Introduction to this Edition- Counseling in Rural Places

In the United States rural places comprise 80% of the land mass. Rural school counseling presents unique challenges and opportunities shaped by geographic, cultural, and resource-based factors. This special edition of the Journal of School Counseling explores the complexities of counseling in rural schools, emphasizing the importance of place-based identity, counselor retention, external supports, mental health disparities, drug education, character development, and the experiences of marginalized student populations. The articles in this edition highlight the need for rural school counselors to develop a deep understanding of their own identities and those of their students, as well as to recognize the influence of urbanormativity on counseling practices. Addressing the challenges of professional isolation, dual roles, and limited resources, this research provides insights into the lived experiences of rural school counselors and offers strategies for improving retention and professional satisfaction. The role of collaboration with private practice and university-based mental health professionals is explored as a means of enhancing student support services in rural districts. The role of collaboration with private practice and university-based mental health professionals is examined to enhance student support services in rural districts. 

Key areas of concern in rural school counseling include substance use education, character development, and the specific needs of marginalized student populations. A shift toward harm-reduction strategies in drug education is examined, offering a comprehensive framework that moves beyond traditional abstinence-based approaches. Character education is also emphasized as a means to foster social and emotional competencies within rural communities, where strong community ties can facilitate a holistic approach to student development. The experiences of Gender and Sexuality Diverse (GSD) youth in rural schools are examined, shedding light on the varying levels of community support and the need for school counselors to advocate for inclusive environments. A broader needs assessment of rural education highlights the critical demand for increased school-based mental health services, additional paraprofessional support, and expanded mental health resources for families. Finally, an innovative training model for preparing school counselors to work in rural settings is presented, addressing ongoing professional shortages and fostering long-term retention. By advancing research, promoting collaboration, and advocating for systemic support, this edition seeks to enhance the effectiveness of school counseling in rural settings and contribute to the well-being of students, families, and educators in these vital communities. 

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

A Place-based Approach to Rural School Counseling (Volume 20, Issue 1, Article 1) 

Jennifer Perry, Norfolk State University

Elise Cain, Georgia Southern University

Abstract

The authors mergethe American School Counselor Association’s National Model with place-based identity to demonstrate how place-based identity can impact the management and delivery of rural school counseling programs through enhancing rural school counselors’ understandings of (1) their own identities, (2) their students’ identities, and (3) the power of urbanormativity in their work. No known research examines place-based identity in school counseling and place-based identity is not an area of focus within school counseling preparation programs. Therefore, this manuscript fills a gap in research and practice, allowing rural school counselors to better understand themselves and the students they serve. 

Keywords: identity development, place-based identity, school counseling, rural, urbanormativity

 

There is so Much Beauty Interwoven with all of the Hurt: School Counselors' Decisions to Leave Rural Positions (Volume 20, Issue 1, Article 2)

Kirsten Murray, Jayna Mumbauer-Pisano, Timothy Kempff

Department of Counseling, University of Montana 

Abstract

Rural school counselors are a part of unique professional contexts. Rural school counselors often navigate challenges such as isolation, dual roles, and managing a disparity of resources. Benefits of rural practice include strong community identity and cohesion, resourcefulness, and a deep investment in a place and its people (Boulden & Schimmel, 2022; Grimes, et al., 2023). Rural communities continue to face professional shortages, especially in the health and education fields (Ingersol & Tran, 2023; Russell et al., 2021). Recruiting and retaining mental health professionals, including school counselors, is a complex and multifaceted problem resulting in significant health disparities for rural residents (Morales et al., 2020). This research explores the lived experiences of rural school counselors who have left rural schools. Implications for school counselors, rural school districts, and counselor preparation programs are discussed.

Keywords: rural schools, school counseling, counselor retention

 

Supplemental Supports for School Counselors in Rural School Districts: The Role of Private Practice and University-based Mental Health Professionals (Volume 20, Issue 1, Article 3)

Shawn Forrest Guiling

Department of Psychology and Counseling, Southeast Missouri State University 

Abstract

Rural schools and communities face mental health concerns, often exacerbated by limited resources to address those concerns. Important collaborations between school counselors and community-based private practice or University-based mental health professionals. Implications of these types of collaborations will be addressed through consideration of a case application and a proposed best practice model for schools working with community-based mental health professionals. Further, the importance of increasing rural mental health care and the confidence of the rural mental health professional will be discussed. 

Keywords: rural psychological services, school counseling support, student mental health 

 

Drug Use Safety Enhancement: A Conceptual Model for Drug Use Education in Rural Schools

Edward Dunbar, Katey Franklin, Ania Bartkowiak, Svea Wigert

Department of Counseling, Montana State University 

Abstract 

The Drug Use Safety Enhancement Model (DUSEM) is a comprehensive framework school counselors can use to promote students’ informed relationships with drugs. Despite the prevalence of drug use among adolescents and young adults, educational resources predominantly focus on abstinence-based approaches. DUSEM encompasses eight domains: Knowledge, Motivation, Set (Mindset), Setting, Dose, Administration, Recovery, and Evaluation, and provides practical strategies tailored for educators, school counselors, and students. By integrating interdisciplinary research, DUSEM aims to destigmatize drug use, foster more educated attitudes towards drugs, and enhance students’ safety.  

