Sexual and Gender Minority Identity Development: Recommendations for School Counselors

Abstract

The authors argue that as part of supporting evidenced best practices in school counseling, school counselors should be taught about and utilize sexual and gender minority (SGM) identity development models as part of training and advocacy for and with SGM youth in schools (i.e., SGM advocacy competence). This article reviews several widely used SGM identity development models and provides pedagogical and clinical practice recommendations supported by empirical research findings. The findings support the importance of reviewing SGM identity development models with students and other school stakeholders. Current and future school counselors, including those who train them, are responsible for becoming advocates to promote authentic and healthy human development of all students.