Nontraditional educational settings (NES) cater to diverse student populations, including those considered at-potential or at-risk. Research on interventions and the role of helping professionals in these settings is limited. This dissertation comprises two studies aimed at elucidating interventions and support mechanisms for at-potential students in NES, alongside exploring the role of school counselors in fostering their holistic development. For the first study, I conducted a systematic review synthesizing existing research on interventions in NES, revealing insights into research scarcity, author diversity, and areas for future inquiry. Subsequently, in the second study, I investigate the perceptions of at-potential youth within NES, particularly in the southeastern United States, emphasizing the influence of school counselors and other professionals on their educational experiences and personal development. Employing Consensual Qualitative Research (CQR) methodology, my research team explored participant reflections, shedding light on the multifaceted journey of at-potential students and the pivotal role of various stakeholders. Together, these studies offer a comprehensive understanding of challenges faced by at-potential students in NES and strategies employed by helping professionals to support their academic success, life readiness, and overall well-being. [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.]