Abstract
School counselors hold unique roles as collaborative partners in schools and the community. These roles position school counselors as leaders in responses to addressing existential threats related to a changing environment. This article provides a review of literature highlighting the role school counselors maintain in partnering to reduce eco-anxiety and implications for how school counselors can incorporate the ASCA National Model framework to increase students’ self-efficacy and ecowellness to reduce eco-anxiety from climate change.
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