School Counselor Advocacy: Postsecondary Planning for Adolescents Experiencing Emotional Disturbances in Urban Environments

While research studies have investigated postsecondary planning for high-need student populations, few studies have explored the intersectionality of students experiencing emotional disturbances and students living in urban environments and the postsecondary planning perspectives of school counselors with this demographic. The purpose of this study was to explore the current perspectives, practices, and experiences of 10 high schools counselors working within a large school district of the northeastern U.S. on postsecondary planning with students experiencing emotional disturbances in urban environments. An ecological perspective framed the discussion to provide a holistic picture of the postsecondary needs of adolescents experiencing emotional disturbances in urban environments. Using a constructivist grounded theory qualitative approach; themes emerged and provided a voice to urban high school counselors on the concepts related to the postsecondary planning process. Two primary themes were attributed to the postsecondary planning perspectives of urban high school counselors with each theme including three sub-themes. Elements hindering postsecondary planning included (1) school resources, (2) poor parent engagement, and (3) higher-level needs; while elements supporting postsecondary planning incorporated (1) school personnel, (2) high parent engagement, and (3) computer-based planning resources. Three themes were linked to the postsecondary planning practices of urban high school counselors: (1) college campus connection, (2) information dissemination, and (3) student-counselor connection. Three themes were also associated with the postsecondary planning experiences of urban high school counselors: (1) learning from mistakes, (2) planning multiple options, and (3) similar planning for all students. These eight primary themes and six sub-themes provide evidence that offers a greater understanding of the postsecondary planning process for students experiencing emotional disturbances in urban environments. Implications for school counselors, counselor educators, and higher education support staff are presented. Study limitations are discussed and recommendations for future research ideas are suggested. By conducting research on this underserved student population, the emerging themes intend to create more equitable postsecondary planning procedures for students experiencing emotional disturbances in urban environments