Online Master’s in School Counseling Degree

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Degree Level

Master's

Class Setting

Online

Area of Study

Counseling

Program

MEd in School Counseling (Licensure)

Current Education Level

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Citizenship Status

U.S. Citizen

Military Affiliation

No military affiliation

Country

United States

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Overview

Study Advanced Strategies for Empowering Pre-K-12 Students

The Master of Education (MEd) in School Counseling degree program at Grand Canyon University offers individuals with a bachelor’s degree the opportunity to seek certification and pursue a career as a school counselor. This master’s degree leads to initial licensure and serves as the next step for professional growth in two fields — education and counseling.

As a future school counselor, you may choose to obtain a master’s in school counseling to enjoy opportunities to expand your knowledge base and advance your skill set to become an advocate for pre-K-12 students. Throughout their school years, students may encounter challenging circumstances such as bullying, drug use, homelessness and poverty, social development, mental health concerns and instances of violence/trauma. This program is designed to equip you to empower students to tackle a myriad of challenges so they can live up to their full academic and personal potential.

Master of Education in School Counseling (Leads to Initial Licensure)

Offered By

College of Humanities and Social Sciences

Class Settings

Online

Tuition Rate

Online: $615 per credit [More Info]

Cost of Attendance

Course Information

Credits: 60

Online: 8 weeks

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Transfer Credits

The coursework in this program is non-transferable from other institutions.

Credits: Fill out the Lopes Eval to find out what will transfer

Admission Requirements

Admission Requirements (Master's)

Undergraduate Degree*
2.8+ GPA

OR 2.5+ Unweighted GPA and

GMAT: 500
GRE: 300 combined**

Admission requirements may differ based on degree level, program and modality, or transfer status. Some programs of study may require a higher GPA and/or other qualifying criteria for admission. Please review full admission and program requirements in the University Policy Handbook.
* Degree must be from an accredited college or program that has been approved by GCU.
** Combined verbal/quantitative, after August 2011 (1,000 combined verbal and quantitative, prior to August 2011).

Why GCU

Shape the Future as a School Counselor With GCU

Pursuing a graduate degree in counseling can equip you with the skills to intervene and provide support for children and adolescents facing difficult school-related and personal issues. Additionally, you will receive training on effectively collaborating with parents, guardians and school personnel with an eye toward cultivating a school environment that meets the unique needs of your students.

As a Christian university, GCU designs programs with a faith-integrated curriculum that reflects the university’s Christian worldview. At GCU, you can develop into more than a school counselor — you can grow into a compassionate servant leader with strong ethics and morals that can help make a positive difference in the lives of children.

Earn Your MEd Online

This master’s in school counseling online program is designed to offer flexibility while supporting a collaborative learning environment. Throughout the program, you will study under knowledgeable faculty and counseling professionals and have the opportunity to network with peers.

The courses in this initial licensure counseling degree program are offered online.^{(See disclaimer 1)} In-person practicum internship hours are also required to meet the necessary field experience for Arizona licensure and the completion of this master’s program.

Program Requirements

Coursework

Apply Counseling Techniques in Educational Settings

This graduate degree is informed by the American School Counselor Association (ASCA) National Model to support growth in academic achievement, career and social-emotional development. GCU’s school counseling program fosters the development of school counselors in training to advocate for models of school-based collaboration with school stakeholders.

The curriculum for this program is:

Approved by the Arizona State Board of Education and informed by the American School Counseling Association (ASCA) National Model
Tailored to meet the needs of the adult learner with a strength-based approach
Facilitated by industry professionals with experience in child and adolescent development, counseling theories, group and individual counseling, college and career counseling, as well as trauma and psychopathology

Upon completing the master’s degree in school counseling, you will be expected to have the necessary tools to help struggling young learners overcome obstacles while they prepare for the next step in their educational journey.

Continuing education provides aspiring school counselors with opportunities to:

Address challenges experienced by children and adolescents, such as academic, social and
emotional difficulties, low self-esteem and issues they may be experiencing at home
Identify risks that lead to mental health and behavioral disorders
Strategize ways to foster personal growth
Lead in data-informed decision-making and school counseling program development
Examine how various non-academic problems affect achievement in the classroom

Careers

Career Paths for Master’s in School Counseling Graduates

This degree program can equip you with the career readiness to advocate for students’ well-being and create a supportive learning environment, helping them navigate academic, social and emotional challenges.

This online master’s in school counseling program was developed to instill a firm academic foundation of school counseling competencies, with an eye toward modern challenges in school environments.

With a solid framework of school counseling competencies, you may consider pursuing various careers in education, including:

School counselor

Career counselor

Educational advisor

38%

Percentage of school and career counselors and advisors employed by state, local and private universities, junior/colleges, and professional schools^{(See disclaimer 2)}

45%

Percentage of school and career counselors and advisors employed by elementary and secondary schools, both public and private^{(See disclaimer 2)}

FAQ

Frequently Asked Questions

To learn more about earning your Master of Education in School Counseling, please review our responses to some common questions about this degree and career field.

