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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.

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

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

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