Abstract
With significant challenges in rural schools such as limited mental health resources, poverty, high visibility, and physical isolation, rural school counselors face a set of unique experiences and challenges. We present an ecological framework to conceptualize the roles, responsibilities, and challenges of rural school counselors and provide intervention strategies to address these challenges that are contextually aware and could be tailored to the communities they serve.
Rural communities have specific cultural characteristics that are both assets and barriers to supporting young people and creating systemic change (Crumb et al., 2019), two key roles of a school counselor. School counselors are uniquely connected to the communities they serve and, to better serve students and their families, rural school counselors must be in tune with their communities and understand how to navigate this unique sense of place (Wimberly & Brickman, 2014). One way of contextualizing the roles, responsibilities, and challenges of rural school counselors is by viewing them through the lens of an ecological framework. The ecological framework consists of the (a) intrapersonal (knowledge, beliefs, skills, experiences of the individual), (b) interpersonal (social network and support systems), (c) institutional (organized social institutions with preconceived rules and expectations), (d) community (relationships among organizations and institutions), and (e) public policy (local, state, and national laws and regulations; McLeroy et al., 1988). Using an ecological framework provides an opportunity to understand the unique challenges and characteristics facing rural school counselors, while providing insight for them to better serve their communities. Therefore, the purpose of this article is to (a) highlight the experiences of school counselors working in rural communities and (b) apply an ecological framework for understanding their experiences and developing interventions to address challenges rural school counselors face.
Rural Schools and Students
The National Center for Education Statistics (NCES, 2006) defines rural by a location’s distance from an urbanized area. Specifically, NCES categorizes rural into three sections: (a) rural fringe: territory less than 5 miles from an urbanized area, (b) rural distant: territory that is between 5 and 25 miles from an urbanized area, and (c) rural remote: territory that is more than 25 miles from an urbanized area. While the distance between urban and rural areas results in geographic isolation, the number of miles from urbanized areas alone does not encapsulate the many characteristics of and challenges faced in these communities. Rurality has a lack of consideration within educational research (Bright, 2018; Schafft, 2016), despite one third of public schools and nine million students living in rural areas (Johnson et al., 2014; Showalter et al., 2019).
Rural students’ experiences are impacted by access to resources and community values. Rural students have lower college attendance rates despite having higher graduation rates, fewer opportunities for dual enrollment or advanced placement courses, and fewer mental health resources due to a lack of funding and resources (Griffin et al., 2011; Hill, 2016; Lavalley, 2018; Wood & Kaszubowski, 2008). Rural schools and school counselors report increasing mental health issues, particularly regarding trauma related to childhood poverty (Anderson-Butcher et al., 2017; Boulden & Brown, 2022). Rural youth can experience challenges related to being a youth activist (Kitzmiller & Burton, 2021), issues related to higher incidences of substance use (Pruitt, 2009), and differing levels of self-esteem and optimism by gender (Puskar et al., 2010). Furthermore, rural youth experience distinct pressures to either remain or leave their communities upon graduation, where they may be seen as failing if they stay and/or acting “too good” for the community if they leave (Fitzpatrick et al., 2017; Looker & Naylor, 2009; Morris, 2008). Living in rural areas presents diverse challenges, but it also includes unique experiences that foster a sense of community among those who live there. People in rural communities hold the potential to develop deep, meaningful relationships with each other, which creates a tight-knit community that is not commonly experienced in higher populated areas (Grimes et al., 2013; Morrissette, 2000). Members of rural communities can experience increased levels of connectedness, close personal relationships, higher need for mutual reliance, and cultural identities based on place/locality (Grimes et al., 2013; Petrin et al., 2014). Students from rural areas have unique personal and educational experiences, which in turn provide a distinct role for school counselors.
School Counselors in Rural Schools
The resources, culture, and populations in rural communities create a unique setting for school counselors. Rural school counselors can be seen as unique leaders in smaller school districts and face role ambiguity due to limited professional development, supervision, and professional communities (Wimberly & Brickman, 2014). School counselors in all regions face role ambiguity; however, this remains a consistent issue for many rural school counselors due to a greater sense of misunderstanding among staff, colleagues, and those in the school community due to limited mental health literacy, ambiguous professional boundaries, and inappropriate duties associated with outdated concepts of a “guidance counselor” (Crowe et al., 2019; Grimes, 2020; Morrissette, 2000).