What is the difference between a guidance counselor and a school counselor?

The terms guidance counselor and school counselor are often used interchangeably but represent distinct roles. Guidance counselors focus primarily on post-graduation planning and vocational guidance, addressing student needs on a case-by-case basis. In contrast, school counselors take a holistic and proactive approach, addressing students’ academic, social emotional and mental wellness while implementing guidance programs. School counselors are highly educated professionals, typically holding a master’s degree, and are integral to student success, bridging the gap between educational challenges and personal growth.^{(See disclaimer 3)}

What degree do most school counselors have?

At the baccalaureate level, degree options for a career in school counseling vary. Although there are no universal requirements, a bachelor’s degree in counseling, education, social work, psychology or a related field is generally ideal. At the graduate level, you will need to earn a master’s degree in school counseling that allows you to meet the licensure requirements for the state in which you plan to work.^{(See disclaimer 4)}

Is a master’s degree in school counseling worth it?

How do you become a school counselor?

You are typically required to have at least a master’s degree that focuses on school counseling in order to work as a school counselor, along with meeting state licensure or certification requirements. Each state has different certification requirements for school counselors, but they generally include a master’s degree, internship and/or practicum hours and a passing score on an exam.^{(See disclaimer 4)} Be sure to know your state’s requirements before choosing a graduate degree program.

Is an online master’s in school counseling respected?

Many universities offer online school counseling programs for greater scheduling convenience and geographic flexibility.^{(See disclaimer 1)} When choosing an online degree program, it’s important to ensure that it meets state standards for licensure/certification. GCU is accredited by the Higher Learning Commission, offering programs that meet high education standards with approved, reviewed curriculum.

What can you do with a Master of Education in School Counseling?

Schools need school counselors to help students overcome challenges and to foster a safe, inclusive school environment for all. Graduates with a master’s in school counseling and any other required credentials may pursue various positions in education and counseling settings. With the goal of helping to support and empower them as they work toward their future, you can be in a position to make a genuine difference in the lives of your students.

The U.S. Bureau of Labor Statistics (BLS) estimates job growth for school and career counselors and advisors to be 4% from 2023 to 2033, faster than average. This indicates that schools expect to hire about 16,200 new professionals during this time period.^{(See disclaimer 5)}

In 2023, school and career counseling and advisor jobs in the United States totaled about 360,800, according to the BLS. The largest employer of these professionals was elementary and secondary schools, both public and private. These organizations employed about 45% of all school and career counselors and advisors. State, local and private universities, colleges, junior colleges and professional schools employed 38%.^{(See disclaimer 2)}

Courses

Program Curriculum

Credit Summary

Major60 credits

Degree Requirements60 credits

Core Courses

SCN-501

3 Total Credits

Course Description

This course begins by acquainting counselors in training with the GCU learning management system, while preparing them to be successful graduate-level counselors in training and future school counselors. Beginning with the history of school counselors, counselors in training then explore and self-reflect on the needed traits to be effective school counselors in a PK-12 setting. An introductory discussion on ethics, credentialing and licensure, and professional organizations, particularly the American School Counseling Association (ASCA), rounds out the course. Practicum/field experience hours: None. Fingerprint clearance not required.

CNL-505

3 Total Credits

Course Description

This course provides a broad understanding of counseling ethics, legal standards, and responsibilities, including professional identity, report writing, record keeping, and service reimbursement for clinical mental health and school counselors. Additionally, the history of and current trends in counseling are addressed. Important goals of this course are to help students develop a strong personal and professional ethic, as well as an appreciation of the value of professional collaboration and identity.

CNL-500

3 Total Credits

CNL-515

3 Total Credits

Course Description

This course provides a broad understanding of counseling processes, including characteristics and behaviors that influence the helping processes. Included are age, gender, ethnic differences, verbal and nonverbal behaviors, personal characteristics, and orientations. The development of counseling techniques is emphasized, including establishing and maintaining the counseling relationship; diagnosing and identifying the problem; formulating a preventative, treatment, or rehabilitative plan; facilitating appropriate interventions; and successfully terminating the counseling relationship.

CNL-509

3 Total Credits

Course Description

This course provides a broad understanding of issues and trends in a multicultural and diverse society. Studies in this area include the following: attitudes and behaviors based on such factors as age, race, religious preference, physical disability, sexual orientation, ethnicity and culture, family patterns, gender, socioeconomic status, and intellectual ability; individual, family, group, and community strategies for working with diverse populations; theories of multicultural counseling and identity development; multicultural competencies; and issues such as substance use disorders. Students examine a variety of cultural populations, exploring issues and trends that are associated with each population. Cultural considerations for immigrants, refugees, and undocumented citizens are also addressed.

