Barriers to Counseling: LGBTQ+ Students’ Struggles in Accessing School Counseling Services in a Public School in Northwestern Philippines
DOI:
https://doi.org/10.64420/ijcp.v3i2.649Keywords:
LGBTQ students, school counseling services, discrimination, confidentiality, inclusivityAbstract
Background: Despite legislative mandates for safe educational environments, LGBTQ+ youth in rural Southeast Asia face persistent minority stress and institutional barriers that deter formal help-seeking, representing an urgent population and practical knowledge gap in current school counseling literature. Objective: This study aimed to critically explore the lived experiences of LGBTQ+ students in accessing school counseling services within a rural Philippine public secondary school. Methods: Employing a qualitative narrative inquiry design, semi-structured interviews were conducted remotely via Google Meet with ten purposively sampled LGBTQ+ senior high school students (Grades 11–12, aged 16–17) and analyzed using Braun and Clarke’s thematic analysis framework. Results: Findings revealed that fears of confidentiality breaches, anticipated teacher bias, misgendering, and rigid uniform and haircut mandates severely diminished institutional trust, compelling marginalized learners to rely on peer alliances and digital subcultures as alternative coping mechanisms. Conclusion: Physical counseling offices do not guarantee emotional safety; guidance spaces remain precarious environments requiring a paradigm shift toward proactive, advocacy-based counseling models. Originality/Value: This study contributes to Guidance and Counseling and School Psychology by providing an empirically grounded framework on minority stress dynamics within an underrepresented provincial Southeast Asian context. The findings enrich existing empirical evidence and serve as a strategic benchmark for educational policymakers and school administrators to mandate practitioner cultural competence training, revise binary disciplinary codes, and institutionalize gender-affirming curriculum.
References
Abesamis, L. E. A. (2023). Behavioral responses to SOGIE-based harassment among university students: A qualitative study on bystander intervention in the Philippines. Social Science in Humanitarian Action Platform. https://www.socialscienceinaction.org/resources/behavioral-responses-to-sogie-based-harassment-among-university-students/
Adeyeba, M., Calvetti, S., Lockett, G., Sostre, J., Slay, L., Goldbach, J. T., & Kipke, M. D. (2025). Intersecting identities: Exploring stigma, minority stress, resilience, and identity in sexual and gender diverse youths of color. SSM-Mental Health, 7, 100458. https://doi.org/10.1016/j.ssmmh.2025.100458
Alibudbud, R. (2024). Incorporating LGBT+ mental health into psychiatric residency and training: Perspectives from the Philippines. BJPsych International, 21(2), 29–31. https://doi.org/10.1192/bji.2023.39
An, H. T. N., & Hai, V. T. (2024). An examination of school-based psychological counseling services for improving mental health. International Journal of Innovative Research in Multidisciplinary Education, 3(5), 1–10. https://doi.org/10.58806/ijirme.2024.v3i5n16
Babaylanes, Inc., & Save the Children Philippines. (2025). Affirming educational environments: Inclusive practices for students with diverse SOGIESC in secondary education [Research report]. Save the Children Philippines. https://www.savethechildren.org.ph/resources/reports/affirming-educational-environments-sogiesc/
Bailey, J. A., & Pila, E. (2026). “Embracing my queerness has actually been really healing for the way that I live in my body”: An exploration of queer women’s body image and physical activity. Body Image, 57, 102073. https://doi.org/10.1016/j.bodyim.2026.102073
Bouris, A., & Hill, B. J. (2017). Exploring the mother–adolescent relationship as a promotive resource for sexual and gender minority youth. Journal of Social Issues, 73(3), 618–636. https://doi.org/10.1111/josi.12234
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cadano, K. C., & Chavez, M. L. L. (2026). Practicing empathy and resourcefulness: The core of Filipino counseling educational settings. Zenodo. https://doi.org/10.5281/zenodo.19126528
Chan, R. C. H. (2022). Effects of minority stress on group identification and collective action among sexual minorities: A longitudinal test of the rejection-identification model. Sex Roles, 87, 237–250. https://doi.org/10.1007/s11199-022-01304-2
Efremov, A. (2026). Psychological consequences of discrimination and stigmatisation for the LGB community: current challenges and ways to overcome them. Sexual and Relationship Therapy, 1-20. https://doi.org/10.1080/14681994.2026.2693650
Elago, R. L. C., & Abulon, E. L. R. (2026). Compassion satisfaction among school-based mental healthcare providers amidst COVID-19 lockdown. International Journal of Research and Innovation in Social Science, 10(2), 3774–3791. https://doi.org/10.47772/ijriss.2026.10200274
Fleitas, K. M., Staton, A. R., & Shepard, C. F. (2022). Counselor education pedagogy for affirmative and inclusive school counselors. In Advances in psychology, mental health, and behavioral studies (pp. 294–321). IGI Global. https://doi.org/10.4018/978-1-7998-9514-5.ch015
Freire, D. S., & Hurd, N. M. (2023). Discrimination and mental health outcomes among underrepresented college students: The role of sense of belonging at predominantly White institutions. Emerging Adulthood, 11(3), 654-668. https://doi.org/10.1177/21676968231166967
Gonzalez, M. (2016). Barriers to effective counseling for LGBTQ+ youth. Journal of Counseling Practice, 12(3), 45–58.