Tight-Knit Communities in Physical Isolation
Physical isolation can lead to feelings of mutual reliance, a phenomenon within rural communities in which people step up to help one another in times of need, in part due to the connections within a tight-knit community (Grimes et al., 2013). In a study facilitated by Grimes et al. (2013), school counselors who worked in both rural and urban areas spoke of how distinct rural communities were in their willingness to help those in need and used it to their advantage by partnering with local faith-based organizations and community fundraisers to gather resources and spread information for students in the community. Rural school counselors rely on community involvement to support the needs of their students, including their own involvement in the community to build trust (Hines, 2002). For school counselors, navigating through the community can present a barrier in itself, but can also be a strong asset in their role within the school. Furthermore, feelings of a tight-knit community can aid school counselors in making connections with families, the community, and the rural identity (Boulden & Schimmel, 2022).
Small school staff can create professional role ambiguity, due to a lack of examples of other school counselors and feelings of professional isolation. Role ambiguity can affect school counselor retention and perceptions of support. In a study by Boulden and Schimmel (2022) on rural school counselor retention, participants reported that feelings of limited staff and community support or knowledge of the profession impacted how they chose to remain in their positions. Misconceptions of the school counselor’s professional role can lead to feelings of isolation and increased feelings of burnout in rural school counselors (Morrissette, 2000), although research has not found significant differences between burnout rates of urban and rural school counselors (Holman et al., 2018).
Role ambiguity can be exacerbated by difficulties in implementing comprehensive school counseling programs (Boulden et al., 2022; Monteiro-Leitner et al., 2006). Comprehensive programs, as recommended by the American School Counselor Association (ASCA), require time, support, advocacy, and funding, which can be difficult due to funding and personnel limitations in rural school systems (Monteiro-Leitner et al., 2006). Rural schools are also less likely to have a Recognized ASCA Model Program (RAMP) designation, which are more likely to be earned by programs in larger, affluent suburban districts (Mullen et al., 2019). In a study by Boulden and colleagues (2022) on the experiences of rural school counselors achieving RAMP, participants reported how isolating the process can be due to lack of support from the school, community, and the larger profession. Further, rural school counselors reported struggling with lack of time due to having both more noncounseling and counseling duties than urban school counselors (Boulden et al., 2022; Chandler et al., 2018).
Access to Resources and School Counselors as Professionals
Although small communities can mean close connections, they can also lead to limited access to resources, including financial, professional development, and mental health resources. Due to the difficulty in access and the stigma of mental health care in rural areas (Alang, 2015), school counselors are uniquely positioned to serve rural communities’ mental health needs (Bright, 2018). Feelings of a tight-knit community can allow rural school counselors to easily connect with key stakeholders in their communities and advocate to reduce mental health barriers (Boulden & Schimmel, 2022; Crumb et al., 2019; Grimes et al., 2013; Sutton & Pearson, 2002). In a state-by-state report from 2014 on student-to-school-counselor ratios, rural districts experienced the extremes of the caseload distribution—the highest and lowest ratios were in rural districts (Patel & Clinedinst, 2021). In rural areas, median school counselor caseloads were lower where school counselors were located; however, schools were also more likely to not have a school counselor (Gagnon & Mattingly, 2016).
Grimes (2020) found that rural school counselors reported having limited access to financial and human resources, which resulted in being tasked with additional noncounseling responsibilities. As a result, rural school counselors struggled to choose between their professional needs as a mental health professionals and meeting the needs of the school (Grimes, 2020). This can place rural school counselors in complicated administrative roles, and in situations in which noncounseling administrative staff provide supervision and consultation, focusing on evaluative performance rather than consultation and growth, which can limit feelings of support (Morrissette, 2000; Wilson et al., 2018). Wilson et al. (2018) conducted a study on rural school counselors’ experiences with supervision and noted that these counselors received little to no supervision, partially due to being the only school counselor in the school, limited funding for outside clinical supervision, and lack of time. A similar study conducted by Duncan and colleagues (2014) found that only 6% of rural school counselors received individual clinical supervision. Relying on other school staff members (e.g., social workers, school nurses, teachers, school psychologists) for support and consultation in regard to the mental health needs of their students increases rural school counselors’ role ambiguity and limited opportunities for consultation (Duncan et al., 2014; Wilson et al., 2018).
