Kira Thomas

New York Institute of Technology

Professor: Dr. Carol Dahir

Social Justice paper

April 2, 2021
 Social injustice runs through the entire American culture. The No Child Left Behind Act

(NCLB) was established to remediate injustices in public education and promote academic

success. Although created to provide quality education for the underserved, the NCLB has not

solved the achievement gap of low income and minority students. Factors that influence student

achievement such as large class size, damaged school buildings, low-income, homelessness, food

insecurity, and poor health remain contributing factors to the achievement gap. School

Counselors responsibility can extend beyond the expectations, to ensure that the students needs

are met. School counselors should utilize data, educate, advocate and collaborate with

stakeholders to ensure social justice in the school and community (Dahir & Stone, 2009).

Data is imperative in the 21 century for the counseling field, collecting and analyzing

data can assist school counselors and their administrators identify achievement gaps, understand

educational issues and assess programs to ensure they are making a difference for all students

(Dahir & Stone, 2009). Evaluated data also demonstrates ways in which counselors can do more

to improve the success rate of students and decrease the achievement gap. Data collection is

lacking. Data is often not collected, collected impartially, or interpreted with bias. However, in

order to address social injustices in my school we can use data to validate the disproportionate

disciplinary actions, identify trends and measure the progress of interventions. School

counselors can utilize data to validate the negative impacts of social injustices on student
population and academic success. Objectively interpreted data presented to stakeholders and

community members can assist in identifying resolutions to the barriers to academic success.

School counselors can educate students on how to identify and become involved in

resolving injustices in their school and communities. School counselors can educate students

about diversity, and overcoming external challenges and barriers to success. Injustices like

racism, sexism, domestic violence, LBGTQ, and poverty immediately influence students’ lives

and need to be addressed wherever it is found if our students are to grow up and live in a world

that is free of injustice (Squier, 2016). School counselors can no longer be passive to the

challenges facing youth of the 21 century. The decisions, actions and lack of actions our students

make will shape the future of America (Squier, 2016). School counselors have a responsibility to

help students develop their sense of responsibility for social justice and how they can contribute

to a more just society and world. Action projects are an important way to engage students in the

fight for justice (Squier, 2016). Monthly conferences with parents, teachers and administrators to

discuss different ways to contribute and collaborate for the better good for the students is another

method to engage the community in the fight against social injustice. School counselors and

teachers who remain attuned to students’ interests and needs are already doing their part to

support and bring awareness to students that are underserved and underrepresented and are doing

their part to make the world a better place (Squier, 2016). School counselors can initiate,

develop, lead and coordinate programs that can contribute to systemic change and improve

learning success for every student (Dahir & Stone, 2009).

Collaborations are necessary to improve the well-being and academic success of students

and their community as a whole (Lowery et al., 2019). Advocacy as a responsibility of the role of

a school counselor must be identified explicitly. School counselors and administrators must
promote fairness and equity across schools and across the achievement gaps. Achievement gaps

are often indicative of social injustice and inequity. Principals serve an important role in the

implementation of comprehensive school counseling programs so that the needs of all students

are met (Lowery et al., 2019). Like my school, many schools should forge a formative

collaboration between the School counselor and Principal. This collaboration provides equal

educational opportunities for students and equitable assistance to students and family members in

need. Collaboration also fosters the safety and security of individuals and community members.

The implementation of strategies and programs to assist students in gaining the most out of

educational opportunities requires support throughout the academic community and community

at large, that support must be provided by the administrators and include the stakeholders.

Programs such as after school and mentoring provide additional assistance especially to

diminishing barriers to success, by providing additional academic support, potentially in areas

parents are unable to assist, as well as opportunities to view additional career and life paths.

School counselors can initiate, develop, lead and coordinate programs that can contribute

to systemic change and improve learning success for every student (Dahir & Stone, 2009). Both

articles discuss the major issues with social justice and the way how schools and community

members can work together to enhance the success of everyone involved. Collaboration and

advocacy from school counselors and stakeholders, addressing the social justice challenges of

the public education system will become a significant part of the daily statewide and local

conversations and decisions, and will result in a more equitable America. When we improve the

plight of our students, we improve the future.

 Reference

Dahir, C. A., & Stone, C. B. (2009). School Counselor Accountability: The Path to Social Justice
and Systemic Change. Journal of Counseling & Development, 87(1), 12–20.
https://doi.org/10.1002/j.1556-6678.2009.tb00544.x

Lowery, K., Mayes, R. D., Quick, M. M., Boyland, L. G., Geesa, R. L., & Kim, J. (2019). PDF.
New Haven; Journal of Educational Leadership and Policy Studies.

Squier, K. I. (2016). Social Justice. Social Justice – Excellence In School Counseling.

https://excellenceinschoolcounseling.com/develop-a-cba/define-student-excellence-over
view/relationships-overview/social-justice/.