A sense of belonging is instrumental to an individual's mental health. The American School Counselor Association outlined that school counselors are responsible for helping students manage emotions and apply interpersonal skills. The school setting plays an integral part in the development of student's social and emotional competencies. Approaches to school counseling, such as Advocating Student-within-Environment (ASE), are pivotal in efforts to help students expand their social/emotional skills. This study examined the phenomenological experience of sixth grade students who participated in an ASE-influenced counseling program. One objective for this study was to advance the current literature regarding school counseling's efficacy in promoting greater connectedness among students and their school environment. The study was conducted using the Student Success Skills (SSS) small group intervention, led by a school counselor already trained in the program. The research questions under investigation were: What is the phenomenological experience of middle school students' participation in an ASE-aligned evidence-based guidance curriculum? Does the phenomenological experience of middle school students' participation in an ASE-aligned evidence-based guidance curriculum translate to connectedness among the students in the intervention? Does the phenomenological experience of middle school students' participation in an ASE-aligned evidence-based guidance curriculum lead to co-regulatory relationships among students and school faculty? Over the course of the 6-week intervention, the researcher collected data through field notes, audio/visual transcription via Microsoft Teams, and observations. The data analysis process was carried out by open coding, and trustworthiness was ensured through collaboration with experts in the field of mental health. The results from this study were consistent with existing literature indicating that ASE-inspired interventions led to positive outcomes regarding students' connectedness to their school environment. Students who experience greater connectedness to their school environment tend to be more socially and emotionally competent, compared to their peers who are not as connected. Hence, this study provided findings that are influential for school administrators and other stakeholders to consider when developing school curricula and outlining the responsibilities of school counselors. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]