School Counselors as Leaders with High Visibility
Rural school counselors may play multiple roles within the community, creating issues with privacy, high visibility, and mutual experiences with students outside of the school, such as in faith-based organizations, grocery stores, restaurants, and local events (Lonborg & Bowen, 2004; Wimberly & Brickman, 2014). However, rural school counselors have a unique role as a leader in a smaller community to advocate for marginalized students due to increased visibility in modeling inclusive and supportive behavior. This can include advocacy for exceptional students, students from the LGBTQ + community, and racially diverse students, all of which may be needed due to a potential lack of resources, support, or familiarity in rural communities (Grimes et al., 2013; Maru, 2016). In a study on exceptional children in rural underserved areas, participants reported the importance of a supportive school environment and positive adult role models (Curtin et al., 2016). In a survey by Gay, Lesbian, and Straight Education Network (Kosciw et al., 2014), 81% of rural youth identifying as LGBTQ + reported feeling unsafe at school due to their identity within the LGBTQ + community, calling for further support of this population by rural school counselors (Robertson & Full, 2015). Further, as rural communities are racially diversifying, school counselors need to help prepare school communities to better serve racially diverse students (Tieken & San Antonio, 2016).
The lack of privacy that rural school counselors face can result in potentially complex dual relationships and unclear boundaries among students and community members (Grimes, 2020; Lonborg & Bowen, 2004; Morrissette, 2000; Wimberly & Brickman, 2014). At the same time, a tight-knit community can create an insider versus outsider dichotomy and can present a barrier to those who relocate to rural areas without prior history (Grimes, 2020). High visibility can also produce various ethical dilemmas for school counselors; to protect themselves, some may choose to live outside of the area and commute to work (Grimes, 2020; Lonborg & Bowen, 2004). Participants in one study on rural school counselor retention noted that serving multiple roles within the school was a burden (Boulden & Schimmel, 2022).
Ecological Systems Theory
Evolution of Ecological School Counseling.
McLeroy et al. (1988) reconceptualized Bronfenbrenner’s theory by introducing a new framework of ecological counseling grounded in the idea that an individual’s overall health is influenced by multiple systems: (a) intrapersonal (knowledge, beliefs, skills, experiences of the individual), (b) interpersonal (social network and support systems), (c) institutional (organized social institutions with preconceived rules and expectations), (d) community (relationships among organizations and institutions), and (e) public policy (local, state, and national laws and regulations). Rather than solely focusing on the individual within a single layer or system, McLeroy et al.’s reconceptualized ecological counseling approach allowed for a multilevel assessment to better understand the factors that contribute to a problem and to address these problems through multilevel interventions (McMahon & Mason, 2018). Instead of focusing on changing the individual within the system, McLeroy et al.’s model focused on changing the systems that affect the individual.
McMahon et al. (2014) presented a new model for school counselors: ecological school counseling (ESC), which incorporates the five areas of influence presented by McLeroy et al. (1988) in practical terms for school counseling practitioners. ESC conceptualizes schools as complex ecosystems that consist of subsystems located within the community system (McMahon et al., 2014; McMahon & Mason, 2018). A school counselor’s role is to understand the various areas that influence one another and how they affect the students’ success through ecological empathy and ecological perspectives (McMahon & Mason, 2018). Ecological school counselors also understand that students, systems, and the interpersonal relationships among these areas of influence should be looked at through a holistic lens. McMahon et al. suggested that school counselors perform regular multilevel assessments and interventions to accommodate the ever-changing environment in which the student lives. Using an ecological perspective, school counselors can better understand and identify the needs of their students by acknowledging the multiple environments in which the students exist and how that affects their success (McMahon et al., 2014). In return, school counselors can create and maintain a healthy school environment that works as a sustainable system.
Previous ecological frameworks have focused on the student and the systems that the student interacts with, but there has been no evidence of an ecological framework being used to understand the systems that affect a rural school counselor. Rural school counselors can use an ecological framework to better understand the unique experiences and challenges that present in rural communities and potential opportunities to support the needs of students and the community. We propose utilizing McMahon et al. (2014)’s ecological model to best understand the unique roles, responsibilities, and challenges of rural school counselors so that these counselors can intervene in areas in which their systems are struggling.
Application of the Ecological School Counseling Model for Rural School Counselors
An Ecological Framework for Rural School Counseling.
