Racism, a multidimensional system of oppression and exclusion, is part of the foundation of the United States and is detrimental to the health and well-being of Black communities and other racially and ethnically minoritized (REM) communities. There is an emerging body of literature that draws attention to the impact of racism and different racialized experiences on the lives of REM children. Based on the Racism + Resilience + Resistance Integrative Study of Childhood Ecosystem (R3ISE) and focused on attending to the interaction between racism and the cultural assets of REM families and communities, this review highlights how racism impacts REM children's healthy development and learning. In addition to calling for research that advances racial equity using the R3ISE integrative model, we also identify policies that have some potential to ensure equity in economic stability and security, home and community environment, birth outcomes, and educational opportunities for REM children and their families. Expected final online publication date for the Annual Review of Developmental Psychology, Volume 4 is December 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

The dual pandemic (racial discrimination and COVID‐19) has contributed to mental health disparities across various social identities. Black mothers, in particular, have shouldered the heightened stresses of being Black and female during a time of immense anti‐Black racism and societal pressures to assume caretaking roles at the expense of, or in addition to, other financial obligations. Thus, this study examines the relationship between COVID‐19 related financial difficulties, racial discrimination, and the protective role of stable income on Black mothers’ (N = 949) mental wellbeing (i.e., anxiety, depression, loneliness, and stress). Using regression analyses, we find that financial difficulties and experiences of racial discrimination along with related concerns for children are associated with higher rates of anxiety, depression, loneliness, and stress. Moderation analyses suggest that at the highest level of financial difficulties, stable income can serve as a protective factor for anxiety. However, the study found no significant interactions between financial difficulties and experiences of racial discrimination or related concern for children. Implications for short‐and long‐term social policies are discussed.

The first 1,000 days is one of the most consequential times for children’s development. As a hugely ignored adversity embedded in all aspects of black children’s lives before birth and throughout their life course, racism in all forms deserves more attention in the developmental science literature. Racism—including structural, institutional, interpersonal, intrapersonal, and cultural—negatively impacts the health, learning, and well-being of black children, their families, and their communities. Using the Integrative Model for the Study of Developmental Competencies for Minority Children and Critical Race Theory frameworks, this article elucidates how racial disparities in every opportunity and outcome connected to black children and their ecosystem are due to white supremacy and anti-black racism. We call for urgent action focused on preservation, protection, and promotion to address white supremacy and combat anti-black racism through racial equity and culturally grounded science and policymaking.

students) are projected to represent the majority of public school-age students (National Center for Educational Statistics, 2020), but several studies note that the lived experiences of RMLs are not central to the American schooling system. Instead, many RMLs experience racism. Such racism manifests through school segregation, inequitable school discipline, discontinuities between their home and school culture, disparities in funding between White and non-White school districts, and disparities in academic readiness and achievement