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Feminist Phenomenology was utilized to examine the lived experiences of Black women with school counselor burnout. The study employed Black Feminist Thought and Superwoman Schema as the theoretical frameworks to give context to the experiences of Black women with school counselor burnout. Seven participants participated in semi-structured interviews. The data analysis revealed six themes that shed light on how Black women understand and make sense of their school counselor burnout experiences. The findings from this study illuminate implications for mitigating school counselor burnout in Black women given the complicated intersection in which their identities are situated. The findings can broaden the literature on Black women and burnout to work towards improving health outcomes for Black women. Implications for practice, theory, schools, school districts, and counselor training and preparation programs are provided.