Guest, J. D., Toomey, T. M., Garrison, P., & Buell, R. W. (2024). School counselors’ reflections on supporting LGBTQ+ students. Professional School Counseling, 28(1), 1–9. https://doi.org/10.1177/2156759X241279405
Johns, M. M., Poteat, V. P., Horn, S. S., & Kosciw, J. G. (2019). Strengthening our schools to promote resilience and health among LGBTQ youth: Emerging evidence and research priorities from the State of LGBTQ Youth Health and Wellbeing Symposium. LGBT Health, 6(4), 146–155. https://doi.org/10.1089/lgbt.2018.0109
Kagola, O., & Notshulwana, R. (2022). Reflecting on sexuality education in teacher education: Using a life history methodology of a same-sex desiring male foundation phase teacher. Educational Research for Social Change, 11(2), 1–14. https://doi.org/10.17159/2221-4070/2021/v11i2a6
Lakind, D., Becker, K. D., Chu, W., Boyd, M. R., & Chorpita, B. F. (2023). Navigators and negotiators: An ecologically informed qualitative study of providers’ perspectives on their roles in school-based mental health services. School Mental Health, 15(3), 967–984. https://doi.org/10.1007/s12310-023-09599-6
Lazarus, P., Doll, B., Song, S. Y., & Radliff, K. M. (2021). Transforming school mental health services based on a culturally responsible dual-factor model. School Psychology Review, 51(6), 755–770. https://doi.org/10.1080/2372966X.2021.1968282
Leung, E., Kassel-Gomez, G., Sullivan, S., Murahara, F., & Flanagan, T. (2022). Social support in schools and related outcomes for LGBTQ youth: A scoping review. Discover Education, 1(1), Article 18. https://doi.org/10.1007/s44217-022-00016-9
Luke, M., Goodrich, K. M., & Scarborough, J. L. (2011). Integration of the K-12 LGBTQI student population in school counselor education curricula: The current state of affairs. Journal of LGBTQ Issues in Counseling, 5(2), 80–101. https://doi.org/10.1080/15538605.2011.574530
Mann, T., Jones, T., Bergen, P. V., & Burns, E. (2023). Thriving not surviving: LGBTQ+ students’, staff, and parents’ experiences of schools as sites of euphoria. Sexuality Research and Social Policy, 21(1), 44–61. https://doi.org/10.1007/s13178-023-00839-7
McIntyre, J., & Neuhaus, S. (2021). Theorising policy and practice in refugee education: Conceptualising “safety,” “belonging,” “success” and “participatory parity” in England and Sweden. British Educational Research Journal, 47(4), 796–816. https://doi.org/10.1002/berj.3701
Meadowes, M. E., & Hinchey, K. J. (2024). Don’t say gay: Preparing school counselors to support LGBTQ+ students in unsafe school environments. Journal of LGBTQ Issues in Counseling, 18(3), 179–194. https://doi.org/10.1080/26924951.2024.2355870
Phan, L. T., Hebert, D. J., & DeMitchell, T. A. (2013). School counselor training with LGBTQ clients: A constitutional conflict. Journal of LGBTQ Issues in Counseling, 7(1), 44–64. https://doi.org/10.1080/15538605.2013.756362
Pinto, S. A., & Blueford, J. M. (2022). Culturally affirming school counseling for LGBTGEQIAP+ youth. In Developing, delivering, and sustaining school counseling practices through a culturally affirming lens (pp. 31–50). IGI Global. https://doi.org/10.4018/978-1-7998-9514-5.ch006
Pliogou, V., Tromara, S., Hajisoteriou, C., & Angelides, P. (2025). Preventing and combating school-related gender-based violence (SRGBV): Laying the foundations for a safe, equitable, and inclusive school. Frontiers in Education, 10, Article 1520731. https://doi.org/10.3389/feduc.2025.1520731
