Research-Based School Counseling Spaces: Does Yours Make the Grade?

Can the design of your school counseling office really impact student well-being and performance? Join me, Steph Johnson, on the School for School Counselors Podcast as we unpack the essentials of creating a functional and calming counseling space. Drawing from both personal experiences and cutting-edge research, I guide you through the journey of setting up an environment that will not only support your students but also help you stay focused and calm. Whether you are a new counselor setting up your first office or a seasoned professional looking to refresh your space, you'll find practical advice that can make a significant difference in student engagement.Throughout this episode, we emphasize the importance of intentionality in designing your space, highlighting how clutter can negatively impact focus and anxiety levels. Discover the unique role of school counselors in fostering a regulated environment, distinct from regular classrooms, and learn how to advocate for your true role amidst the challenges of being assigned non-counseling duties. We share inspiring stories and actionable steps to make your counseling office a sanctuary for student support. Plus, don't miss the chance to hear more about our Best Year Ever event coming soon!Mentioned in This Episode:BEST YEAR EVER!!!School Counselor Must-Haves GuideResources:Barrett, P., Zhang, Y., Davies, F., & Barrett, L. (2015). The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118-133. doi:10.1016/j.buildenv.2015.02.013Cheryan, S., Ziegler, S. A., Plaut, V. C., & Meltzoff, A. N. (2014). Designing classrooms to maximize student achievement. Policy Insights from the Behavioral and Brain Sciences, 1(1), 4-12. doi:10.1177/2372732214548677Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates.Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological Science, 25(7), 1362-1370. doi:10.1177/0956797614533801Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967. doi:10.1111/j.1467-8624.2005.00889.xMartin, S. H. (2002). The classroom environment and its effects on the practice of teachers. Journal of Environmental Psychology, 22(1-2), 139-156. doi:10.1006/jevp.2001.0239Tanner, C. K. (2009). Effects of school design on student outcomes. Journal of Educational Administration, 47(3), 381-399. doi:10.1108/09578230910955809**********************************Our goal at School for School Counselors is to help school counselors stay on fire, make huge impacts for students, and catalyze change for our roles through grassroots advocacy and collaboration. Listen to get to know more about us and our mission, feel empowered and inspired, and set yourself up for success in the wonderful world of school counseling.Hang out in our Facebook groupJump in, ask questions, share your ideas and become a part of the most empowering school counseling group on the planet! (Join us to see if we're right.)Join the School for School Counselors Mastermind This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.