Reimagining School Counseling for Black Girls: An Autoethnographic Exploration of Black Feminist Thought in School Counseling

This autoethnographic study explores the experiences of a former high school counselor through the lens of Black Feminist Thought (BFT). Centering the intersecting identities of Black girls and the systemic barriers they face in school settings, this paper reflects on three narratives drawn from almost a decade of practice in a large, urban high school in central Virginia. These stories examine themes such as adultification bias, increased school counselor awareness, and commitment to systemic change to address inequities, as well as the pressure to be perfect, post-COVID disconnection, and the need for intentional, safe spaces. Through personal reflection, scholarly literature, and critical inquiry, this study challenges dominant narratives in school counseling and offers insight into how counselors can more effectively support Black girls. The findings highlight the importance of culturally responsive, relationship-centered practices that affirm students’ full identities and foster educational environments where they can thrive.