results to parents/guardians, school counselors do not
negate the risk of students’ potential harm to self even if
the assessment reveals a low risk, as students may minimize
risk to avoid further scrutiny and/or parental/guardian
notification. The purpose of reporting any risk-assessment
results to parents/guardians is to underscore the need for
parents/guardians to act, not to report a judgment of risk.
c. Collaborate with school administration to ensure a student
has proper supervision and support. If parents/guardians
will not provide proper support, the school counselor takes
necessary steps to underscore to parents/guardians the
necessity to seek help and, at times, may include a report to
child protective services.
d. Provide culturally responsive mental health resources to
parents/guardians.
e. Report to administration and/or appropriate authorities (e.g.,
law enforcement) when a student discloses a perpetrated or a
perceived threat to another person’s physical or mental well-
being. This threat may include but is not limited to verbal
abuse, physical abuse, sexual abuse, dating violence, bullying
or harassment. The school counselor follows applicable
federal and state laws and school and district policy.
A.10. Marginalized Populations
School counselors:
a. Advocate with and on behalf of students to ensure they
remain safe at home, in their communities and at school. A
high standard of care includes determining what information
is shared with parents/guardians and when information
creates an unsafe environment for students.
b. Actively work to establish a safe, equitable, arming school
environment in which all members of the school community
demonstrate respect, inclusion and acceptance.
c. Identify and advocate for resources needed to optimize and
support academic, career and social/emotional development
opportunities.
d. Collaborate with parents/guardians when appropriate
and strive to establish consistent, constructive two-way
communication in their preferred language to ensure
students’ needs are met.
e. Understand and advocate for all students’ right to be treated
in a manner that honors and respects their identity and
expression, including but not limited to race, gender identity,
gender expression, sexual orientation, language and ability
status, and to be free from any form of discipline, harassment
or discrimination based on their identity or expression.
f. Advocate for the equitable right and access to free,
appropriate public education for all youth in which students
are not stigmatized or isolated based on race, gender
identity, gender expression, sexual orientation, language,
immigration status, juvenile justice/court involvement,
housing, socioeconomic status, ability, foster care,
transportation, special education, mental health and/or any
other exceptionality or special need.
g. Advocate for access to and inclusion in opportunities (e.g.,
Advanced Placement, International Baccalaureate, gifted
and talented, honors, dual enrollment) in which students are
not stigmatized, isolated or excluded based on race, gender
identity, gender expression, sexual orientation, language,
immigration status, juvenile justice/court involvement,
housing, socioeconomic status, ability, foster care,
transportation, special education, mental health and/or any
other exceptionality or special need.
h. Actively advocate for systemic and other changes needed
for equitable participation and outcomes in educational
programs when disproportionality exists regarding
enrollment in such programs by race, gender identity, gender
expression, sexual orientation, language, immigration status,
juvenile justice/court involvement, housing, socioeconomic
status, ability, foster care, transportation, special education,
mental health and/or any other exceptionality or special need.
i. Recognize the strengths of students with disabilities as well as
their challenges and provide best practices in supporting their
academic, career and social/emotional needs.
A.11. Bullying, Harassment, Discrimination,
Bias and Hate Incidents
School counselors:
a. Recognize that bullying, discrimination, bias and hate
incidents rooted in race, gender, sexual orientation and
ethnicity are violations of federal law and many state and
local laws and district policies.
b. Advocate for schoolwide policies, protocols and training for
response to bullying, harassment and bias incidents centered
in safety, belonging and justice.
c. Advocate for accessible, eective tools for students or
community to report incidents of bullying, hate or bias.
d. Report all incidents of bullying, dating violence or
harassment to the administration, recognizing these behaviors
may fall under Title IX of the Education Amendments of
1972 or other federal and state laws as illegal and require
administrator intervention.
e. Recognize that bias incidents are not only potentially
traumatizing for students but can lead to significant damage
and disruption of the school environment. Facilitate and
monitor schoolwide prevention of bullying, harassment,
discrimination, hate and bias through active practices that
support a positive school climate, culture and belonging.
f. In response to a hate or bias incident (e.g. discrimination,
explicit bias, hate speech), collaborate with administrative
teams to ensure safety, provide support for targeted students,
facilitate eective communication, provide education,
connect students to resources and promote healing and
recovery within the school community.
g. In developmentally appropriate ways and in the context of
the incident, support victims, and encourage growth and
provide tools for accountability and change (e.g. restorative
practices) in perpetrators, and promote healing in the school
community while deferring to administration for all discipline
issues or any other violation of federal and state laws or
district and school policies.
h. Actively respond to incidents of bias or hate, demonstrating a
commitment to equity and promoting a safe, inclusive school
community.