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Via the lens of the ego-depletion phenomenon (Baumeister et al., 1998) and Higgins' (1998) regulatory focus theory, this paper seeks to explain why current controlled communications are failing to achieve coherence between people's free will and their actions pursuing sustainable goals in a society. This paper explains how ego-depletion triggered by controlled communications can lead to confusion and decision fatigue in a society, thus potentially sabotaging people's participation in sustainable behaviour.

The authors applied Jaakkola's (2020) theory synthesis approach to integrate concepts from previously unconnected disciplines in order to generate novel insights in the area of controlled communication management.

The authors develop a theoretical framework and present research propositions that can help advance research and the discourse at the intersection of controlled communication and self-regulation theories.

This paper possesses the limitations associated with conceptual papers, e.g. the lack of empirical support of the study’s conceptual arguments.

This paper generates novel insights to assist communication practitioners and policymakers to improve vehicles and mechanisms of controlled communication with the public regarding sustainable goals pursuit.

To the best of authors' knowledge, this is one of the first papers that has merged the domains of self-regulation, ego-depletion, and controlled communication in an integrative framework in order to explain the mechanisms of how to enhance the effectiveness of controlled communication associated with sustainable goals pursuit.

Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.

The following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.

Using the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.

The benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.