A Phenomenological Investigation of the Nexus between School Counseling Policy and Practice

Abstract

The intent of educational policy is to improve student outcomes. This study illustrates the challenges and opportunities faced by school counselors and school leaders as they implement the amended New York State Education Department School Counseling Regulations effective 2019. The qualitative study further explores the differing perspectives voiced by counselors and school leaders concerning their ability to fulfill the policy mandates and reveals the implementation process at the building level. Focus group questions used in the investigation were based on a previous mixed-methods study (Cinotti, 2022) and identified themes including role confusion, administrative expectations, contributions to the school environment, and essential resources. Research findings may be applicable across many locations and suggest that communication and leadership are essential for implementing policy changes with fidelity to develop shared understandings of regulatory intentions, diminish role confusion, and increase equitable access to school counseling programs, ultimately resulting in greater student success.