This descriptive, phenomenological study investigated the practices of dedicated career counselors in Massachusetts public high schools, focusing on how they design and deliver career development activities, the impact of these initiatives on student learning and growth, and the supports that enable counselor effectiveness. Unlike previous research, which has often conceptualized career counseling as only a component of a general school counselor’s responsibilities, this study provides an in-depth account of school-based career counselors serving entire student populations within comprehensive high schools. Drawing on Moustakas’ (1994) phenomenological methodology and guided by an appreciative lens, semi-structured interviews were conducted with ten practicing school-based career counselors to explore their work experience in terms of practice and essence. The findings reveal that relationship building is a central and continuous theme, influencing the individualized pathways students take in career development. These experiences align closely with Social Cognitive Career Theory, highlighting the importance of tailored experiences and supports for diverse learners. Equity also emerged as a foundational commitment among participants, shaping both their strategic priorities and daily practice. This research addresses a gap in the literature by uncovering the unique contributions and nuanced approaches of school-based career counselors in this specialized role. The study provides actionable insights for counselor preparation and offers guidance to school leaders committed to advancing equitable student outcomes beyond graduation. By affirming the value of the dedicated career counselor model, this research contributes to ongoing efforts to strengthen and clarify the delivery of comprehensive career development services in high schools.
Josephine Specht (2025) studied this question.