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Gretchen Brion-Meisels, EdD, is a lecturer at the Harvard Graduate School of Education whose work draws on critical participatory action research approaches to understand how schools and communities can become more equitable and loving spaces. She completed her EdD at the Harvard Graduate School of Education after spending 10 years as a middle school teacher.

Julia Bryan, PhD, is a professor of counselor education at The Pennsylvania State University. Professor Bryan examines the role of school counselors in school-family-community partnerships and has developed an equity-focused partnership process model to promote care, academic achievement, antiracism, resilience, and equity for marginalized students. She also uses large national secondary data sets to research school counselors’ roles in addressing academic achievement, college access, disciplinary referrals, school bonding, and other equity issues in schools that greatly affect students’ lives, especially the lives of students of color. Professor Bryan has contributed numerous peer-reviewed empirical publications to the profession, including a special issue of the Professional School Counseling journal on collaboration and partnerships with families and communities. Professor Bryan was recently awarded the American Counseling Association’s Extended Research Award, the Association for Counselor Education and Supervision’s Locke-Paisley Outstanding Mentor Award, and the National Career Development Association’s Article of the Year Award.

Janice A. Byrd, PhD, is an assistant professor of counselor education in the Department of Educational Psychology, Counseling, and Special Education at The Pennsylvania State University. She earned her PhD in counselor education and supervision from the University of Iowa and has previous experience as a school counselor and career counselor. She has also counseled, taught, and mentored youth. Professor Byrd’s scholarship seeks to situate the lived experiences of Black students within the broader ecological context to systematically examine how their personal, social, academic, and career success is interrupted and/or enhanced by school, family, community, and policies throughout all stages of the educational pipeline (i.e., K–12, postsecondary, and graduate studies).

Aubrey D. Daniels, PhD, LPC, is an assistant professor of counseling at Rider University. Her research is focused on complex trauma and the impacts it has on individuals and family systems both long term and short term. Much of her research focuses on the construct of resilience. She studies what factors lead to resilience despite the experience of trauma. Similar to her research interests, Professor Daniels’s clinical practice is focused on trauma, more specifically childhood and complex trauma, crisis, and adult mental health.

Beth O. Day-Hairston, PhD, is dean of the College of Education and Professional Studies at Fort Valley State University. Professor Day-Hairston has presented extensively at numerous local, state, and national conferences on differentiated instruction, service learning, coteaching, inclusion, problem-based learning, experiential teaching, best practices for working with culturally and linguistically diverse families, best practices for teaching at-risk students, and teaching strategies for working with children with behavioral and emotional disorders. Professor Day-Hairston is the recipient the 2010 Wachovia Excellence in Teaching Award for Winston-Salem State University and the recipient of the 2000 Alumni Achiever of the Year Award for the School of Education and Performance at Winston-Salem State University.

Norma L. Day-Vines, PhD, serves as associate dean for faculty development in the School of Education at Johns Hopkins University and maintains a faculty appointment as professor of counseling and human development. Prior to joining the faculty at Johns Hopkins University, she held tenured faculty positions at Virginia Tech and William & Mary. Professor Day-Vines’s research agenda examines the importance of multiculturalism as an indispensable tool in the delivery of culturally competent counseling and educational services for clients and students from marginalized groups. More specifically, she specializes in the measurement of attitudes toward discussing the contextual dimensions of race, ethnicity, and culture with ethnic minority clients or students and the identification of strategies that reduce barriers to well-being. She has consulted with school districts across the country to address issues related to diversity, equity, and inclusion. Her scholarship has appeared in leading counseling journals, such as the Journal of Counseling & Development, the Journal of Multicultural Counseling and Development, the Journal of Measurement and Evaluation in Counseling and Development, and Professional School Counseling. Professor Day-Vines was recognized with an Exemplary Diversity Leadership Award in 2013 by the Association for Multicultural Counseling and Development. In 2018 she received an Excellence in Teaching Award at Johns Hopkins University, and in 2019 she was awarded a Presidential Citation from the American Counseling Association in recognition of her scholarship on multiculturalism.

Traci Dennis, EdD, is a professorial lecturer in American University’s School of Education. In her current role, she teaches undergraduate and graduate students in various education courses. Professor Dennis has a strong record of teaching in underfunded prekindergarten–Grade 12 schools. Her scholarly work focuses on examining how Black students experience school and schooling and the intersection of anti-Black racism and antiracist teaching. Through her teaching and scholarship, she aims to address the impact of inequities in education on students of color; support the development of antiracist knowledges, literacies, and capacities among teacher candidates; and assist teacher candidates in translating antiracist theories and research into practice in prekindergarten–Grade 12 schools, classrooms, and curricula. Her goal is to use research to counter harmful dominant narratives, improve educational outcomes for students experiencing marginalization and oppression, amplify the voices of racially minoritized students, and create opportunities for adaptive and sustainable change.

