Citation

Marraccini ME, Lindsay CA, Griffin D, Greene MJ, Simmons KT, Ingram KM. Sch. Psychol. Rev. 2023; 52(3): 292-315.

Copyright

(Copyright © 2023, National Association of School Psychologists)

DOI

10.1080/2372966x.2021.2010502

PMID

37484214

PMCID

PMC10358449

Abstract

Black boys have been dying by suicide at an increasing rate. Although the reasons for this increase are unknown, suicide in Black boys is likely influenced by multiple, intersecting risk factors, including historical and ongoing trauma. Schools can serve as an important mechanism of support for Black boys; however, without intentional anti-racist frameworks that acknowledge how intersecting identities can exacerbate risk for suicide, schools can overlook opportunities for care and perpetuate a cycle of racism that compromises the mental health of Black youth. By recognizing their own implicit biases, modeling anti-racist practices, listening to and recognizing the strengths and diversity of Black youth, and fostering school-family-community partnerships, school psychologists can help transform the school environment to be a safe and culturally affirming place for Black youth. This paper outlines how school psychologists can apply a trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-informed approach to suicide prevention in order to more holistically support Black boys, disrupt patterns of aggressive disciplinary procedures, and improve school-based suicide prevention programs. By applying this lens across a multitiered systems of support (MTSS) framework, school psychologists can help to prevent the deaths of Black boys and begin to prioritize the lives of Black boys.

Language: en

Keywords

Prevention; Trauma; Suicide; Violence; Mental Health Services; School and Community; Social Justice