Social Justice, Social Capital, and Micropolitics: Improving Social Justice Through School Counselor–Principal Collaboration

Abstract

Schools have urgent social justice needs that have become evident with the novel coronavirus (COVID-19) pandemic, discussions of racism, and increasing mental health needs of school students. School counselors can work with school principals to use the concepts of social capital and micropolitical theory to facilitate collaborative partnerships with school and district administration, community members, and families to achieve improved social justice in their schools. We present a scenario to illuminate the use of these concepts in practice.