Predicting Counseling Student Well-Being: The Role of Faculty and Stress

Authors

• Kendall G. Woods, Denver SeminaryFollow
• Elizabeth K. N. Harper, Denver SeminaryFollow
• Michell L. Temple, Denver SeminaryFollow

Author ORCID Identifier

2nd Author - Elizabeth K. N. Harper 0000-0001-8752-4496, 3rd Author - Michell L. Temple 0000-0002-7883-7797

Author Biography

Kendall Woods, MA, LPCC, is an emerging counseling professional studying to become a Registered Play Therapist (RPT), with a focus on attachment, family dynamics, and school-based advocacy. She graduated with her Master’s in Counseling from Denver Seminary in May 2025. Her research explores the role of faculty support and academic stress in shaping the psychological well-being of counseling students. Kendall works with children, adolescents, and families through a strengths-based, trauma-informed lens. She is passionate about resilience, relational support, and expanding access to mental health services for underserved communities.

Document Type

Empirical Research Article

Keywords

Counseling students, psychological well-being, faculty-student interactions, academic stress, counselor education

Subject Area

Counselor Education, Mental Health Counseling

Abstract

Approximately one-third of Americans live in areas with limited access to mental health services, with only one mental health provider for every 350 people (Health Resources and Services Administration [HRSA], 2024; Reinert & Nguyen, 2022). The shortage of mental health providers persists as the need for services grows, a challenge compounded by the 40-60% attrition rate among counseling trainees (Chrzanowski, 2018). Improving counseling program completion is essential to address the mental health workforce shortage. While previous research has emphasized the importance of faculty support for graduate students (Estrada et al, 2019), little research has examined how faculty-student interactions and academic stress predict the psychological well-being of counseling students. This quantitative study surveyed counseling students across multiple institutions to examine faculty rapport, academic stress, and student well-being. The regression analysis demonstrated that the model of faculty-student interactions and academic stress predicted 24.5% of the variance in psychological well-being. These findings underscore the significance of enhancing faculty-student interactions and managing academic stress to improve well-being, potentially reducing attrition rates and addressing the workforce shortage.

Public Significance Statement

Counseling students’ mental health is shaped by both how much academic stress they experience and the strength of their relationships with faculty. This study highlights the importance of building supportive academic environments to help students thrive and enter the mental health field with resilience.

Recommended Citation

Woods, K. G., Harper, E. K. N., & Temple, M. L. (2026). Predicting counseling student well-being: The role of faculty and stress. Journal of Counselor Preparation and Supervision, 20(2), 1-14.