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It addresses implementation barriers described by the ASCA National Model, including funding gaps, high student-to-counselor ratios, limited collaboration, and insufficient professional development. Findings aim to help educational leaders and counselors identify priority service needs and allocate time effectively across prevention and responsive counseling.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-perceptions-of-urban-high-school-students-related-to-their-high-priority-counseling-needs/602142/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-perceptions-of-urban-high-school-students-related-to-their-high-priority-counseling-needs/602142.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study described in the document?","Question",{"text":112,"@type":113},"The study explores urban high school students’ perspectives on improving academic and counseling services and on what students need from comprehensive school counseling programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which counseling needs does the study ask about?",{"text":117,"@type":113},"Students complete a comprehensive need assessment covering academic development, social-emotional development, and college and career readiness needs.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the results support school leaders and counselors?",{"text":121,"@type":113},"The findings help principals and counselors identify high- and low-priority program needs and plan systemic, comprehensive student services by considering time allocation between prevention and responsive counseling.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602142,1792166467,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Exploring Perceptions of Urban High School Students Related to Their  \nHigh Priority Counseling Needs  \nOlcay Yavuz  \nSouthern Connecticut State University  \nThere is a growing emphasis to improve underserved students’ academic, social-emotional, and career development as schools strive to deliver comprehensive student services. The purpose of this study is to explore urban high school students’ perspectives on improving academic and counseling services. The results and implications for educational leaders and policymakers are designed to extend school leaders’ and counselors’ knowledge about delivering effective school counseling programs. Particularly, the findings allow urban school principals and school counselors to identify the high and low program needs of urban students to become college and career-ready. School leaders and counselors can apply the findings of this study to create a systemic and comprehensive student service in their schools by looking at time allocation in prevention versus responsive counseling services.  \nKeywords: Principal and Counselor Partnership, High Priority Counseling Needs, Urban Schools,  \nEducation Leadership Review, Volume 23, Number 1, Fall 2022 55  \nIntroduction and Purpose  \nImproving the academic, social-emotional, and career development of all students is a fundamental aspect of implementing comprehensive academic and counseling services (Geesa, Elam, Mayes, McConnell, and McDonald, 2019) . In this study, urban high school students’perceptions of their comprehensive school counseling needs were explored because the amount and type of support students receive from their school counseling services is important to support student success. Both school leaders and counselors are encouraged to be familiar with students’ complex academic and counseling needs to appropriately support the whole child’s development (Darling-Hammond, and Cook-Harvey, 2018) . School leaders and counselors have been utilizing various data, such as student achievement test scores, math and reading levels, and attendance data to determine the academic levels of students. While this information is useful, they do not tell the whole story regarding underserved urban students’ wholistic needs (Fowler, and Brown, 2018) . Therefore, to better understand urban high school students’perceptions of academic, social, emotional, college, and career readiness-related needs, this research was undertaken to explore what urban students need from a school counseling program from school counselors and principals  \nBased on The American School Counselor Association (ASCA) National Model (ASCA, 2019) school counselors are encouraged to deliver comprehensive programs that aim to promote the academic, social/emotional, and career development of all students. However, there are several barriers to the effective implementation of school counseling services including (a) a lack of funding,(b) a very high student-to-school-counselor ratio, (c) inadequate collaboration, and consultation among key stakeholders (Chandler, Burnham, Riechel, Dahir, Stone, Oliver, Bledsoe, 2018; Patel and Clinedinst, 2021) . One additional barrier to the successful implementation of school counseling services can be attributed to the lack of professional development activities (White, 2019) .  \nSince there are well-reported challenges to implementing comprehensive school counseling programs, utilizing a systemic need assessment can be considered an effective strategy to plan and implement targeted school counseling services (Warren and Mauk, 2019) . Particularly, need assessment results can be instrumental to identify high-priority student services to develop intentional and meaningful counseling practices that lead toward a systemic change. Therefore, in this quantitative explorative study, urban high school students were asked to complete a comprehensive need assessment related to their academic, social, emotional, college, and career readiness needs. Particu","cbCairfhSMlrNdGf","https://ap.wps.com/l/cbCairfhSMlrNdGf","pdf",284679,"English","# Introduction and Purpose\n## Research Questions\n# Literature Review\n## Comprehensive School Counseling Services","[{\"question\":\"What is the purpose of the study described in the document?\",\"answer\":\"The study explores urban high school students’ perspectives on improving academic and counseling services and on what students need from comprehensive school counseling programs.\"},{\"question\":\"Which counseling needs does the study ask about?\",\"answer\":\"Students complete a comprehensive need assessment covering academic development, social-emotional development, and college and career readiness needs.\"},{\"question\":\"How do the results support school leaders and counselors?\",\"answer\":\"The findings help principals and counselors identify high- and low-priority program needs and plan systemic, comprehensive student services by considering time allocation between prevention and responsive counseling.\"}]","Exploring Perceptions of Urban High School Students Related to Their High Priority Counseling Needs | PDF",1792094105]