The unprecedented arrival of COVID-19 upended the lives of American children with rapid shifts to remote and hybrid schooling and reduced access to school-based support. Growing concerns about threats to students’ mental health and decreased numbers of students transitioning to postsecondary education suggest access to school counselors is needed more than ever. Although previous research on school counselors finds they promote positive postsecondary, social emotional, and academic outcomes for students, further studies highlight the organizational constraints, such as an overemphasis on administrative duties and unclear role expectations, that hinder their work. Drawing on survey and focus group data, our mixed methods study documents school counselors’ experiences during the COVID-19 crisis, including the opportunities and constraints facing their practice. Findings suggest there should be a concerted effort to reduce the role ambiguity and conflict in counselors’ roles so they are better able to meet students’ increased needs.

COVID-19 的空前到来颠覆了美国儿童的生活，他们迅速转向偏远和混合教育，并减少了获得学校支持的机会。对学生心理健康威胁的日益担忧以及过渡到高等教育的学生人数减少表明，比以往任何时候都更需要接触学校辅导员。虽然之前对学校辅导员的研究发现他们促进了学生积极的中学后、社会情感和学业成绩，但进一步的研究强调了阻碍他们工作的组织限制，例如过分强调行政职责和不明确的角色期望。利用调查和焦点小组数据，我们的混合方法研究记录了学校辅导员在 COVID-19 危机期间的经历，包括他们的实践所面临的机会和限制。调查结果表明，应该共同努力减少辅导员角色中的角色模糊和冲突，以便他们能够更好地满足学生日益增长的需求。