| Supporting all students: Multitiered systems of support from an antiracist and critical race theory lens N Edirmanasinghe, E Goodman-Scott, S Smith-Durkin, SZ Tarver Professional School Counseling 26 (1), 2156759X221109154, 2022 | 29 | 2022 |
| Culturally sustaining school counseling: Implementing diverse, equitable, inclusive programs TJP Grothaus, KF Johnson, N Edirmanasinghe American School Counselor Association, 2020 | 27 | 2020 |
| Youth-led participatory action research in school counseling as a vehicle for antiracist SEL NA Edirmanasinghe, IP Levy, K Ieva, SZ Tarver Theory Into Practice 61 (2), 199-211, 2022 | 16 | 2022 |
| Using youth participatory action research to promote self-efficacy in math and science N Edirmanasinghe Professional School Counseling 24 (1), 2156759X20970500, 2020 | 16 | 2020 |
| Demystifying the research process: A career intervention with Latinas N Edirmanasinghe, K Blaginin Professional School Counseling 22 (1b), 2156759X19834433, 2019 | 13 | 2019 |
| Liberatory school counseling practices to promote freedom dreaming for Black youth RD Mayes, N Edirmanasinghe, K Ieva, AR Washington Frontiers in education 7, 964490, 2022 | 10 | 2022 |
| Assessing the influence of multitiered systems of support training on school counselors’ perceptions of school counseling activities: Results of a national study EC Goodman-Scott, NA Edirmanasinghe, J Moe, R Boulden Professional School Counseling 26 (1), 2156759X221138232, 2022 | 6 | 2022 |
| Youth participatory action research as school counseling praxis: A scoping review IP Levy, N Edirmanasinghe, K Ieva, C Hilliard Professional School Counseling 27 (1a), 2156759X231153347, 2023 | 5 | 2023 |
| Latinx and Asian trainees counseling White clients: An interpretative phenomenology NH Haskins, L Johnson, R Finan, N Edirmanasinghe, S Brant‐Rajahn Counselor Education and Supervision 61 (2), 112-128, 2022 | 4 | 2022 |
| Working with immigrant children in schools: Applying a multi-tiered approach NA Edirmanasinghe, M Attia, S Brant-Rajahn, AR Staton Journal of Child and Adolescent Counseling 8 (2), 59-71, 2022 | 3 | 2022 |
| Is It Students or the System? Infusing a Culturally Sustaining Approach to Tier 2 Groups Within Multi-Tiered Systems of Support J Olsen, J Betters-Bubon, N Edirmanasinghe Professional School Counseling 28 (1a), 2156759X241234926, 2024 | 2 | 2024 |
| The intersection of hip hop and Youth Participatory Action Research (YPAR) in school counseling to create and sustain homeplace IP Levy, N Edirmanasinghe, K Ieva Theory Into Practice 63 (1), 38-48, 2024 | 2 | 2024 |
| Continual Evolution in Evidence-Based School Counseling: Proceedings From the 2022 Conference C Dimmitt, N Edirmanasinghe, B Zyromski Professional School Counseling 27 (1a), 2156759X231160721, 2023 | 2 | 2023 |
| Integrating YPAR into comprehensive school counseling programs N Edirmanasinghe, K Ieva, IP Levy Activating Youth as Change Agents: Integrating Youth Participatory Action …, 2024 | 1 | 2024 |
| The Experiences of School Counselors Providing Virtual Services During COVID-19: A Phenomenological Investigation A Roberts, E Goodman-Scott, N Edirmanasinghe Professional School Counseling 27 (1), 2156759X231199738, 2023 | 1 | 2023 |
| The Relationship Between School Counselors’ Role Beliefs and Practice with and on Behalf of LGBTQQI Youth J Moe, E Goodman-Scott, R Boulden, N Edirmanasinghe, SZ Tarver Professional School Counseling 26 (1), 2156759X221096349, 2022 | 1 | 2022 |
| Developing the Foundation for YPAR in K–12 Schools Through Counselor Education IP Levy, K Ieva, N Edirmanasinghe Activating Youth as Change Agents: Integrating Youth Participatory Action …, 2024 | | 2024 |
| Immigrant student success: how do school counselors support immigrant students in K-12 public school settings NA Edirmanasinghe University of Georgia, 2019 | | 2019 |
| Addressing Barriers to Culturally Responsive and Sustaining MTSS Implementation and School Counseling Program Alignment: Practical Strategies for School Counselors J Olsen, N Edirmanasinghe, P Donohue, J Betters-Bubon The School Counselor’s Guide to Multi-Tiered Systems of Support, 351-370, 0 | | |