Mary Edwin, PhD, LPC, NCC, is an assistant professor of counselor education at the University of Missouri–St. Louis. She received her doctoral degree from Pennsylvania State University, where she also served as a career counselor. Prior to earning her doctoral degree, Professor Edwin served as an elementary and middle school counselor. Her research interests include career development across the life span and fostering career development in K–12 schools.

Derek Francis, MA, is the manager of counseling services for Minneapolis Public Schools and a professional development consultant for Hatching Results. Derek, who specializes in helping students and staff build trusting cross-cultural relationships, has presented at state and national conferences around the country. In the summer of 2020, Derek led a webinar for more than 25,000 counselors and educators on proactive school counseling after a major racial incident. Some of Derek’s published work includes contributions to Contemporary Case Studies in School Counseling, the published blog “This Is Not a Fire Drill—Supporting Students After George Floyd,” and articles published for the American School Counselors Association and in the American School Board Journal. Derek was quoted in the November 2020 Time magazine article titled “‘You Can’t Be Silent.’ Schools Brace for the Presidential Election Aftermath.” Derek believes that school counselors are key to bridging our country’s racial divide. Spending time with his daughter, eating, and traveling are Derek’s favorite hobbies.

Dana Griffin, PhD, is an associate professor at the University of North Carolina at Chapel Hill, where she teaches in the School of Counseling, Human Development and Family Studies, and Applied Developmental Sciences and Special Education programs in the School of Education. Professor Griffin also serves as a consultant for the university’s World View program, where she travels to school districts across North Carolina conducting workshops with schools on how to have courageous conversations around diversity, equity, and inclusion. Professor Griffin teaches a variety of courses related to her research and interests in social justice and advocacy, cultural diversity, parent involvement, adolescent development, and school-family-community partnerships. Across these courses, Professor Griffin emphasizes the need for counselors, teachers, administrators, and other school stakeholders to address their biases and fight against institutional racism and other isms that exist in schools to meet the academic, social, and emotional needs of students, in particular Black, Indigenous, and other students of color and low-income students.

Dominiqua M. Griffin, PhD, NCC, is an assistant professor of school counseling at California State University, Fresno, and the program coordinator for the Master’s in School Counseling and Pupil Personnel Services program. She focuses on school counseling and international education to advance school counseling domestically and internationally. She centers Barbadian school counseling roles. Professor Griffin’s research extends to school-family-community partnerships and compassion fatigue in K–12 educators.

Paul C. Harris, PhD, is an associate professor in the Counselor Education program at Pennsylvania State University. He earned his BSEd in health and physical education with a concentration in sports medicine and his MEd in school counseling from the University of Virginia. He worked as a high school counselor for several years prior to completing his PhD in counselor education from the University of Maryland, whose program emphasized promoting systemic equity, access, and justice in schools through counseling. He also holds an MDiv from Virginia Union University. Professor Harris’s research focuses on achieving three goals: (a) improving the college and career readiness of underserved students, (b) promoting the identity development of Black male student athletes, and (c) facilitating the empowerment of antiracist school counselors. He is the creator of Men Passionately Pursuing Purpose, a program that exists to see Black male athletes thrive in and outside of sport. He is also the former president of the Virginia School Counselor Association and a former member of the board of directors of the American School Counselor Association.

Malik S. Henfield, PhD, is the founding dean of and a professor in the Institute for Racial Justice at Loyola University Chicago. He received a BA in biology from Francis Marion University, an MEd and EdS in school counseling from the University of South Carolina, and a PhD in counselor education from The Ohio State University. Professor Henfield’s scholarship situates Black students’ lived experiences in a broader ecological milieu to critically explore how their personal, social, academic, and career success is impeded and enhanced by school, family, and community contexts. His research has resulted in external funding, including most recently a grant from the National Science Foundation focused on increasing the number of students of color entering computer science professions and a grant from the Institute of Education Sciences aimed at determining the extent to which school districts provide equity and excellence in their gifted education programming.

