Lesbian, Gay, Bisexual, and Transgender-Identified School Psychologists: a Qualitative Study of Their Professional Experiences

Abstract

Despite recent socially positive progression in the view and treatment of lesbian, gay, bisexual, and transgender (LGBT) individuals in the USA, the LGBT population continues to face complicated circumstances and significant hindrances in many societal institutions. One of the most challenging and complex arena is the educational system (Biegel 2010). The present qualitative study explored the thoughts, feelings, and experiences of LGBT-identified school psychologists. Based on data gathered via interviews with LGBT-identified school psychologists and analyzed using the consensual qualitative research (CQR) method, several themes emerged: impact on professional role, the presence of heterosexism in schools, the role of relationships, individual resiliency, and advocacy. These insights help to better understand the successes, challenges, and potential negative outcomes LGBT school psychologists face on the job and how these issues can affect the students they serve. Finally, the implications for policy development, education, and training are outlined.