My School Counselor Was There for Me When My World Changed

As the final chapter of my high school story unfolded, I was gliding along, a happy, confident and well-prepared senior. I was excited to celebrate one chapter's ending and another's beginning. I had a large group of friends, was a good student and a three-sport athlete. I had college plans in place, everything to look forward to and no obstacles in my way. One phone call changed all that, and I suddenly found that my story was taking an unexpected twist.

The phone call that changed my life was from my doctor, informing me that I tested positive for a genetic mutation; one with an 80 percent lifetime risk of developing stomach cancer. His recommendation was life-altering surgery: the removal of my entire stomach. This procedure would prevent the deadly cancer but I was sure would foil my plans to succeed in the classroom and on the court. It was after my decision to follow through with this procedure that a new hero entered my revised story.

Until this point, I had worked with my school counselor, Mr. Tedesco, on the typical student-counselor tasks: organizing my schedule, registering for SATs, and focusing my college search. My new circumstances led to a revelation: Mr. Tedesco was much more than an academic advisor. He was a counselor – compassionate, empathetic, and intuitive. As I contemplated my arrival back at school after surgery, I was worried less about academics and much more about personal challenges: the immediate and long-term after-effects, reduced energy level, missing class, weight loss and body image, athletic performance and explaining all of this to my teachers and coaches.

I quickly realized I was in capable hands, not only academically, but personally. Mr. Tedesco’s presence reassured me that I did not have to face these challenges alone. He formed a support network, informing and coordinating the school nurse, my teachers and coaches, all of whom were accommodating and encouraging, keeping an eye on my new health-related challenges and necessities. Through this experience and later reflection, I have come to appreciate the extraordinary power and impact of the school counselor. Without Mr. Tedesco, my story could have become a tragedy rather than a triumph. When it came time to choose my path, it seemed natural to pursue the vocation of school counselor. Mr. Tedesco's influence on my own personal experiences, combined with my passion for working with children and adults in the education field, inspired me to pursue a career in school counseling.

Although the specifics of my medical condition are surely unique, the experience of high school students living with extenuating circumstances that impact their learning is not uncommon. As an intern working alongside teachers and school counselors, I have witnessed firsthand the challenges faced by high school students in Worcester, Mass. It became very clear to me that academic success or struggle is a consequence of social/emotional support or neglect. This reality has become central to my mission as an aspiring school counselor in an urban setting.

I envision being a leader at my future school, improving its climate, the interconnectedness of its staff and the scope of its resources. I have been particularly interested in the way urban school counselors can use their position to make schools the center of community. Taking a holistic approach to schooling could help protect vulnerable students by addressing not only their educational needs but their physical and emotional needs as well. Increasing feelings of connectedness, providing healthcare and nutritional services and increasing opportunities for parental involvement could be crucial in improving the educational pursuits of at-risk youth. Prioritizing the socioemotional needs of students above their academic performance is a philosophy I hope to employ in my school counseling career. 

Being an advocate for students extends beyond the school building and requires a passion for addressing inequalities and providing a platform for underrepresented students. The competencies needed by school counselors to become social justice advocates and leaders in their schools do not come overnight, but need to be cultivated and practiced. As I develop these skills, I will remind myself to return to the most salient question: “What is best for our students?”

Maggie Tarbox is a school counseling graduate student at Central Connecticut State University.