School reform and perspectives on the role of school counselors: a century of proposals for change

The first four articles of this issue of Professional School Counseling focus on school reform and school counselors. With the emphasis on increased accountability, raising standards, and enhanced student learning, the topic is relevant for school counselors and their work in schools. According to Campbell and Dahir (1997), "The primary goal of the school counseling program is to promote and enhance student learning" (p. 11). Shepherd Johnson (2000) stated, "It is time to reframe a professional identity wherein the school counselor's role is defined in relation to being part of an integrative, comprehensive program that has as its overarching mission the facilitation of student learning and development" (p. 33). School counselors have a critical role to play in facilitating student learning and implementing counseling programs that are integral to the schools' mission. As noted by Gysbers and Henderson (2001), a counseling program "focus that is consonant with the focus of the school is a program in the mainstream" (p. 254). It follows that school counselors have a proactive role in school reform efforts by implementing programs with a focus consistent with the primary mission of schools-student learning. As noted by Adelman and Taylor (2000), "It is not a new insight that mental health and psychosocial problems must be addressed if schools are to function satisfactorily and if students are to learn and perform effectively" (p. 171). In determining and implementing the role of school counselors, it seems important to address policy issues as well as interventions to promote and enhance student learning. This implies being active at various levels from the student level to the district level and beyond. In the process of considering the role of school counselors, it is important to heed the culturally responsive premises presented by Lee (2001). These include "All young people can learn and want to learn" and "cultural differences are real and cannot be ignored" (p. 259). Similarly, school counselors have an important responsibility to collaborate with school personnel, the community, and relevant stakeholders to address the basic tenet of the Education Trust (n.d.), "All children will learn at high levels when they are taught to high levels." As Lapan (2001) noted, "School counseling is now well positioned to be one of the national and international forces that help shape more effective school environments and provide students unique development-enhancing opportunities" (p. 289). For school counselors to be effective participants in school reform efforts, Bemak (2000) indicated the following was required: "a clear and well-defined direction by school counseling as a profession that characterizes the future school counselor as a leader and as someone who spearheads a movement for interdisciplinary collaboration" (p. 330). This is similar to Adelman and Taylor's (2000) premise that "For greater efforts to be realized, initiatives for mental health in schools must be developed, coordinated, and fully integrated with each school site's school reform policy" (p. 171). In addition, Sears (1999) noted "that school counselors are in the best position to assess the school for barriers to academic success for all students" (p. 48). As such, school counselors working collaboratively with teachers, administrators, and parents have the expertise to determine barriers that negatively impact student learning and to develop and implement strategies that will address these challenges. Working to reduce barriers has the potential to result in enhanced learning and more effectively prepare students for the future. Effectively preparing students for the future requires that all students develop the knowledge, skills, and attitudes needed to be contributing members of society. In Breaking Ranks, a report by the National Association of Secondary School Principals (1996), it was stated that "The country is diminished to the extent any high school fails to provide all that it might for every student" (p. …