Engaged Learning

Gonzaga’s Master’s in School Counseling program embodies Gonzaga University's mission to educate the whole person and to inspire graduates to live lives of leadership and service for the common good. Our students are deeply engaged in both their learning and their communities, moving beyond classroom study to apply their developing skills in real-world contexts. In alignment with the university's Jesuit values, students and faculty seek out opportunities to serve with, and learn from, diverse and underserved populations, reflecting a commitment to justice, equity, and care for all people.

Through sustained partnerships with local schools, nonprofits, and community agencies, our students gain hands-on practice while addressing authentic needs in the community. These experiences nurture the qualities Gonzaga seeks to cultivate in all graduates: critical thinkers, compassionate professionals, and advocates who are committed to advancing human dignity and the greater good.

In this way, engaged learning in our program is both a professional preparation and a lived expression of Gonzaga’s mission. By uniting rigorous academic training with purposeful service, our school counseling students graduate not only as highly skilled practitioners but also as reflective leaders who are ready to transform schools and communities in the spirit of Gonzaga’s call to be people for and with others.

Below are just a few ways we engage with our community...

School Counseling graduate students interacting with students in a circle

Collaborative Classroom Lessons in Catholic Schools

We believe all students benefit from school counseling services, including classroom lessons that strengthen personal/social development, academic skills, and college/career readiness. Recognizing that many local K-8 Catholic schools lack access to counseling services, we’ve partnered with these schools to provide targeted support. Each semester, Gonzaga school counseling students are placed in collaborative teaching teams and assigned to specific classrooms. During monthly visits, they deliver 30-minute lessons on topics such as conflict resolution, stress management, teamwork, and empathy, tailored to each school’s needs. After each lesson, families receive a follow-up note summarizing what was taught and offerings ways to continue the practice at home. This partnership supplements learning in Catholic schools and offers counseling students opportunities to work with diverse age groups, receive real-time feedback, and learn from their peers.
Parachute Game

Family Nights

As an extension of our classroom programs, we also host Family Nights at select Catholic schools in collaboration with Marriage and Family Counseling students and faculty. Together with our school partners, we design evening agendas that support both caregivers and children.
While caregivers participate in roundtable discussions on topics such as parenting strategies, communication, homework support, and family prayer (topics are informed by home surveys), children engage in small-group activities led by school counseling students. Past activities have included:

  • Identifying and showing emotions through Feelings Freeze Tag
  • Exploring similarities and differences with a parachute game
  • Drawing future selves to identify interests and strengths
  • Building marshmallow and toothpick towers to promote teamwork

Afterward, everyone gathers for a shared meal - students, families, school staff, and Gonzaga faculty and students, creating a rich opportunity for connection and community building.


WSCA Conference

Presentations at the Washington School Counselor Association Conference

Understanding the importance of professional development and contributing to the field, Gonzaga school counseling students begin engaging in research and presentation while still in training. Each year, school counseling students work in pairs to design and present a professional poster at the annual state conference. Each team includes one second-year and one first-year student. The second-year student leads the project and submits the proposal. Together, they conduct a literature review, collect and analyze data, and identify implications for school counseling practice. During the conference, they present their poster and engage with attendees, including practicing counselors and educators. The following year, the first-year student steps into the lead role and mentors a new first-year partner. This cycle not only prepares students for professional conferences but also inspires many to continue presenting as alumni (and they have!).