Keywords: harm reduction, drug use, school settings, school counselors, drug education

 

Character Education in Rural Communities 

Kelly L. McEnerney

Department of Psychology and Counseling, Southeast Missouri State University

Abstract

Character education can support students’ basic psychological needs and strengthen their social and emotional competencies and sense of moral integrity, all consistent with Brunsdonand Walker’s (2021) notion of human flourishing. This article incorporates a systems approach to character education that integrates socialand emotional learning (SEL; Mahoney et al., 2021​​),encouraging a climate of care necessary for human flourishing. Drawing from the humanistic assumption that individuals are intrinsically oriented towardspatterns of growth when social and cultural contexts are supportive of their basic psychological needs for autonomy, competence, and relatedness (Deci & Ryan, 1985), the argument is that character education must address these needs. Rural communities are well positioned to benefit from a systems-wide approach, as close-knit system structures are already in place to promote open communications that can empower students and nurture a sense of community. The role of the school counselor, consistent with the notion of cultural humility (e.g., ​​Hook et al., 2013), is to collaborate with different stakeholders to foster an environment that supports students’ basic psychological needs by being, and encouraging others to be, openminded and understanding of different experiences and perspectives.    

Keywords: rural communities,character education, social and emotional learning, self-determination theory, moral development 

 

Rural Communties' Perceptions of Gender and Sexuality Diverse (GSD) Youth's Needs: Ethnographic Reflection in Search of a Path Forward

 Ania Bartkowiak, Department of Counseling, Montana State University

Jeremy Shain, Department of Counseling, Higher Education and Speech Pathology, University of West Georgia

Abstract

In rural areas, Gender and Sexuality Diverse (GSD) youth encounter distinct challenges. The level of support for GSD youth varies among rural communities. This study resulted from a collaboration between a researcher who conducted phenomenological and ethnographic research in a Montana rural community to offer insights into a culture and community perceptions of GSD youth’s needs and an experienced school counselor who specialized in establishing support systems for GSD youth in rural schools. The article reviews the findings from the ethnographic study, which is categorized into themes, and presents an action plan for school counselors working in rural communities. 

Keywords: gender and sexuality diverse (GSD), school counseling, community assessment, rural community, rural schools

 

A Clairion Call-Rural Education Needs Assessment: Teachers and School Leader Voices 

Katey Franklin, Department of Counseling, Montana State University

Tena Versland, Sarah Wilson, Department of Education, Montana State University 

Tamara Tribett, Teaching, School Counseling, and Leadership Studies, Lewis & Clark College

Abstract

This study incorporated a needs assessment created in partnership between rural schools and university faculty to explore the perceptions school community members are experiencing and the needs of rural schools after the COVID-19 pandemic. The results highlight the need for access to school-based mental health care services and professionals, along with increasing mental health support for parents, guardians, and families. In contrast, teaching interventions for specific curricular areas; curricula implemented consistently across the school/district; classroom management strategies that create a positive learning environment and reduce conflict among students; and acquiring updated technology to support distance learning/virtual learning for students were viewed as less critical among rural teachers, leaders, and staff. The most urgent needs were similar among teachers and leaders (access to school-based mental health services and professionals, hiring more paraprofessionals to help provide 1:1 service for high-needs students, and increasing community mental health support for parents, guardians, and families). There was less agreement among teachers and leaders in terms of least urgent needs. Teachers identified classroom management strategies that create a positive learning environment and reduce conflict among students, effective instructional strategies that increase student engagement and make learning relevant, and teaching interventions to use in specific curricular areas, while school leaders suggested that redesigning the school structure/organization to provide deeper learning for students, acquiring updated technology to support distance learning/virtual learning for students, and curricula implemented consistently across the school/district to be of lesser importance. Building on these findings, implications for rural educators and communities are discussed.  

Keywords: rural schools, needs assessment, access to mental health services, mental health support, the need for paraprofessionals  

 

Place Attentive Training: A Model for Rural Counselor Preparation

Kirsten W. Murray, Department of Counseling, University of Montana

Jayne Downey, Department of Education, Montana State University

Anna Elliott, University of Vermont

Rebecca Koltz, Montana State University

Abstract

Mental health disparities persist as a complex problem throughout the United States and rural communities face significant challenges accessing mental health services related to geographic isolation, scarcity, stigma, and financial cost. One contributing factor to this discrepancy is the shortage of and challenges to retain well-prepared mental health professionals. Rural schools are also less likely to retain school counselors and mental health providers, further compounding access issues. This article presents a place-attentive counselor preparation model, implemented in rural Montana schools, which aims to enhance the training and efficacy of clinical and school counselors entering the mental health workforce in rural settings, and increase sustainable mental health access for youth and families.  

Keywords: rural, counselor training, community partnership, cultural humility 

 

Volume 20, Issue 1, Articles 1-8; Published Online March 4, 2025.