Master of Education School Counseling (M.Ed.)

Embark on a transformative journey towards professional fulfillment and societal impact by enrolling in the Master of Education in School Counseling program at Washington Adventist University. Our program offers a comprehensive 48-hour curriculum meticulously crafted to equip students with cutting-edge counseling techniques. From specialized training in special education counseling to insights into ethical and legal considerations, we ensure that our graduates are well-prepared to meet the diverse needs of K-12 students across various educational settings.

Upon completing the program, graduates emerge as adept professionals ready to make a meaningful difference in the lives of students. With a deep understanding of academic, emotional, and social development, they serve as pillars of support, guiding students towards academic success, emotional resilience, and overall well-being.

Furthermore, a Master’s in School Counseling is not just a degree—it’s a gateway to a rewarding career path. Whether in public or private schools, school counselors play a vital role in shaping the futures of young learners. By enrolling in our program, you’re not only investing in your own professional growth but also becoming a catalyst for positive change in the lives of students throughout the Washington DC area and beyond. With promising career prospects and the opportunity to make a tangible difference, there’s no better time to pursue your passion for counseling and education.

Mission Statement

The School Counseling M.Ed. program at Washington Adventist University is a 48-credit residential program designed to train, equip, and prepare graduate students with the theoretical knowledge, practical skills, and professional dispositions necessary for effective school counseling practice from a faith-based perspective. Informed by input from program faculty, current and former students, and community partners, the program emphasizes ethical practice, professional identity, and responsiveness to the needs of schools and communities.

Students develop professional school counselor competencies that promote the mental health, academic success, and holistic wellness of children and adolescents from diverse, multicultural, and marginalized populations. Throughout the program, graduate students are taught to be sensitive to students’ emotional, spiritual, and physical well-being and to recognize the impact of cultural, systemic, and contextual factors on development and learning.

The mission of the program is to prepare graduates to become competent, caring, and ethically motivated professional school counselors who are equipped to advocate for equity, support diverse learners, and engage in collaborative and culturally responsive practice. The program aligns with professional standards established by the American School Counseling Association, the Maryland State Department of Education, and relevant counseling organizations to prepare graduates for certification and effective service in K–12 school settings.

Program Objectives

Informed by input from program faculty, current and former students, and community partners, the School Counseling M.Ed. program prepares graduates to meet the academic, career, and mental health needs of students in diverse, multicultural, and marginalized populations. Program objectives are as follows:

1. Students will demonstrate knowledge of the eight common core curricular areas identified in CACREP standards, including professional orientation and ethical practice, social and cultural diversity, human growth and development, group work, assessment, helping relationships, research and program evaluation, and career development.
2. Students will design and implement a comprehensive, developmental school counseling and guidance program aligned with professional standards and student needs.
3. Students will organize, implement, and deliver a guidance curriculum that supports academic, career, and social–emotional development for diverse learners.
4. Students will provide individual and group counseling services to students using developmentally appropriate and culturally responsive counseling strategies.
5. Students will assess and respond to specific mental health needs within the school setting, including crisis, trauma, and prevention-focused interventions.
6. Students will consult and collaborate with teachers, administrators, and parents to enhance students’ learning environments and overall well-being.
7. Students will coordinate school-based and community services available to students, families, teachers, and school-related personnel.
8. Students will facilitate the educational and career development of all students, including those from marginalized and underserved populations.
9. Students will coordinate and interpret assessments used in school settings for both programmatic decision-making and individual student evaluation.
10. Students will demonstrate leadership, advocacy, and systems-change skills in support of the school counseling profession and equitable educational practices.
11. Students will demonstrate ethical decision-making and engagement in professional development consistent with standards for competent school counseling practice.
12. Students will integrate current research and programmatic initiatives, including EdTrust and College Board National Office of School Advocacy frameworks, to support college and career readiness.
13. Students will articulate and apply a biblical worldview to school counseling practice that emphasizes compassion, service, ethical responsibility, and respect for human dignity.

Admission

1. Complete the application form.
2. Applicants must have earned a bachelor’s degree in psychology, education, or social work or a related discipline with a minimum GPA of 2.75 from an accredited college or university. Individuals possessing an unrelated degree will be required to take three upper-division undergraduate psychology, education, or social work courses, earning a B or better. Students who lack the necessary prerequisites can complete them while provisionally enrolled in the program. This should be done as early as possible. Students must attain a minimum “B” grade or above on the prerequisites in order to remain in the program.
3. A candidate presenting a GPA between 2.6 and 2.74 may be granted probationary admission with the expectation that they will maintain a GPA of 2.75 for the first two semesters of study.
4. Submit a professional resume and a letter of professional intent that describes the goals, experiences, and individual’s philosophical orientation that allows the admission committee to determine the candidate’s suitability.
5. The Test of English as a Foreign Language (TOEFL) or its equivalent may be required if English is not the applicant’s primary language.
6. Applicants may be required to have a pre-admission interview with the graduate program coordinator.

1. Submit your transcript through the website https://www.wes.org/.
2. If English is not your primary language, provide your TOEFL , IELTS, Duolingo scores.
3. Obtain letters of recommendation.
4. Prepare and submit the necessary financial documents.