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6 - Systemic Interventions to Promote Well-Being in Black, Indigenous, and People of Color Students Attending K-12 Schools

from Part Two - Prevention with Children and Youth

Published online by Cambridge University Press:  14 November 2024

By
Elizabeth Vera ,
Claire Furtado  and
Chelsea Yanuaria
Edited by
Sally M. Hage
Sally M. Hage
Affiliation:
Springfield College
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Summary

This chapter outlines the argument for going beyond universal, individual-level school-based interventions to promote the well-being of youth who are identified as Black, Indigenous, and/or Persons of Color (BIPOC). To date, the vast majority of empirically supported social and emotional learning (SEL) interventions for kindergarten twelfth-grade students have been developed and tested with predominantly White students and implemented universally. SEL curricular programs also overemphasize the role of individual competencies in promoting wellness, which may not account for unique challenges that BIPOC students face in school environments. We argue that to promote wellness in BIPOC students, equally important are (a) interventions that enhance teachers’ cultural competencies, (b) initiatives that promote the inclusion and involvement of historically marginalized groups of parents in school leadership, and (c) policies and practices aimed at validating the cultural backgrounds of all students that lead to more affirming school climates.

Keywords

social and emotional learningethnic minority studentsschool climate
Type
Chapter
Information
An Ounce of Prevention
Evidence-Based Prevention for Counseling and Psychology
 , pp. 107 - 129
Publisher: Cambridge University Press
Print publication year: 2024

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