Lynette M. Henry, PhD, is the manager of college success programs in the Office of Counseling and College and Career Readiness in Fairfax County Public Schools. She uses a systems approach to close opportunity gaps for college for students who are historically underserved in college. She manages programs designed to promote high-quality college access, readiness, and success among many underrepresented students. Many of the students served by these programs are the first in their families to attend college. Professor Henry has served in the field of education for the past 26 years, from prekindergarten through college, as a professor, school counselor, college and career counselor, and teacher in the United States and Barbados. Her passion for giving children access to opportunities through innovative school-family-community partnerships has led to her receiving the Superintendent We Deliver Miracles Award from the School District of Hillsborough County and Hillsborough Education Foundation for going above and beyond for schoolchildren and the community, the Ida S. Baker Diversity Educator of the Year from Just Elementary School (School District of Hillsborough County), and the Outstanding School Counseling Professional of the Year from Hayfield Secondary School (Fairfax County Public Schools).

Erik M. Hines, PhD, is an associate professor in the Department of Educational Psychology and Learning Systems at Florida State University as well as the coordinator of the Counselor Education Program and School Counseling Track. Professor Hines prepares graduate students to be professional school counselors. Professor Hines’s research agenda centers around (a) the college and career readiness of African American males; (b) parental involvement and its impact on academic achievement among students of color; and (c) improving and increasing postsecondary opportunities for first-generation students, low-income students, and students of color (in particular African American males). In 2020 Professor Hines was selected as a fellow of the American Counseling Association.

Kara Ieva, PhD, is an associate professor in the Counseling in Educational Settings program at Rowan University. Her educational career, which spans more than 20 years, includes work as a Spanish teacher, as a professional school counselor, and in school counselor education. She received her BA in Spanish secondary education and an MEd in secondary education curriculum and administration from Towson University. In addition, she earned an MEd in school counseling from Loyola College in Maryland and her PhD in counselor education from the University of Central Florida. Kara’s areas of research interest include promoting equity and wellness in education for children and adolescents from marginalized populations in the areas of college and career access, social-emotional development, and group counseling. She consults with regional school districts and provides professional development to prekindergarten–Grade 12 school counselors, teachers, and administrators on how to embed culturally affirming social-emotional development into curricula and strategies for cultivating safe and welcoming mental health and a neurodiverse culture in schools.

Kaprea Johnson, PhD, is an associate professor in counselor education at Virginia Commonwealth University. Her interests are broadly situated in interrogating education and health care systems as it relates to addressing social determinants of health needs, equity, access, and justice. In education, she is interested in school counseling practice, training needs, and outcomes in underresourced schools that serve predominantly minorities. She is an experienced scholar with more than $4.5 million in grant-funded projects as either a principal investigator or a co–principal investigator, 51 peer-reviewed journal publications, two books, more than 80 presentations, and several practitioner-oriented publications. She is passionate about supporting the mental health and wellness needs of youth through assisting in the development of caring, knowledgeable, antiracist, equity-driven school counselors.

Erin Mason, PhD, LPC, CPCS, is an assistant professor at Georgia State University in Atlanta and was previously a faculty member at DePaul University in Chicago. She spent 13 years as a middle school counselor. Her greatest joys as a counselor educator come from teaching, and she values most the fact that students provide her with ongoing opportunities to learn. Professor Mason’s primary area of interest is the relationship between professional identity and professional practice in school counseling. Her scholarship has covered antiracism, antibias, and a justice philosophy for school counseling and school counselor preparation.

Renae D. Mayes, PhD, is an associate professor in the Department of Disability and Psychoeducational Studies at the University of Arizona, where she prepares master’s- and doctoral-level students to be counselors and counselor educators. Professor Mayes’s research agenda centers around the academic success and college readiness of gifted Black students with dis/abilities and Black girls. Her research details the experiences of students and families navigating schools while also providing recommendations for dismantling systems of oppression through policy and practice. Furthermore, Professor Mayes has extended this research to include implications for leadership, advocacy, and collaboration for school counselors and school administrators.

Laura Owen, PhD, is the executive director of the Center for Equity and Postsecondary Attainment at San Diego State University. Formerly an urban school counselor and district counseling supervisor, she is a passionate advocate for closing college opportunity gaps. Her research focuses on evaluating the impact of interventions and programs designed to address the systems, structures, and policies that drive inequitable access to high-quality postsecondary advising support. Laura has researched interventions targeting financial aid and completion of the Free Application for Federal Student Aid, the transition from high school to college, text messaging and virtual advising, the impact of technology on college-going decisions, and how students prefer to receive college and career information. Her research includes interventions and partnerships with nonprofit college access organizations, technology companies, cross-institutional researchers, and school districts from Baltimore, Maryland, to San Diego, California.

