thomas, PhD, Saint Mary's College of California 

Author Correspondence-aubrey.uresti@sjsu.edu

Abstract

Expressive arts interventions and creative lesson plans enhance the quality of comprehensive school counseling programs and the well-being of K-12 students. Developing expressive arts interventions grounded in theory and through a culturally sustaining lens supports effective practice. This article presents a framework for school counselors to integrate expressive arts (e.g., visual arts, drama, storytelling, and music) into their programs and offers examples of interventions at individual, group, classroom, and school-wide levels. Strategies for assessment and program evaluation are discussed, along with potential benefits of using expressive arts for students and school counselors.  

Keywords: expressive arts, school counseling interventions, lesson plans

 

Missed Opportunities: Recognizing School-age Children's Mental Health Needs 

aretha marbley, PhD, Texas Tech University

Ian Lertora, R. PhD, Texas Tech University

R. Patrice Dunn, PhD, Midwestern State University

Susie Marquez, MS, Texas Tech University 

Rose Chumba, M.Ed., Texas Tech University 

Charles Crew, PhD, Texas Tech University 

Author Correspondence-aretha.marbley@ttu.edu

Abstract

This article emphasizes the important connection between mental health and academic 
performance among school-age children, particularly focusing on trauma, anxiety, depression, 
and other mental health issues. The authors reflect on two significant childhood events that 
influenced their development, sharing insights through journal entries that reveal their emotional 
struggles as children. These themes emphasize the importance of addressing childhood mental 
health needs in schools. The authors advocate enhanced mental health services and highlight the 
pivotal role of professional school counselors. By integrating creative approaches and adapting 
multitiered systems of support based on the American School Counselor Association's Mindsets 
and Behaviors Model, schools can effectively address the complex needs of students, fostering a 
safer and more productive learning environment that promotes both academic success and 
emotional well-being.

Keywords: mental health, academic performance, creative approaches, multitiered systems of support

 

Zines as a tool for Empowerment in School Counseling 

Sarah M Henry, PhD, Viginia Tech

Sarah Shrewsbury-Braxton, Phd, Penn State

Author Correspondence- sarahhenry@vt.edu

Abstract

Zines,small-circulation self-published works of images and narratives,are grounded in a history of radical young people spreading ideas and stories. At the cross section of bibliotherapy and narrative therapy, zines serves multiplepurposes and can be used to tell and share stories and information, embody counterculture narratives, and facilitate self-exploration (Mageary, 2020). Notably, zines are aversatile toolthat can be used in school counseling to foster connections, promote healing, educate students about a variety of topics,and build advocacy skills with students. The authors provide an overview and examples of how school counselors can incorporatezines into their direct services acrossall domains of school counseling to promote social-emotional, career, and academic development. 

 

Healing Beyond Words: Creative ACT Informed Interventions within an Ecological Framework for Student Crisis, Grief and Trauma

Katherine M. Wood, PhD, CPSC, LCSW; Tennessee Technological University

Jolie Ziomek-Daigle, PhD, NCC; University of Georgia

Author Correspondence- kmwood@tntech.edu

Abstract

This conceptual manuscript examines the use of Acceptance and Commitment Therapy (ACT), ecological systems theory, and creative interventions in school counseling through a case study with multiple students from the same family experiencing crisis, grief, and trauma. ACT supports psychological flexibility and values-based coping, while ecological systems theory highlights the use of Multi-Tiered Systems of Supports (MTSS) and the roles of family, school, and community in the healing process. Through creative practices such as expressive arts, resilience and meaning making occurred. Findings illustrate how school counselors can integrate evidence-based, creative, and systemic approaches to provide trauma-informed, developmentally responsive care.  

Keywords: ACT, ecological systems, creative interventions

 

Pages of Progress: Professional Practices of School Counselors

Jill S. Minor, EdD, Marshall University

Kimberly Farley Smith, PhD, Georgia Southern University

Jack Barron, Wright State Univeristy

Author Correspondence- minorj@marshall.edu

Abstract

Professional development stands as a cornerstone of schools' strategies to ensure continuous improvement among educators. School counselors play a vital role in educational reform and improvement efforts. As such, school counselors consistently seek ways to enhance their knowledge and skills through professional development to better serve the students they support.  This article addresses the establishment and implementation of a virtual professional development book club with school counselors and school counselors in training (SCIT), aiming to foster the growth of school counselors and school counselor trainees as advocates and leaders, equipping them with the necessary skills to address the continually evolving and complex demands within the education field. Quantitative and qualitative data elements were analyzed. The qualitative survey data revealed three essential themes: space to grow, counseling skill enhancement, power of connections.  These findings highlight the benefits of book clubs as a professional development tool for school counseling professionals' identity. 

Keywords: school counselor, book club, professional development, school counselors in training (SCIT) 

 

 School Counselor use of Play to Support Autistic Students: A Review and Recommendations

Ann L. Tilman, PhD, Florida Gulf Coast University 

Emilia C. Simeone, University of South Florida 

Author Correspondence- atilman@fgcu.edu

Abstract

Comprehensive School Counseling Programs are designed to support all students. School counselors are trained to provide services to students with disabilities yet benefit from additional strategies specific to supporting autistic students. Play can be used within comprehensive school counseling programs to intervene effectively. However, there is limited research on the use of play to support autistic students. This review of literature argues for a revised approach using the frameworks of theory synthesis and adaptation that school counselors can use to inform their use of play to support their autistic students. The outcome is recommendations for future practice, a call for training, and research to foster self-efficacy in their implementation. 

Keywords: School counseling, play counseling, play therapy, autism, best practices, ASCA National Model 

 

Creative Interventions in School Counseling: A Tiererd Approach Using Student Success Skills

Hannah Bowers Parker, PhD, Florida Atlantic University

Greg Brigman, PhD, Florida Atlantic Unversity

Author Correspondence- bowersp@fau.edu

Abstract

School counselors are increasingly called upon to deliver effective, engaging interventions within multitiered systems of support (MTSS), especially amid high caseloads and diverse student needs. This conceptual paper reframes the Student Success Skills (SSS) program as a creativity-infused, evidence-based intervention aligned with MTSS. A conceptual model is presented to illustrate the alignment among creativity in school-based counseling, the MTSS framework, and the operationalization of SSS. Practical implications and considerations for school counselors, school counselor education, and school counseling supervision are provided. Positioned as both structured and scalable, creatively grounded interventions such as SSS offer a sustainable and equitable approach for promoting whole-child development in comprehensive school counseling programs. 

Keywords: creative school counseling, Student Success Skills, multitiered system of supports 

 

A special thank you to the following reviewers for this edition:

  • Katey Franklin, PhD, Montana State University
  • Jan Ward, PhD, Southeast Missouri State University
  • Shawn Guiling, PhD, Southeast Missouri State University
  • Jessica Gerth, PhD, Montana State University
  • Dan Koltz, PhD, Montana State University
  • Laura Bruneau, PhD, Adams State University
  • Jesika Stuart, PhD, Adams State University
  • Jayna Mumbauer-Pisano, PhD, University of Montana
  • Jennifer Perry, PhD,  Norfolk State University