Supporting Lgbtq Students in High School for the College Transition: The Role of School Counselors

Abstract

This phenomenological study sought to understand how lesbian, gay, bisexual, transgender, and queer (LGBTQ) college students described their high school experiences and their later transitions to college. The study data revealed five findings: (a) enduring unsupportive/hostile educational environments, (b) experiencing a lack of family and social support, (c) navigating identity development, (d) developing self-empowerment, and (e) evolving resiliency to life forces. This article discusses study limitations, future directions, and implications for school counseling practice.