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This qualitative study explored the experiences and perspectives of eight school counselors who attended a lesbian, gay, bisexual, transgender, and queer (LGBTQ)–related professional development event at a Midwestern University. The researchers identified three themes: (a) commitment and motivation, (b) learning from and connecting with others, and (c) critical takeaways. This article outlines implications for practice and future research regarding how school counselors can become more intentionally engaged in LGBTQ-inclusive professional development activities. [ABSTRACT FROM AUTHOR]

Unsafe and ill-prepared school environments exist for many lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in foster care. School counselors are uniquely positioned to develop safe and inclusive schools for this vulnerable student population; however, strategies for interdisciplinary collaboration and advocacy with schools, families, and systems incorporated with LGBTQ youth in foster care are limited. This article explores how school counselors can advocate across disciplines for LGBTQ youth in foster care, including K-12 education systems, family/caregivers, and social service organizations providers. [ABSTRACT FROM AUTHOR]

This phenomenological study explored the collaborative experiences between school counselors and principals in their work with lesbian, gay, bisexual, and transgender (LGBT) students. The study data revealed four overarching themes: (a) learning through storytelling, (b) leading by example, (c) creating intentional partnerships, and (d) pushing the system. This article includes implications for future research and school counselor practice regarding how school counselors and principals can forge a strong, intentional relationship toward effective advocacy for LGBT youth. [ABSTRACT FROM AUTHOR]