Individual Level
The individual level consists of the knowledge, beliefs, skills, and experiences of the individual as school counselors develop a sense of professional identity. Grimes (2020) found that rural school counselors struggle to form a solid professional identity due to fewer resources and ambiguous professional/personal boundaries. To strengthen their professional identity, school counselors can participate in clinical supervision and regular professional development, including through telecommunication and peer clinical supervision (Brott et al., 2021; Wilson et al., 2018). Rural school counselors are limited in peer supervision if they are the only school counselor in the school or district, but participating in virtual peer clinical supervision with other school counselors or counseling professionals allows for opportunities to engage in consultation, collaboration, and case conceptualization in an ethical manner outside of district boundaries (Brott et al., 2021).
Rural school counselors can advocate for funding allocated to professional development opportunities and national memberships, both to stay connected to others in the field to decrease feelings of professional isolation and to stay up to date on recent professional trends and best practices (Duncan et al., 2014; Wilson et al., 2018). School counselors can advocate for incorporating low-cost online training supervision models for additional staff members (i.e., administration, social workers, school psychologists) so that more staff members can provide and partake in adequate supervision (Swank & Tyson, 2012; Wilson et al., 2018). An example of an online supervision model that could be adapted for training is Quintana and Gooden-Alexis’s (2020) webinar, Making Supervision Work, which can be accessed through a professional ASCA membership.
Another barrier to developing a professional identity for rural school counselors is permeable boundaries. Rural school counselors encounter dual relationships due to high visibility in their environment and struggle with setting personal and professional boundaries (Grimes, 2020; Lonborg & Bowen, 2004; Wimberly & Brickman, 2014). Clinical supervision and continued professional development can help beginning and continuing school counselors who struggle with establishing clear boundaries in a rural environment and provide consultation opportunities for the ethical dilemmas that arise (Wilson et al., 2018).
Interpersonal Level
The interpersonal level consists of the rural school counselor’s significant efforts in fostering relationships with students, teachers, students, administration, and other stakeholders. ASCA (2019b) has suggested that effective school counseling consists of a collaborative process involving the school counselor, parents/caregivers, students, teachers, administrators, and other education stakeholders. Rural school counselors serve as a primary mental health resource for students, collaborators among staff members, and a significant member of the community (Crumb et al., 2021; Grimes, 2020; Grimes et al., 2013). Rural school counselors can strengthen these relationships and collaboration efforts in a variety of ways to promote positive student development through frequent meetings with students and collaboration with stakeholders.
Frequent individual meetings and responding to students’ needs have shown to improve the counselor–student relationship (Lapan et al., 2014). However, in a rural setting, school counselors may have higher caseloads and might not be able to meet as frequently with students due to excessive demands (Grimes, 2020). A needs assessment allows the counselor to survey a large body of students in a quick, effective manner and respond with more targeted interventions (ASCA, 2019a). School counselors can address concerns identified through the needs assessment to strengthen counselor–student relationships, program planning, and support student success (Lapan et al., 2014). Rural school counselors can use needs assessments with their students to assess and target identified needs and the students’ perceived relationship with the counselor (ASCA, 2019a).
Rural school counselors can form meaningful relationships among staff members in the school to promote collaboration, reduce feelings of isolation among colleagues, and increase school counselor retention (Boulden & Schimmel, 2022; Morrissette, 2000). Modeling a collaborative role in school counselors’ interactions with teachers can strengthen these relationships and promote teamwork, rather than working independently (Amatea et al., 2004). Further, rural school counselors can promote student success and reduce the number of additional noncounseling duties by strengthening their relationship with school administrators through frequent meetings (Amatea et al., 2004; Duslak & Geier, 2016; Waalkes et al., 2019). During these meetings, school counselors can consult with administrators on the needs of the students, counselor(s), and school, while promoting a mutual understanding of their role in the school through the use of annual agreements, templates provided through ASCA, and data to support appropriate counseling duties (Boulden et al., 2022).
Although increased visibility can present barriers for rural school counselors, it can be used as an asset in becoming a part of the community. Rural school counselors can form more meaningful relationships with students—and their families—due to the tight-knit feel of the rural community (Grimes, 2020; Morrissette, 2000). People within rural areas foster a sense of mutual reliance that encourages them to help each other out in times of need, but one must first become a part of the community to eliminate being treated as an outsider (Grimes et al., 2013). Rural school counselors can increase their visibility within the community by attending school functions (e.g., school dances, extracurricular events) and community-led events such as parades or fundraising activities. By establishing strong, meaningful relationships through social networking within the school, among families, and in the community, rural school counselors can better promote change for their profession and their students (Morrissette, 2000).
