Creating a Beloved Community for Black Male Students

Abstract

School has been identified as a source of contention for Black male students mirroring the systemic challenges of modern society. Black male students have reported feeling unsupported and experiencing unpleasant attitudes directed towards them by school faculty. Furthermore, exposure to ongoing trauma may serve to exacerbate problematic issues for Black male students leading to increased mental health concerns. School counselors and school psychologists are trained to promote inclusive school cultures, dismantle oppressive practices, and develop intentional supports that are culturally responsive. Collectively, these professionals can expand their efforts and are positioned to maximize student outcomes. This chapter examines the context of Black male student wellness and belongingness in schools. The authors present a proactive, unified approach to mental health support, addressing disparities and promoting school bond among Black male students. Culturally responsive strategies and best practices will be explored, and professional implications will be discussed.

Group Counseling for Black Male Students: A Strengths-Based Approach

“…Gershenson et al (2017) noted that exposure to a Black teacher during elementary school helped close educational gaps, cut noncompletion rates, and raised college aspirations for Black male students. Representation and feelings of belongingness are key factors in positive school experiences for Black male students (Bedford et al, 2022; Tucker et al, 2010). Notably, according to NCES (2021), only 6% of K–12 faculty identified as non-Hispanic Black and only 2% were male.…”