Rutgers University’s Graduate School of Education (GSE) has been awarded an impressive $3.3 million grant aimed at significantly enhancing the number and diversity of exceptionally trained school counselors, a critical initiative designed to bridge the substantial gap in mental health services within New Jersey’s high-need school districts.
This substantial funding, provided through the Mental Health Service Professional Demonstration grant by the U.S. Department of Education, represents a pivotal component of a nationwide federal initiative dedicated to broadening student access to essential school-based mental health services. The grant will finance the GSE-led School Counseling Prevention to Intervention project, which seeks to redefine the landscape of school counseling.
“School counseling is often a misunderstood and under-resourced profession. The lack of school counseling potentially compromises youth’s development and wellness. This project will expand essential preventative and responsive mental health services by actively reducing student-to-school-counselor ratios in some of the region’s fastest-growing and most ethnically diverse school districts,” said Ian Levy, assistant professor of school counseling at GSE and principal investigator of the project.
Current statistics from the American School Counselor Association highlight a concerning reality: the student-to-school-counselor ratio in New Jersey stands at an alarming 308 to 1, far exceeding the association’s recommended ratio of 250 to 1. This disproportionate ratio severely limits students’ access to crucial mental health services and the resources they need for their well-being.
Over the course of a five-year funding period, this groundbreaking project will provide full tuition coverage for 30 aspiring school counselors enrolled in GSE’s esteemed school counseling master’s program. These future counselors will receive specialized training and be strategically placed in the New Brunswick, Rahway, Franklin Township, and Neptune K-12 school districts. The recruitment process will focus on attracting typically underrepresented trainees from the collaborating school district partners, Rutgers University, and minority-serving institutions.
The inaugural cohort of school counselors is set to commence their training in 2025, marking a significant step forward in addressing the mental health crisis in schools.
In tandem with training, project leaders will also spearhead the development and implementation of a comprehensive school counseling curriculum. This new curriculum will be designed to enhance the program’s ability to deliver culturally responsive and evidence-based mental health practices tailored for educational settings.
“These efforts not only amplify the importance of the school counselor as a mental health professional but also highlight the necessity of training school counselors in methods for working with a culturally, racially, ethnically, and linguistically diverse set of students in schools,” stated Levy. “As a result of this project, students will have higher access to school counselors, especially those equipped to implement culturally responsive and evidence-based mental health practices.”
Kathy Shoemaker, an assistant professor of professional practice at the GSE, has taken on the role of co-principal investigator for this ambitious project.
To further support this initiative, counseling and education consultants will collaborate to develop course modules that encompass a variety of critical content areas, including:
- Social and emotional learning, racial justice, and healing for culturally and linguistically diverse students
- Advocating Students-within-Environment theory and practice; Youth Participatory Action Research in school counseling practice
- The creative expressive arts in school counseling practices; and trauma-informed school counseling
“This grant will enable Dr. Levy and Dr. Shoemaker to ensure that school counselors don’t just look to remedy a problem after it exposes itself,” remarked Christopher Span, dean of GSE. “Instead, school counselors will be able to mitigate challenges that young people could experience before they ever arise, creating the best possible outcome. This can serve as a very important national model for proactively creating – and implementing – strategies that prepare young people to be their best selves.”
**Interview with Ian Levy, Assistant Professor of School Counseling at Rutgers University’s Graduate School of Education**
**Interviewer:** Thank you for joining us today, Ian. Rutgers GSE recently received a substantial $3.3 million grant aimed at improving school counseling services in New Jersey. Can you explain why this initiative is so critical right now?
**Ian Levy:** Thank you for having me. The mental health crisis among students has never been more pressing, especially in New Jersey’s high-need districts. The current student-to-counselor ratio in the state is approximately 308 to 1, far above the recommended 250 to 1. This creates a significant barrier for students seeking help. Our initiative aims to bridge that gap by training more counselors and ensuring that they are equipped to meet the diverse needs of the communities they serve.
**Interviewer:** This grant will fund a project called “School Counseling Prevention to Intervention.” What key components will this project entail?
**Ian Levy:** The project will focus on providing full tuition funding for 30 aspiring school counselors in our master’s program. They will receive specialized training and be deployed to districts like New Brunswick, Rahway, Franklin Township, and Neptune. Moreover, we will develop a new curriculum that emphasizes culturally responsive and evidence-based practices, which is crucial for connecting effectively with students from various backgrounds.
**Interviewer:** You mentioned the need for diversity in training. How will this be addressed in your recruitment process?
**Ian Levy:** We are committed to recruiting a cohort that reflects the diversity of the communities in which they will serve. This means focusing on underrepresented groups from our partner districts, Rutgers, and other minority-serving institutions. It’s vital that our counselors not only understand but also relate to the experiences of the students they work with.
**Interviewer:** What impact do you hope this project will make in the short and long term?
**Ian Levy:** In the short term, we aim to reduce the student-to-counselor ratios significantly in the chosen districts and provide more accessible mental health services. In the long run, we hope to change perceptions of school counseling by illustrating its role in promoting youth development and wellness. Our goal is to create a sustainable model that can be replicated throughout New Jersey and beyond.
**Interviewer:** The inaugural cohort of school counselors will start their training in 2025. What are the next steps as you prepare for this launch?
**Ian Levy:** We are in the process of finalizing the program curriculum and establishing partnerships with the districts to ensure a smooth integration of our trainees. This includes setting up mentorship opportunities and creating tailored training experiences that meet the specific needs of each district. It’s an exciting time, and we believe the impact will be significant.
**Interviewer:** Thank you for sharing these insights, Ian. It sounds like a transformative initiative.
**Ian Levy:** Thank you for the opportunity to discuss this important work. We’re looking forward to making a real difference in the lives of students across New Jersey.
**Interviewer:** That makes perfect sense. Can you share how the new curriculum will specifically address the unique challenges faced by students in these high-need districts?
**Ian Levy:** Absolutely. The curriculum will encompass a range of critical areas, including social and emotional learning, racial justice, and trauma-informed practices. We want our counselors to be equipped with tools that not only address immediate issues but also promote healing and resilience among students. By integrating creative expressive arts and participatory action research, we aim to foster an environment where students feel seen, heard, and empowered to advocate for themselves.
**Interviewer:** As a principal investigator on this project, what long-term impacts do you envision it will have on students and the school counseling profession as a whole?
**Ian Levy:** We envision this project setting a national model for how school counseling can evolve to proactively address student wellness. By significantly lowering the student-to-counselor ratio and focusing on culturally responsive practices, we aim to create accessible mental health services that can mitigate challenges before they escalate. Over the long term, we hope to not only improve mental health outcomes for students but also elevate the perception and resources available for school counselors, fostering a deeper understanding of their critical role in student development.
**Interviewer:** what excites you the most about the upcoming cohort of counselors who will benefit from this project?
**Ian Levy:** What excites me the most is the potential for these future counselors to genuinely transform their communities. They will be trained with a clear understanding of the diverse backgrounds and experiences of their students, equipped to provide tailored support that resonates. I believe this proactive approach will not only enhance student well-being but also create a wave of change in how school counseling is perceived and utilized, leading to healthier school environments overall.
**Interviewer:** Thank you, Ian, for sharing these insights. It’s clear that this initiative will have a profound impact on both students and the school counseling profession in New Jersey.
**Ian Levy:** Thank you for having me. We’re looking forward to making a positive difference together!