Whitney Polk, PhD, is a licensed professional counselor in Pennsylvania and previously provided therapy to K–12 students in Philadelphia public schools. She is currently a National Science Foundation Postdoctoral Fellow at the University of Pennsylvania researching discrimination, school discipline, and youth mental health.

Mandy Savitz-Romer, PhD, is the Nancy Pforzheimer Aronson Senior Lecturer in Human Development and Education at the Harvard Graduate School of Education. Her research examines how schools structure counseling support systems and specifically what conditions are critical to effective practice. Professor Savitz-Romer is the author of Fulfilling the Promise: Reimagining School Counseling to Advance Student Success and coauthor of Ready, Willing, and Able: A Developmental Approach to College Access and Success.

Joshua Schuschke, PhD, is an assistant professor at Johns Hopkins University. Professor Schuschke is a scholar of Black academic identity development across multiple media contexts. He earned his PhD in 2019 from the University of Southern California’s Rossier School of Education’s Urban Education Policy program. His concentration was in educational psychology with a special focus on intersectional educational experiences. Before his doctoral studies, Professor Schuschke earned his BS and MA degrees in Pan-African Studies from his hometown school, the University of Louisville. In his master’s thesis he developed a theoretical framework of online Black academic identity development for Black students through the use of social media platform affordances. Professor Schuschke’s dissertation, #RepresentationMatters: Constructing Black Academic Identities Through Popular & Social Media, received the University of Southern California Rossier School of Education PhD Dissertation of the Year Award.

M. Ann Shillingford, PhD, is an associate professor of counselor education at the University of Central Florida in Orlando. Professor Shillingford has written several articles and book chapters on multicultural issues focused in particular on disparities among people of color. Professor Shillingford has a keen interest in exploring measures to deconstruct educational, social, and health disparities among marginalized communities. Professor Shillingford’s coedited book The Journey Unraveled: College and Career Readiness of African American Students was published in the fall of 2015. Her coedited book Demystifying the DSM for School Counselors was published in September 2020.

Sam Steen, PhD, is an associate professor in the College of Education at George Mason University. He is also co–academic coordinator of the school counseling program. He specializes in group work and cultivating Black students’ academic identity development. Professor Steen was a school counselor for 10 years, and his practitioner experiences shape his research agenda, approach to teaching, and service. He is a fellow of the Association for Specialists in Group Work, a division of the American Counseling Association. Recently, Professor Steen received the Professional Advancement Award from the Association for Specialists in Group Work recognizing his outstanding efforts in advancing the field of group work though research and the development of a new and innovative strategies for schools, families, and marginalized communities.

Jaelyn O. Vines is an undergraduate student at North Carolina A&T State University. She graduated from the Oldfields School in Maryland.

Ahmad R. Washington, PhD, is an assistant professor in the Department of Counseling and Human Development at the University of Louisville. He teaches in the School Counseling program, where he works with preservice school counseling students as they prepare to transition into the profession. Professor Washington received his BS in psychology from Francis Marion University, his MA in clinical counseling from Webster University, and his PhD in counselor education and supervision from the University of Iowa in 2013.

Joseph M. Williams, PhD, is an associate professor of counselor education at the University of Virginia. He is a faculty affiliate with Youth-Nex: The Center to Promote Effective Youth Development and with the Center for Race and Public Education in the South. His primary research focuses on resilience-based interventions and policies at the micro and macro levels that neutralize or offset the detrimental effect of racism and poverty on the academic, personal/ social, and career development of K–12 students. Besides publishing scholarly articles and book chapters in these areas, he also consults with school districts, communities, associations, and corporations to improve diversity, inclusion, and equity efforts and engage people in productive dialogue and action. Professor Williams earned his PhD in counselor education and supervision from the University of Iowa and his MS in clinical mental health counseling from Minnesota State University. He has more than 10 years of practical experience counseling children and adolescents in both school and mental health settings.

Valaida (Val) L. Wise, EdD, is the principal consultant at her firm Dr. Valaida Wise Consulting, LLC. The firm supports schools and other organizations in the areas of diversity, equity and inclusion, governance, and leadership. She is also a faculty member in the Graduate School of Education at Johns Hopkins University in Baltimore, Maryland, where she teaches diversity, equity, inclusion, and issues of social justice. An educator for more than 25 years, Professor Wise has served as the head of several independent schools in the Washington, DC, region. Professor Wise is the chair of the board at Creative Minds International Public Charter School; is chair of the board at McLean School in Potomac, Maryland; and also serves on the boards of several other professional organizations and independent schools.