Applying a MTSS framework to address racism and promote mental health for racial/ethnic minoritized youth

Ample evidence suggests that PK‐12 students experience racism and other forms of discrimination in school and that these experiences have a deleterious impact on their mental health. Several studies have shown a consistent and strong relationship between racism and negative mental health outcomes in...

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Published inPsychology in the schools Vol. 59; no. 12; pp. 2438 - 2452
Main Authors Malone, Celeste M., Wycoff, Kirby, Turner, Erlanger A.
Format Journal Article
LanguageEnglish
Published Hoboken Wiley 01.12.2022
Wiley Subscription Services, Inc
Subjects
Cultural sensitivity
Culturally Relevant Education
culturally responsive practices
Discrimination
Educational Environment
Ethnic Groups
Ethnicity
Health planning
Health Promotion
Health services
Health status
Intervention
Mental Health
Mental health care
Mental Health Programs
Mental health services
Minority Group Students
multitiered systems of support
Outcomes of Treatment
Psychological distress
Racism
School environment
school mental health
Social Bias
Student health services
Students
Youth
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Summary:Ample evidence suggests that PK‐12 students experience racism and other forms of discrimination in school and that these experiences have a deleterious impact on their mental health. Several studies have shown a consistent and strong relationship between racism and negative mental health outcomes including increased depression and anxiety, decreased self‐worth and self‐esteem, as well as psychological maladjustment. School‐based mental health services can ensure that racial and ethnic minoritized (REM) students gain access to mental health services. Because schools are one place where REM students experience structural and individual discrimination, it is critical that school‐based mental health providers utilize strategies to promote school climates that are safe and affirming for these students. Using a multitiered system of support framework, we describe the tier 1 interventions to promote positive school racial climate and the elements of culturally responsive practices to be integrated into tier 2 and tier 3 interventions to improve mental health outcomes for REM youth.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22606