Abstract
When and how often school counselors teach lessons varies; sometimes they go into classrooms in collaboration with teacher requests, and other times they have a set schedule rotation in conjunction with nonacademic classes like art, music, or physical education—often referred to as a related arts rotation. In this phenomenological study, we interviewed 10 elementary school counselors regarding their experiences teaching classroom lessons as part of the related arts rotation. Three themes emerged: (a) systemic factors, (b) frustrations, and (c) visibility. We discuss implications for school counselor advocacy.
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