ABSTRACT Guided by an ecological–humanistic and existential–humanistic perspective, we explored EcoWellness as a form of nature‐based self‐care in counselor education by examining its associations with demographic characteristics, patterns of nature use, and self‐reported barriers among 193 students and faculty from CACREP‐accredited counseling programs. Using the EcoWellness Inventory (EI‐15), the findings revealed positive correlations between nature access, caring for nature, and social connectedness. Qualitative analysis highlights diverse ways individuals engage with nature for self‐care, as well as barriers—such as time constraints and the COVID‐19 pandemic—that limit access. The findings underscore the importance of integrating EcoWellness into counselor education curricula to foster self‐care. Addressing systemic barriers and promoting accessible, meaningful nature‐based activities within training programs holds promise for enhancing the holistic wellness of both students and faculty, reinforcing the human–nature connection as a vital component of counselor development.
Gleason et al. (2026) studied this question.