SCN-505

3 Total Credits

Course Description

This course presents an overview for developing, implementing, and maintaining a school counseling program in the PK-12 setting. Theoretical frameworks of comprehensive school counseling programs are introduced, including a specific focus on the American School Counseling Association (ASCA) National Model for developing a comprehensive school counseling program. Topics include multicultural organizational development, school-based consultation, working in multidisciplinary teams, ethical and legal issues, and advocacy leadership. Practicum/field experience hours: None. Fingerprint clearance required.

SCN-600

3 Total Credits

Course Description

This course is a supervised field experience that takes place in either an elementary, middle, or high school setting. During this experience, school counselors in training (SCITs) engage in day-to-day counseling routines and apply listening skills, helping theories, and techniques. The practicum is performed under the supervision of a faculty member and a clinical site supervisor approved by the college or university. Documentation of 100 hours (40 of the 100 hours must be direct service) of school-counseling-related activities is submitted electronically for verification and tracking. State licensure requirements may mandate additional hours. SCITs must review and adhere to their state board's additional requirements. Practicum/field experience hours: 100. Fingerprint clearance required. Prerequisites: CNL-500, CNL-505, CNL-509, CNL-515, SCN-501, and SCN-505; a GPA of 3.0 or better; maintenance of student professional liability insurance in the amount of $1 million, $3 million; and college approval.

CNL-520

3 Total Credits

Course Description

This course provides a broad understanding of group development, group dynamics, group counseling theories, and ethical standards with reference to professional and substance use disorders counseling. The course addresses group process components, appropriate selection criteria, developmental stage theories, group members’ roles and behaviors; and group leadership styles and approaches. The course includes didactic and experiential group learning. Required synchronous group experience: 12 hours. Prerequisite: CNL-515.

CNL-518

3 Total Credits

SCN-510

3 Total Credits

Course Description

This course emphasizes the vital role school counselors play in helping students envision their postsecondary school careers. Theoretical models of career counseling are presented, as well as the development of comprehensive, holistic career development programs; career exploration strategies for PK-12 students; and the utilization of career selection tools and materials. Ethical and legal considerations are also explored, including special considerations for meeting the needs of specific populations within the PK-12 school settings. Practicum/field experience hours: None. Fingerprint clearance required.

SCN-605

3 Total Credits

Course Description

In this internship course, school counselors in training (SCITs) engage in comprehensive work through direct service contact with students, families, and school personnel. The internship is performed under the supervision of a faculty member and a clinical site supervisor approved by the college or university. Documentation of 200 hours (80 of the 200 hours must be direct service) of school-counseling-related activities is submitted electronically for verification and tracking. State licensure requirements may mandate additional hours. SCITs must review and adhere to their state board's additional requirements. SCITs may not progress to the SCN-615 School Counseling Internship II course without the required field experience hours submitted and successful completion of all course requirements in the SCN-605 School Counseling Internship I course. No practicum or internship courses may overlap or be taken concurrently. Practicum/field experience hours: 200. Fingerprint clearance required. Prerequisites: CNL-518, CNL-520, and SCN-600; a GPA of 3.0 or better; maintenance of student professional liability insurance in the amount of $1 million, $3 million; and college approval.

CNL-540

3 Total Credits

SCN-610

3 Total Credits

Course Description

This course provides an overview of current issues facing school counselors in the PK-12 setting. Strategies for addressing various problems are explored. Topics include bullying and violence prevention, supporting impoverished and marginalized students, and the increasing role of data and accountability in schools, among others. Candidates explore these present and pressing issues and determine their roles as responsive and flexible professionals in addressing issues as they occur. Practicum/field experience hours: None. Fingerprint clearance required.

PCN-670

3 Total Credits

PCN-673

3 Total Credits

Course Description

This course provides students with an in-depth understanding of the developmental disabilities occurring in children and adolescents, as defined in the DSM. Students examine the following disorders and disabilities: specific language and learning disorders, intellectual disabilities, autism spectrum disorders, attention deficit hyperactivity disorder, sensory processing, and physiological developmental disorders, while learning assessments and measurements used in diagnosing. Students receive an overview of the neurological and cultural perspectives of developmental disabilities, and the unique needs of the families.

SCN-615

3 Total Credits

Course Description

In this internship course, school counselors in training (SCITs) engage in comprehensive work through direct service contact with students, families, and school personnel. The internship is performed under the supervision of a faculty member and a clinical site supervisor approved by the college or university. Documentation of 200 hours (80 of the 200 hours must be direct service) of school-counseling-related activities is submitted electronically for verification and tracking. State licensure requirements may mandate additional hours. SCITs must review and adhere to their state board's additional requirements. SCITs may not progress to the SCN-615 School Counseling Internship II course without the required field experience hours submitted and successful completion of all course requirements in the SCN-605 School Counseling Internship I course. No practicum or internship courses may overlap or be taken concurrently. Practicum/field experience hours: 200. Fingerprint clearance required. Prerequisites: Prerequisites: SCN-605 and SCN-610; a GPA of 3.0 or better; maintenance of student professional liability insurance in the amount of $1 million, $3 million; and college approval.

