Abstract

This study used phenomenological approaches to investigate the lived experiences of rural school counselors (RSCs) working during the COVID-19 pandemic. Information concerning how the pandemic has impacted RSCs is lacking. The current study was a part of a larger investigation aimed at understanding RSCs’ use of trauma-informed practices. The investigation engaged eight RSCs from across the United States, conducting interviews from September to November 2021, following the lifting of COVID-19 quarantine and virtual education protocols but still within the pandemic period. Participants were asked specific questions related to their perceptions and experiences working during the COVID-19 pandemic, their professional satisfaction as a result, how their students were affected, and how they experienced COVID-19’s impacts their rural communities and schools. Thematic analysis revealed four overarching themes regarding COVID-19’s impact on RSCs: (a) school counselor flexibility, exhaustion, and dissatisfaction; (b) rural student learning loss, trauma response, and social atrophy; (c) rural community stress, strain, and political tension; and (d) emotional fatigue, trauma, and grief. These findings provide a rich picture of RSCs’ lived experiences and begin to fill large research gaps concerning both RSCs and the impact of COVID-19 in rural spaces.

How to Cite:

Kirsch, J., Grimes, T. O., Roosma, S. K., Walters, A. D. & Blevins, S., (2025) ““This Is Our COVID Best”: Investigating Rural School Counselors’ Work During the Pandemic”, Journal of Research in Rural Education 41(4), 1–15. doi: https://doi.org/10.26209/JRRE4104

Rights: Copyright