“This Isn’t as Bad as I Thought”: Rural QTBIPOC Students’ Narratives of School Counseling
DOI:
https://doi.org/10.3776/tpre.2026.v16n1p51-70Keywords:
rural, queer, trans, BIPOC, school counselingAbstract
Rural queer and transgender Black, Indigenous, and People of Color (QTBIPOC) youth navigate layered inequities that shape academic, social/emotional, and mental health outcomes. This narrative inquiry explored how six rural QTBIPOC students perceived and experienced school counseling, with particular attention to help-seeking related to sexual/affectional and/or gender identity. Participants completed a brief written reflection and a semi-structured interview; data were analyzed through iterative narrative and cross-case analysis. Six themes described how counseling became (or failed to become) a viable support: (a) students often interpreted the school counselor role as vague and primarily academic; (b) help-seeking operated as risk management in close-knit rural contexts where disclosure could invite judgment, minimization, or exposure; (c) counselor identity and perceived competence shaped expectations of being understood versus the burden of translation; (d) perceptions shifted over time through direct encounters and peer-shared narratives; (e) positive experiences were anchored in rapport, validation, and active privacy practices; and (f) students framed advocacy as “small but radical” actions that increased safety and visibility under constraint. Implications are offered for rural school counselors and counselor education to strengthen culturally responsive, queer-affirming practice and reduce barriers to support.
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