Book contents
- An Ounce of Prevention
- An Ounce of Prevention
- Copyright page
- Dedication
- Contents
- Figures
- Contributors
- Acknowledgments
- Part One A Foundation in Prevention
- Part Two Prevention with Children and Youth
- 4 Culturally Relevant Prevention Interventions for African American Children and Families: Lessons Learned from “Real-World” Implementation of the Black Parenting Strengths and Strategies – Racialized Short (BPSS-RS) Program
- 5 The Right Supports to the Right Students at the Right Time over Time: How Schools and Communities Can Make It Happen
- 6 Systemic Interventions to Promote Well-Being in Black, Indigenous, and People of Color Students Attending K-12 Schools
- 7 Building Race-Centered, Trauma-Responsive Schools: One Path toward Justice in Education
- