Creating inclusive schools to reduce health and well‐being disparities

Abstract

In the U.S., people with marginalized racial/ethnic, social class, sexual, and gender identities often have worse physical and mental health than people with more privileged identities. This paper reviews psychological research suggesting that inclusive school cultures can improve the health and well‐being of those with marginalized identities. Specifically, we review two examples of sets of ideas and practices in schools that create more supportive environments: (a) ideas and practices that recognize and include diverse identities and (b) ideas and practices that support interdependent ways of thinking, feeling, and acting. We also speculate about the psychological and behavioral mechanisms by which each protects health and well‐being, including reducing discrimination, increasing school belonging, strengthening positive ingroup identities, and allowing students to access culturally relevant support. We suggest that changing school cultures to make them more inclusive is one way to reduce health and well‐being disparities.

Fighting Racism Denial; Becoming a Mother‐Scholar‐Activist

“…I wanted the school to use these conversations as a learning opportunity that would lay early foundations for understanding systemic racism, not only for my son but for students of all backgrounds (Wilton et al, 2024). I was also hoping to support my son's sense of belonging at school by aligning conversations at school with those at home, which can facilitate wellbeing among students with marginalized identities (Levine et al, 2024). I wanted the school's messaging to communicate a valuing of the same pressing social issues we emphasize at home, which I knew could be done in a developmentally appropriate manner (Wilton et al, 2024).…”