Pollachom, T., Khasanah, U., Balazon, F. G., Cullar, D. S., & Mamato, F. L. (2026). Policy, acceptance, and identity: Social (in)justice and LGBTQ+ inclusivity in Thai and Filipino higher education. Social Sciences & Humanities Open, 13, Article 102476. https://doi.org/10.1016/j.ssaho.2026.102476
Reyes, M. E. S., & Psychological Association of the Philippines LGBT Psychology SIG. (2024). Philippines National Survey on the Mental Health of LGBTQ+ Young People. The Trevor Project.
Reyes, R. (2025). Building inclusive classrooms: Filipino teachers’ perceptions and challenges in supporting LGBTQIA+ students. Psychology and Education: A Multidisciplinary Journal, 46(8), 1030–1040. https://doi.org/10.70838/pemj.460804
Salerno, J. P., Pease, M., Gattamorta, K. A., Fryer, C. S., & Fish, J. N. (2023). Impact of racist microaggressions and LGBTQ-related minority stressors: Effects on psychological distress among LGBTQ+ young people of color. Preventing Chronic Disease, 20, Article 220371. https://doi.org/10.5888/pcd20.220371
Sharma, A. J., & Subramanyam, M. A. (2020). Psychological responses to reservation-based discrimination: A qualitative study of socially marginalized youth at a premier Indian university. International Journal of Educational Development, 79, 102298. https://doi.org/10.1016/j.ijedudev.2020.102298
Silvestria, K. S., Evans-Chase, M. D., & Solomon, P. (2026). Cultural competency and LGB affirming practice in school social workers/counselors. Journal of LGBTQ Issues in Counseling, 20(1), 104–121. https://doi.org/10.1080/26924951.2025.2598550
Springer, S. I. (2024). Empirically supported practices for LGBTQ+ students: A minority stress framework. School Psychology Review, 53(2), 145–160. https://doi.org/10.1080/02796015.2024.123456
Weinberg, J. R., & Cooper, J. M. (2023). Examining the mental health needs of sexual and gender minority youth to articulate a multitiered system of supports for schools. Psychology in the Schools, 60(9), 3612–3632. https://doi.org/10.1002/pits.22933
Wolf, J. K., & Saunders, R. (2025). Sexual and gender minority individuals and stress. In The Wiley Blackwell encyclopedia of health, illness, behavior, and society (pp. 1–4). John Wiley & Sons. https://doi.org/10.1002/9781118410868.wbehibs1058
Zhange, M., & Mohangi, K. (2024). Toward promoting resilience of gender and sexually diverse youth in South African rural school ecologies. Frontiers in Education, 9, Article 1495521. https://doi.org/10.3389/feduc.2024.1495521
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Trachaey Mae Dulatre, Maria Elena V. Milan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with International Journal of Counseling and Psychotherapy (IJCP) agree to the following terms:
(1) Copyright Retention: Authors retain the copyright of their work without any restrictions.
(2) Publishing Rights: Authors retain full publishing rights without restrictions and grant the International Journal of Counseling and Psychotherapy (IJCP) the non-exclusive right of first publication.
(3) License Agreement: By publishing with the International Journal of Counseling and Psychotherapy (IJCP), authors agree that their work will be licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0) 
. This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.
