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A long-standing, traditional teacher professional development relationship was expanded to involve school mental health professionals in supporting the implementation of a Multi-Tiered System of Support (MTSS) and fostering social-emotional learning district-wide. The ultimate goal of the collaboration was to foster a balanced focus on social-emotional, behavioral, and academic student success throughout the district. The goal for the first year of the collaboration was to develop and support MTSS within the context of the American School Counseling Association's National Model for Comprehensive School Counseling and the National Association of School Psychologists Practice Model. This paper describes the partnership and how the infusion of SELinformed the school district's responses to the pandemic.

The present study is a follow-up to an earlier investigation of themes and trends in school counseling journals. The original study examined articles pre- and post-merger of the American School Counseling Association (ASCA) journal(s) for content reflecting themes evolving from the Education Trust Initiative. This study evaluated literature reflected in the "Professional School Counseling" ("PSC") journal articles since the adoption of the ASCA National Model to assess trends as well as to identify current values and issues in the profession. The results suggest content in professional journals is reflective the ASCA National Model and suggestions are offered regarding future publications.

There are a number of middle school students who experience difficulty making the transition from childhood to early adolescence and may be described as high-risk. This article describes an after-school program designed to promote healthy identity and adaptive personal choice behaviors in a high-risk group of middle school students.