PCN-672

3 Total Credits

Course Description

This course provides a broad understanding of trauma related issues during childhood and adolescence. Students examine the various types of trauma, including neglect; physical, mental, emotional, and sexual abuse; family trauma; parental substance use; and domestic violence. Students learn assessment and treatment approaches designed for trauma occurring during childhood and adolescence.

PCN-671

3 Total Credits

Course Description

This course provides students with an in-depth understanding of common disorders among children and adolescents, as defined in the DSM. Studies in this area include the following: disruptive, impulse control and conduct disorders, ADHD, autism spectrum disorders, separation anxiety and selective mutism, trauma and stressor related disorders, PTSD, and adjustment disorders. Students also gain the knowledge and skills needed for treating these disorders.

SCN-620

3 Total Credits

Course Description

This course provides an overview of various tests and measurements commonly used in education. Beginning with basic statistical concepts, counseling interns explore how assessments can inform education and counseling practices. Topics cover aspects of creation, administration, and interpretation of various assessments in PK-12 setting, including discussions of standardized tests, intelligence and aptitude tests, and college and career assessments. Practicum/field experience hours: None. Fingerprint clearance required.

SCN-625

3 Total Credits

Course Description

In this final internship course, school counselors in training (SCITs) engage in comprehensive work in which they have the opportunity to be in direct service contact with students, families, and school personnel. The internship is performed under the supervision of a faculty member and a clinical site supervisor approved by the college or university. Documentation of 200 hours (80 of the 200 hours must be direct service) of school-counseling-related activities is submitted electronically for verification and tracking. State licensure requirements may mandate additional hours. SCITs must review and adhere to their state board's additional requirements. The SCN-625 School Counseling Internship III course may not be taken until the completion of all didactic coursework in the program of study including SCN-600, SCN-605, and SCN-615. SCITs may not complete the school counseling program without the required field experience hours submitted and successful completion of all course requirements in the School Counseling Internship III course. No practicum or internship courses may overlap or be taken concurrently. SCITs must pass their state's credentialing exam(s) and are required to submit official attempts/successful exam score reports before enrolling in the SCN-625 School Counseling Internship III course. Refer to the University Policy Handbook for further details. Practicum/field experience hours: 200. Fingerprint clearance required. Prerequisites: Enrollment in SCN-625 is contingent upon the successful completion of all didactic and field experience coursework in the School Counseling program of study. This course must be scheduled as the final course.; a GPA of 3.0 or better; maintenance of student professional liability insurance in the amount of $1 million, $3 million; and college approval.

GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
Please refer to the Academic Catalog for more information. Programs or courses subject to change

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Empower Students. Shape Futures.

Prepare to guide and inspire students toward brighter futures with a MEd in School Counseling.

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If you are seeking licensure/certification, please refer to the "Accreditation and Compliance/State Disclosures” link for the specific program of interest’s website for your location and/or employment state’s licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).

Excluding observational and practice-based experiences and student teaching.
U.S. Bureau of Labor Statistics. (2024, Aug. 29). School and Career Counselors and Advisors: Work Environment. Occupational Outlook Handbook. Retrieved Dec. 5, 2024.
American School Counselor Association. School Counselor Roles & Ratios (Guidance Counselor vs. School Counselor). Retrieved Nov. 25, 2024.
U.S. Bureau of Labor Statistics. (2024, April 17). How To Become a School or Career Counselor or Advisor. Occupational Outlook Handbook. Retrieved May 10, 2024.
COVID-19 has adversely affected the global economy and data from 2020 to 2023 may be atypical compared to prior years. Accordingly, data shown is effective September 2024, which can be found here: U.S. Bureau of Labor Statistics, Occupational Handbook, School and Career Counselors and Advisors, retrieved April 9, 2024.

Online Master’s in School Counseling Degree

Study Advanced Strategies for Empowering Pre-K-12 Students

Shape the Future as a School Counselor With GCU

Apply Counseling Techniques in Educational Settings

Career Paths for Master’s in School Counseling Graduates

CACREP Accreditation

Frequently Asked Questions

Program Curriculum

Core Courses

Study Advanced Strategies for Empowering Pre-K-12 Students

Shape the Future as a School Counselor With GCU

Apply Counseling Techniques in Educational Settings

Career Paths for Master’s in School Counseling Graduates

CACREP Accreditation

Frequently Asked Questions

Program Curriculum

Core Courses