This study examined the ways school counselors adapted their roles and responsibilities to address African American students' pandemic-related challenges and concerns. Consensual Qualitative Research (CQR) aligns with the constructivist foundation of this research and was the method of data analysis. Twenty school counselors participated, from elementary, middle, and high school levels. They utilized components of the American School Counselor's Association (ASCA) National Model and worked in Title 1 schools with large African American student populations. Eight domains, or broad topics, emerged from the data. These domains answered research questions concerning how the pandemic altered school counselors' perceptions of advocacy needs for African American students and how it changed the way school counselors performed their role as social justice advocates. The pandemic magnified the advocacy need for African American students and illuminated inequities and especially compounded trauma for American students in poverty. School Counselors became more intentional in their service delivery models and touted relationship building as a key factor in bridging cultural gaps and discovering ways to advocate for and meet the unique needs of African American students. Social justice advocacy versus advocacy is also a critical factor for effectively supporting African American students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]