An examination of how sexual orientation and gender identity are understood and addressed by the guidance counselling profession and post-primary schools: the guidance counsellor’s perspective

The aim of this research study was to explore Guidance Counsellor’s perspectives on how gender identity and sexual orientation are understood and addressed by the Guidance Counselling profession and in post–primary schools in Ireland. ‘Being LGBT in School’ (DES & Glen 2016) highlighted the role of the Guidance Counsellor and drew from the perspectives of LGBT students. This study will draw on the perspectives of Guidance Counsellors when issues relating to sexual orientation and gender identity arise within the post-primary sector. Six Guidance Counsellors from post-primary schools in Ireland were interviewed through the medium of a semi-structured interview. Topics discussed included their level of experience as Guidance Counsellors and their perspectives on how initial education prepared them for working with students who identified as LGBT. Participants also spoke of the challenges in accessing continuous professional development namely the high administrative work load of the role and challenges with management. The appearance of sexuality and gender identity within the curriculum, through the Relationship and Sexuality Education (RSE) model was critiqued. Participants spoke of individual experiences of working with students who disclosed their sexuality and/or gender identity within the school community and provided their perspectives on client interactions with the Guidance service, parents, peers and social media. The findings of the research were compiled into a number of themes one of which outlined the ad hoc nature of Guidance Counselling training in aiding their level of preparedness when working with issues related to sexual orientation and gender identity. The second theme outlined the pivotal role management, policy and curriculum play in relation to how sexual orientation and gender identity is understood and addressed by the school community. The perspectives of Guidance Counsellors on perceived positive client interactions was identified as theme three. Finally the fourth theme looked to what Guidance Counsellors viewed as a future challenge – the inclusion of students who identify with a gender different than the one they were born with in the school community.