Supporting transgender students: School counselors’ preparedness, training efforts, and necessary support

Abstract

Negative school climate and oppressive policies and laws significantly impact the psychological and academic well-being of transgender students in the United States. LGBTQ students consistently identify school counselors as the most supportive school staff member. Although school counselors have the ethical obligation to advocate for transgender students in their schools, little is known about transgender-specific training for school counselors or efforts by school counselors to train school staff about the needs of transgender students. The current study explored: 1) school counselors’ readiness to work with transgender students; 2) counselors’ efforts to train school personnel on transgender issues; and 3) self-reported type of support school counselors need from school personnel to appropriately and effectively provide services to transgender students. Results show that school counselors lack transgender-specific training, both during training programs and on-the-job. Also, participants shared that their efforts to train other staff on transgender issues was overwhelmingly met with administrative resistance. Finally, participants described different types of support they need from school personnel in order to effectively provide services to transgender students. Recommendations for improving transgender-specific training and ways to support school counselors’ advocacy for transgender students are discussed.

Keywords:

• Transgender students
• school counselors
• training
• administrative resistance
• school support

Additional information

Notes on contributors

Roberto L. Abreu

Roberto L. Abreu, PhD is an Assistant Professor in Counseling Psychology at Tennessee State University (TSU). His research focuses on the well-being of LGBTQ individuals, people of Color (POC), and those who self-identify at the intersection of LGBTQ and POC identities. Specifically, Dr. Abreu’s research explores ways in which families and community members navigate relationships with their LGBTQ members.

Maureen C. Kenny

Maureen C. Kenny, PhD is a Professor of Counselor Education at Florida International University. She is the Director of the Clinical Mental Health Counseling Program. She has published extensively in the area of sexual abuse prevention and treatment and mandatory reporting of child abuse.

Jennifer G. Hall

Jennifer Geddes Hall, PhD, LPC, RPT, ACS is an assistant clinical professor of Counselor Education at Clemson University. She has over 15 years of experience as a child/teen counselor both in school and various community settings. She has taught and supervised school counseling and clinical mental health students in diverse urban and rural areas. Her research interests include addressing multicultural issues in school counseling, including best ways to support the LGBTQ + student population.

Jacob Huff

Jacob Huff is currently an undergraduate student at Tennessee State University. His research interests include counseling of marginalized populations, major depressive disorder, community mental health, and political psychology.