Families are encouraged to reach out to a school counselor if their student: 

• Is struggling academically or needs help planning courses or graduation requirements  

• Is experiencing stress, anxiety, or emotional challenges  

• Is having difficulty with peer relationships or behavior  

• Needs support with college, career, or future planning  

• Has experienced a significant life event or change that may impact their learning  

• May benefit from additional support or resources at school or in the community  

If you are unsure whether to contact a counselor, we encourage you to reach out—our team is here to help and can guide you to the appropriate support. 

Students may be referred for counseling or wellness support in several ways: 

• Parent/Guardian Request: Families may contact their student’s counselor or school staff at any time to request support  

• Student Self-Referral: Students are encouraged to reach out to their counselor if they need assistance  

• Staff Referral: Teachers or staff may refer a student if they observe a need for additional support  

Once a referral is made: 

• The counselor will review the concern and determine appropriate next steps  

• Support may include direct counseling services, check-ins, or connection to outside resources  

• Families will be contacted when appropriate, especially for ongoing or more intensive support  

Some services provided by school counselors are short-term and school-based. If a student needs more intensive or ongoing support, families may be connected to community-based mental health or wellness resources through our Family Support services. 

Confidentiality:

The role of the school counselor regarding confidentiality is:

• To support the students right to privacy and protect confidential information received from students, the family, guardian and staff members
• To explain the meaning and limits of confidentiality to students in developmentally appropriate terms
• To provide appropriate disclosure and informed consent regarding the counseling relationship and confidentiality
• To inform students and the family of the limits to confidentiality when: Student poses a danger to self or others, Court ordered disclosure, Consultation with other professionals in support of the student i.e. colleagues, supervisors, treatment teams, and other support personnel
• To keep personal notes separate from educational records and not disclose their contents except when privacy exceptions exist
• To seek guidance from supervisors and appropriate legal advice when their records are subpoenaed
• To assert their belief that information shared by students is “confidential” and should not be revealed without the student’s consent
• To adhere to all laws protecting student records, health information, and special services (i.e., HIPAA, FERPA, IDEA)

For a comprehensive overview of ACSA ethical standards and confidentiality please visit: SchoolCounselor.org

Belief Statement

Excelsior’s school counselors are guided by the principles and ethical standards of The American School Counselor Association (ASCA). Our counselors demonstrate the belief that all students have the ability to learn by advocating for and contributing to an education system that provides optimal learning environments for all students. This belief is grounded in the belief that all students have the right to:

• Be respected and treated with dignity.
• A physically and emotionally safe, inclusive and healthy school environment, both in-person and through digital platforms, free from abuse, bullying, harassment, discrimination and any other forms of violence.
• Equitable access to a school counseling program that promotes academic, career and social/emotional development and improves student outcomes for all students, including students historically and currently marginalized by the education system.
• Equitable access to school counselors who support students from all backgrounds and circumstances and who advocate for and affirm all students regardless of but not limited to ethnic/racial identity; nationality; age; social class; economic status; abilities/disabilities; language; immigration status; sexual orientation; gender identity; gender expression; family type; religious/spiritual identity; and living situations, including emancipated minor status, wards of the state, homelessness or incarceration.
• Information and support needed to enhance self-development and affirmation within one’s group identities.
• Critical, timely information, beginning with pre-K through grade 12, on how college/university, career and technical school, military, workforce and other postsecondary options can have an impact on their educational choices and future opportunities.
• Privacy that is honored to the greatest extent possible, which at times may be limited by school counselors’ balance of other competing interests (e.g., best interests of students, the safety of others, parental rights) and adherence to laws, policies and ethical standards pertaining to confidentiality and disclosure in the school setting.