Mustafa Aydoğan, Ahmet Abakay, Mustafa Kemal Yöntem, Marty Jenicus
ABSTRACT This study explored factors shaping Turkish school counselors’ decisions to broach cultural issues in diverse school environments. Three distinct perspectives emerged: personal–professional commitment, context‐driven advocacy, and cultural hesitancy. Findings highlight counselors’ varied readiness to integrate broaching into their ethical responsibilities, professional identities, and local sociocultural dynamics. The study emphasizes the need for culturally responsive practices and specialized multicultural training to support counselors' comfort and competence in proactively addressing sensitive cultural issues within Türkiye's unique educational context.