Support students as their school counselor, with a special emphasis on lifting up underserved and disenfranchised populations

Earn your professional license as a school counselor in a program committed to breaking barriers and disrupting the current inequities in our educational system.

Our commitment to you

95% of our graduates are employed or move into doctoral programs within three months of graduation

4 faculty labs dedicated to social justice-focused research, including racism, achievement gaps, immigration, and micro-aggressions

Upon graduation with an MEd degree in school counseling from Loyola, you will possess the following knowledge, skills, and professional values necessary to commence work as a school counselor.


You'll understand the knowledge bases of the counseling professions and apply this knowledge an ethical, reflective, and culturally-responsive manner, factoring in social-cultural contexts of human development.


You'll be ready to work in an elementary or secondary school setting, applying skills in research evaluation and implementation of interventions for student success. You'll also be adept at collaborating with multiple parties within a school context (e.g., students, parents, teachers, administrators, community, etc.).

Professional Values

You'll practice as a culturally sensitive professional who thinks critically and bases your work on scholarly inquiry. You'll be committed to social justice, and embrace the role of change agent and advocate in our education system.


Completion of the MEd degree program requires 48 semester hours, 700 clock hours of practicum/internship experience, and a four-hour proctored comprehensive examination.

Program Length

Full-time students will complete the program in two years, including at least one summer. Part-time study is also available. Students have five years from acceptance to complete the program.

Master's students in School Counseling are required to maintain continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave of absence may be granted upon request and with the approval of the School of Education’s Associate Dean of Student Academic Services.

Degree Requirements

Undergraduate Prerequisites

Students should present transcript evidence of successful completion ("B" or better) of an introductory statistics course or its equivalent. Ideally, students will have completed this course prior to the start of the program.

Required Core Courses (27 semester hours)

  • CPSY 420: Counseling Skills
  • CPSY 421: Professional Issues in Counseling
  • CPSY 423: Theories of Counseling and Psychotherapy
  • CPSY 424: Career Development and Counseling
  • CPSY 425: Assessment in Counseling
  • CPSY 426: Group Counseling
  • CPSY 433: Multicultural Counseling
  • CPSY 454: Human Development
  • RMTD 400: Introduction to Research Methodology

Specialty Courses (18 semester hours)

  • CPSY 428: Foundations of Professional School 
  • CPSY 431: Advanced School Counseling and 
  • CPSY 458: Adolescent Development and Counseling
  • CPSY 440: Practicum (3 semester hours)
  • CPSY 441: Internship (3 semester hours)
  • CIEP 423: Advanced Literacy Instruction

Elective (3 semester hours)
Example electives include:

  • CPSY 437: Addictions Counseling
  • CPSY 444: Family Therapy I
  • CPSY 485: Career Assessment
  • CIEP 401: The Exceptional Child
  • CIEP 414: Instructional Strategies for Diverse Populations
  • CIEP 478: Behavior Intervention: Assessments and 

Additional Coursework

The school counselor endorsement in Illinois requires a teaching endorsement or additional coursework in education. Students in the MEd program in School Counseling who do not hold a teaching license must complete the following additional coursework to be eligible in Illinois. These courses are:

  • The Exceptional Child
  • Instructional Strategies for Diverse Populations
  • School Administration

Comprehensive Assessment

A four-hour comprehensive proctored examination is required. See program handbook [PDF] for details. Comprehensive examination application deadlines are as follows (see the School of Education Academic Calendar for comprehensive exam dates):

  • Spring Exam: December 1

Comprehensive Assessment

Comprehensive Assessment

A four-hour comprehensive proctored examination is required. See program handbook [PDF] for details. Comprehensive examination application deadlines are as follows (see the  for comprehensive exam dates):

  • Spring Exam: December 1


The curriculum of the MEd program reflects current requirements for licensure in the State of Illinois. Licensure is handled by individual states, and portability of licensure across state lines differs according to each state. The Department of Professional Regulation in the State of Illinois has adopted the certification exam developed and administered by the National Board of Certified Counselors. Many states use this exam for licensure purposes, so scores from the exam can be transferred. Coursework, including the number of hours required, differ across states. Students interested in completing licensure or certification in another state are strongly advised to consult the professional regulation boards prior to enrolling at Loyola to determine the appropriate coursework required. Students should also stay apprised of licensure requirements throughout the program.

Students seeking school counseling licensure without a teaching endorsement must also pass the TAP Test in addition to the school counseling licensure examination. The TAP Test must be completed by the end of the first semester of study and the school counseling licensure exam must be taken in the semester prior to beginning CPSY 441: Internship, in the spring semester. The ISBE website provides information on dates exams are administered, fees, and registration procedures. Both exams (TAP and school counseling) are administered by ISBE (not Loyola), and you must register with ISBE to take them.


 The Chicagoland area provides a wealth of clinical training opportunities for the students in community, school, and clinical mental health counseling programs. Students receive generalist training, but through site selection can begin to acquire population-specific competencies in working with children, adolescents, families, gay/lesbian/bisexual clients, and other groups of individuals. Many of the practicum sites also contain American Psychologist Association-approved internship programs where trainees are provided with rigorous supervision and on-site seminars. To discuss typical practicum settings and sites in Chicago and its suburbs, please contact Rufus Gonzales, Practicum Coordinator, at 312.915.6378

Student Admissions, Outcomes, and Other Data

2020 Current Students

Jeanie Chang, MA (enrolled 2020)

  • Hometown: Dallas, TX
  • Ethnicity: Korean American
  • Clinical Interests: I'm open to working any population/presenting problems but am particularly interested in working with Asian American/Asian American immigrants and families.
  • Research Interests: Asian American immigrant experience/experiences with racism, racial identity development.
  • Contact Information: ychang@luc.edu

Yiyu Cheng, MA (enrolled 2020)

  • Hometown: Qingdao, China 
  • Ethnicity: Asian/Chinese
  • Clinical Interests: LGBT+ affirmative counseling, immigration and acculturation counseling, trauma therapy, mindfulness-based cognitive therapy, feminist therapy.
  • Research Interests: Intersectionality, identity formation and development, queer and racial identity among immigrants/international students, mechanism of change in a multicultural context, first-generation college students' and women's career development.
  • Contact Information: ycheng7@luc.edu

Tiffany Fang, MA (enrolled 2020)

  • Hometown: Carpentersville, IL
  • Ethnicity: Asian American
  • Clinical Interests: Racial/ethnic minority populations, LGBT+ populations, emerging adults.
  • Research Interests: Coping and resilience in people with marginalized identities, interracial relationships, intersectionality, identity development. 
  • Contact Information: tfang@luc.edu