Lived experiences of counselor educators training school counselors to address cyberbullying in K-12 schools

This qualitative phenomenological study explores the lived experiences of counselor educators in CACREP-accredited programs as they prepare school counseling students to address cyberbullying in K–12 schools. Despite the prevalence and psychological impact of cyberbullying on students, limited guidance exists within school counselor training frameworks, particularly the 2024 CACREP standards. Through semi-structured interviews with counselor educators, this study investigates the extent to which cyberbullying is addressed in school counselor preparation, the pedagogical approaches employed, and the gaps in formal training. The findings reveal critical insights into how counselor educators navigate evolving technological fluidity, the informal methods they use to supplement curricular gaps, and the challenges they face in responding to emerging digital threats. The study highlights a need for systemic curricular reform and professional development focused on digital literacy, cyber-ethics, and proactive intervention strategies. Implications include recommendations for accrediting bodies, counselor education programs, and state licensure bodies to enhance the preparedness of school counselors to act as digital first responders. This research contributes to the scholarship on counselor education by identifying necessary shifts in training paradigms to better support K-12 students' emotional and academic well-being in an increasingly digital world.