School Level
The school level consists of the school counselor’s roles and responsibilities within the school. Rural school counselors, specifically, face additional noncounseling job responsibilities, lack of resources, and additional demands that present barriers to adequately serving their students. The rural school counselor is sometimes the only school counselor on site or in the district (Grimes, 2020; Morrissette, 2000). To help alleviate stress, rural school counselors can network within the community (i.e., reaching out to local mental health and community support agencies) to create a list of mental health resources, and connect with support systems outside of the community that students can access to help lift the sole responsibility off the counselor to provide these interventions (McMahon & Mason, 2018).
Beyond networking, rural school counselors can use community asset mapping to provide resources for students. Community asset mapping consists of a list of compiled resources that can be used by all stakeholders, specifically students and their families (Griffin & Farris, 2010). To begin developing a community asset map, rural school counselors can start by (a) developing a multidisciplinary team (e.g., teachers, social workers, counselors, community members, students); (b) create a list of identified resources, services, and programs for students and family members; (c) contact individual and community resources to gather most recent and accurate information; and (d) develop and maintain a community resource guide and map of the assets (Griffin & Farris, 2010). In one example of community asset mapping within a rural community, a school counselor working to provide meals to local students can lean on church organizations, community fundraisers, and school involvement to donate goods and help package bags together for the students (Grimes et al., 2013). Often, the responsibility falls on school counselors to fulfill the needs of students, but help from the community can aid in sharing this responsibility to effectively and intentionally serve students (Griffin & Farris, 2010; McMahon & Mason, 2018).
Community Level
Building upon the school level of community asset mapping and established interpersonal relationships, rural school counselors can use their role to best serve the needs of their students by understanding the culture, values, and norms within the community that affect their counseling role, school, and students. School counselors without established meaningful relationships in the community will struggle to advocate for change or introduce new ideas in a rural community that is potentially resistant to change (Grimes, 2020). Rural school counselors can advocate in school board meetings, advisory councils, and local events to promote new ideas to be supported by the community. School counselors must be aware, however, that change cannot happen overnight; rather, it builds slowly over time, as their relationships with the community evolve (Grimes et al., 2013).
ASCA (2019a) has suggested that school counselors form advisory councils to assist in the development and implementation of comprehensive school counseling programs. Rural school counselors can form an advisory council, if one is not already established, that consists of members from the community and the school. In regular meetings, the advisory council can report the needs of the school, community, and students and share ideas for interventions to address these needs (McMahon & Mason, 2018). By establishing a collaborative role within the community, rural school counselors can better meet the needs of their students and can begin to address areas such as systemic change (Grimes et al., 2013).
Public Policy Level
Advocating for systemic change can be difficult in rural areas resistant to change, but is not impossible. When Grimes et al. (2013) interviewed rural school counselors on their advocacy efforts for social justice in their community and schools, participants reported the importance of keeping this issue personal when advocating and starting small. Many of the participating counselors described partnering with community organizations to help those who were in need, such as students experiencing poverty and lack of resources. The school counselors also described a phenomenon of community promise within rural areas related to mutual reliance and social justice (Grimes et al., 2013). Community promise can be described as eliminating barriers between community members and coming together for mutual benefit and success for all, as seen with some participants hosting community summits to mutually discuss issues facing the community (Grimes et al., 2013). Rural school counselors can build upon mutual reliance and community promise to advocate for social justice within their school and community.
Rural school counselors can support students who are struggling in the system due to their identities or disabilities by having a list of resources to provide. In rural communities, populations such as LGBTQ + or students with disabilities are often underserved due to a lack of resources and support among the school and community, depending on the beliefs that the school and/or community hold (Beck & Wikoff, 2020). School counselors can advocate and push for systemic change impacting their students at local school board meetings and public policy events.
Implications for School Counselors
We have outlined the unique characteristics and challenges that rural school counselors face and provided a framework for counselors to use to intervene in their school and community systems that may need more support. By applying an ecological framework, rural school counselors have the opportunity to conceptualize the many systems that impact their role within their rural environments and how to intervene at each systemic level to support their needs and the needs of students. The ecological framework for rural school counselors builds upon ecological models presented by McMahon and colleagues (2014) that examined the individual, interpersonal, school, community, and public policy systems that affect the individual and how each system affects and builds upon other systems. The framework (see Table 2) outlines characteristics and challenges for rural school counselors within each system, and notes opportunities to intervene.
