This work has not been peer reviewed by the University of the Philippines Rainbow Research Hub or its project members. The views expressed are solely those of the author(s) and do not necessarily reflect those of the Hub or its project members.
2026 Philippine Queer Studies Conference
POSTER PRESENTATION
Exploring guidance counselors’ approaches to addressing SOGIE-related concerns of adolescents
Georgia Mae C. Raquel
Adolescents face a range of challenges that put their well-being at risk, including HIV, psychological distress, and relationship violence. These risks are often greater for LGBTQ+ youth, who continue to experience marginalization and oppression. Despite some social progress, school counselors hold a crucial role in supporting high school learners with SOGIE (Sexual Orientation, Gender Identity, and Gender Expression) related inquiries and concerns. Framed within the Gender Schema Theory, this study investigated how guidance counselors understand SOGIE, respond to SOGIE related concerns, and manage the challenges that come with addressing these concerns. Using a qualitative multiple case study design, interviews were conducted with six counselors from public and private high schools in the National Capital Region and Region IV-A. Thematic analysis was performed to identify key patterns across each case. Findings revealed that while counselors exhibited openness and empathy toward gender diverse learners, their understanding of SOGIE concepts varied and was often shaped by personal experiences and socially constructed definitions. In practice, counselors employ a range of approaches, including counseling based methods, as well as community engagement and advocacy for students. Still, they faced challenges such as limited training, conservative environments, and institutional constraints. Supporting learners’ SOGIE related needs demands more than well-meaning intentions. It is a collective responsibility that calls for committed actions toward systemic change through continuous capacity building, empathic and respectful practice, and stronger external support. Future studies are recommended as a step forward to ensure that every learner is affirmed, empowered, and supported with care and dignity.