The Missed Education of MTSS: A Phenomenological Study of Cross-Cultural Counseling with African American Students

The purpose of this qualitative study was to explore how secondary school counselors experience and implement cross-cultural counseling practices with African American students during the Multi-Tiered System of Supports (MTSS) process. African American students disproportionately face systemic barriers that influence their academic, behavioral, and social-emotional outcomes, and counselors are often underprepared to provide culturally responsive and trauma-informed care within the constraints of MTSS. Guided by Ecological Systems Theory, Intersectionality Theory, and the Trauma-Informed Practice Framework, this transcendental phenomenological study examined how counselors understood and carried out their roles across MTSS tiers while navigating issues of trust, culture, trauma, and equity. Data was collected from 12 secondary school counselors through semi-structured Zoom interviews and post-interview journal prompts designed to capture participants’ reflective insights. Participants were sampled based on MTSS involvement and a minimum of five years of experience. Braun and Clarke’s (2021) reflexive thematic analysis guided the analysis of both data sources. Four themes emerged from the interviews: (a) trusting relationships, (b) representation and culturally responsive practice, (c) systemic barriers and bias, and (d) counselor reflexivity and care. Counselors described reframing deficit narratives, advocating for equitable supports, and encouraging teams to look beyond trauma-related data points. These insights emphasize the need for trauma-informed and culturally responsive professional learning, leadership support, and accountability within MTSS framework.