LGBTQ+ Students of Colour’s Perceived Experiences in K–12 in the Southeastern Regions in the United States: Findings From the Two Focus-Group Interviews

LGBTQ+ students of colour face compounded challenges in K–12 schools due to their intersecting marginalised identities. These issues are intensified in the Southeastern United States, where conservative norms and restrictive policies prevail. This qualitative study used a phenomenological approach to examine the experiences of six LGBTQ+ individuals of colour (ages 19–22 years) who graduated from K–12 schools in the region. Two focus group interviews revealed five themes: (1) navigating different worlds and standing between intersectional identities, (2) wishing for proper consequences for aggression and violence, (3) help that doesn’t help, (4) sociocultural influence of the Southeastern United States, and (5) seeking resources and connections from social media. Participants described frequent harassment, institutional neglect, and limited access to culturally competent support. Most avoided school counsellors due to mistrust and lack of safe spaces. The findings underscore the need for systemic, intersectional practices in school counselling. Recommendations include increasing counsellor visibility, advocating inclusive policies, and creating culturally affirming environments.