School counselors can use the ecological framework to better conceptualize their role within a rural environment and ways they can advocate for change and new ideas within a rural setting. Because the present framework was adapted from previous models and frameworks that did not consider diversity of individual populations and experiences, we encourage using the framework with a social justice and antiracist lens to best understand the unique experiences, challenges, and barriers that might present at each systemic layer. The framework shows the complex relationships of rural school counseling systems, and how rural school counselors cannot tackle challenges in higher level systems such as public policy until they first address challenges presented at the foundation (McLeroy et al., 1988; McMahon et al., 2014). To tackle issues such as systemic change and public policy, rural school counselors must establish their role within the school and community by fostering relationships with students, staff, families, and stakeholders (Grimes et al., 2013). Rural areas may show resistance to change and new ideas (Sutton & Pearson, 2002), and novice school counselors entering a rural area for the first time may struggle with being seen as an outsider compared to their colleagues (Grimes, 2020). School counselors entering the field of rural education can use the ecological framework to help develop both their professional identity and their role within the school and community to best facilitate change and advocate for best practices for their students who face the unique challenges that rural education presents.
To accommodate the ever-changing environment of school counseling, rural school counselors can perform frequent multilevel assessments and interventions to best meet the holistic needs of their role and their students to support a healthy school environment (McMahon et al., 2014). For example, rural school counselors can go through the framework and assess each system, and take notes on challenges they are currently facing within their role or their school. They can then brainstorm intervention strategies to address challenges presented at each level not already addressed in the framework. School counselors can communicate and collaborate with stakeholders involved to foster sustainable systems and produce systemic change.
Last, the framework equips rural school counselors to address common challenges presented in the literature that they may experience in rural environments. Consistent challenges presented, such as lack of professional boundaries, limited resources, and isolation from other counseling professionals (Grimes, 2020), can cause distress in multiple systems. For example, rural school counselors who experience distress in their role due to dual relationships with students or parents can offer opportunities to communicate and establish clear boundaries, while also seeking consultation from trained professionals or supervisors to ensure best practices. If opportunities to seek consultation are limited due to tight-knit communities or lack of funding, rural school counselors can communicate with administrators on ways to seek appropriate consultation and advocate for allocated funding toward professional development and clinical supervision (Duncan et al., 2014; Grimes, 2020).
Limitations and Future Research
Although the ecological approach to rural school counseling is built upon existing frameworks and research, ecological school counseling is still an evolving topic. Limited research has explored the area of rural school counseling or the distinct differences between rural and urban/suburban schools, and no prior research has considered an ecological framework for rural school counseling. We focused primarily on understanding the role of a rural school counselor within an ecological school counseling framework. Future research could emphasize unique challenges, needs, and strengths of rural school counselors. Researchers could also focus on the effectiveness of the interventions in the presented framework within a rural context.
As critical consumers of research, we note the limitations in diversity that exist in the current literature. Most research on the experience of rural school counselors has involved predominantly White counselors; thus, a significant knowledge gap exists regarding the individual experiences of underrepresented school counselors in rural areas. We suggest future research studies that center the lived experiences of counselors who have underrepresented identities across the field of school counseling (i.e., BIPOC, LGBTQ+, males) to provide additional knowledge on best practices for these populations, particularly in rural communities.
Last, the framework itself presented a limitation because many of the interventions suggested require adequate funding and resources. Fostering relationships within the community could help practicing school counselors access more resources and funding, but these relationships take time to develop and beginning rural school counselors will likely face resistance and limited resources on top of community networking efforts. More research and education are needed for counselor education students entering the field of rural school counseling after graduation to adequately prepare them for the unique experiences and challenges that exist in rural education.
Conclusion
Rural school counselors face significant challenges such as limited mental health resources, poverty, high visibility, and physical isolation, leaving the counselor to balance an abundance of extra job responsibilities with little support and inadequate clinical supervision. Further, rural school counselors experience isolation from other colleagues and struggle to establish professional and personal boundaries within and outside of rural schools (Grimes, 2020; Grimes et al., 2013; Morrissette, 2000). To better understand the unique experiences and challenges that rural school counselors face, we present an ecological framework to contextualize their experiences and challenges and offer intervention suggestions. Rural school counseling is an evolving research topic in the profession, and further research is needed to best understand and support rural school counselors.
Footnotes
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
