Most school counselors can describe what they do all day.

Crisis response. Small groups. Student check-ins. Parent calls. Schedule changes. Behavior support. Data meetings. The fifty small things that happen before 9:00 a.m.

But ask a school counselor what makes them remarkable, and things can get quiet fast.

In this episode, Steph talks about why it can be so hard to name the specific instincts, patterns, and abilities that make you unusually effective in your role. 

This is not about generic compliments or personality quizzes. It is about learning to identify the thing you do in a way almost nobody else on your campus can.

You’ll hear why confidence in your own ability actually changes what you do on campus, and why using what you’re good at is completely different from just knowing it exists. You’ll also hear how years of being second-guessed or undervalued can make you stop seeing what is remarkable about you at all.

You'll hear three places your remarkable work may be hiding: interpersonal skill, data and pattern recognition, and the counseling approaches you naturally reach for when the work gets real.

Because if you cannot name your value, the system will keep naming it for you.

This episode will help you start answering a question most school counselors have never been asked directly:

What makes you a remarkable school counselor?

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"Best Year Ever!" happens July 21-24. Get your ticket today.

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Want support with real-world strategies that actually work on your campus? We’re doing that every day in the School for School Counselors Mastermind. Come join us! 

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All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy.

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This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.