本研究旨在探討中等學校輔導教師於輔導工作中以社會正義精神協助同志學生的經驗及歷程。以建構主義為研究典範，採用半結構式深度訪談，邀請六位中等學校輔導教師參與研究，探究現今中等學校教育現場同志輔導實務與社會正義精神結合的行動樣態與過程中所遭遇的挑戰及因應策略。個別訪談所蒐集的資料採用主題分析法進行文本分析，並以「整體──部分──整體」的模式進行詮釋循環。
研究結果發現，輔導教師在採取社會正義精神的行動協助同志學生案主時，不只會在微觀層次採取行動，賦權案主並指認環境中的壓迫規條；也會在中觀層次中觀察案主於班級環境中的狀態以進行系統介入，進一步於課堂中融入同志議題及張貼同志友善資訊以營造支持的校園文化、推動校園性別政策改革，並將家長及校園中教職員一同納入系統之中；在鉅觀層次上，輔導教師亦會參與社會倡議行動，支持同志相關議題。而影響輔導教師展開社會正義精神的行動的因素則分為環境因素的「校園文化及社會阻力」、「校園組織結構與行政端運作」、「同儕支持及專業社群」及個人因素的「生命經驗及身份認同」、「補償作用及個人身心狀態」、「個人價值觀」。而在行動策略上，輔導教師在採取社會正義精神的行動時，主要可歸納為「審慎評估、尋找盟友」、「與導師建立信任關係」、「修飾訊息以說服系統中其他人員」、「多樣且彈性的社會正義精神行動」。
最後，本研究依循訪談資料分析的結果，提出對於輔導教師於社會正義概念及性別議題上專業訓練的建議，亦針對實行社會正義精神行動的學校輔導老師提出避免專業耗竭的自我照顧建議，期許能使更多的輔導教師投入相關領域的行動，減少校園中針對性少數群體的霸凌行為。

This study aims to explore the experiences and processes of secondary school guidance teachers in assisting LGBTQ+ students through a social justice perspective. Adopting constructivism as the research paradigm, this study utilized semi-structured in-depth interviews with six secondary school guidance teachers to investigate the patterns of action, challenges, and coping strategies encountered when integrating social justice into counseling practices for LGBTQ+ students. Data collected from individual interviews were analyzed using thematic analysis, following a hermeneutic circle based on the "whole-part-whole" mode.
The findings indicate that when guidance teachers take social justice-oriented actions to assist LGBTQ+ clients, they do not only take action on micro-level, empowering clients and identify oppressive norms within the environment, they also observe the status of clients within the classroom for systemic intervention on meso-level, incorporate LGBTQ+ issues into curricula, and post LGBTQ+-friendly information to foster a supportive campus culture and advocate for campus gender policy reform. They also involve parents and school staff within the system. At the macro-level, guidance teachers engage in social advocacy and support LGBTQ+-related issues. Factors influencing these actions are categorized into environmental factors, such as campus culture and social resistance, campus organizational structure and administrative operations, and peer/professional community support, and personal factors, such as life experience and identity, compensatory effects and mental well-being, and personal values. The action strategies for guidance teachers while conducting social justice actions primarily include prudent assessment and seeking allies, establishing trust with homeroom teachers, reframing messages to persuade others in the system, and diverse and flexible social justice actions.
Finally, based on the results, this study provides recommendations for professional training in social justice concepts and gender issues for guidance teachers. It also offers self-care suggestions for school guidance teachers who are taking social justice actions to prevent professional burnout, aiming to encourage more practitioners to engage in this field and reduce bullying against sexual minorities on campus.

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