School Counselors’ Contact Level, Competence, and Advocacy for Undocumented Students

Background: Undocumented students are one of many systemically underserved populations in U.S. schools. Considering school counselors’ position as advocates, it is important to understand their preparedness to serve this population and effectively support their academic, mental health, and postsecondary needs. Objectives: The purpose of this study was to address the current state of school counselors’ work with undocumented students across grade levels, their reported competence and contact levels with undocumented students, and how these elements predict their advocacy for this population. Research Questions: The guiding research questions of this study are: (a) Do contact level and competence predict school counselors’ advocacy for undocumented students? and (b) Does school counselors’ advocacy for undocumented students differ based on the amount of training received to serve this population, the percentage of undocumented students served at their schools, and their self-reported personal and professional demographics? Method: We conducted a quantitative cross-sectional survey design to examine whether school counselors’ contact level and competence with undocumented students predicted their advocacy for this population. Results and Conclusions: The study’s findings indicated that school counselors’ contact level and competence significantly predicted advocacy for undocumented students, and most school counselors reported having minimal to no training about undocumented students. Access to such training and professional development is essential for school counselors to effectively serve and advocate for this population, delivering culturally responsive mental health care and academic and postsecondary support.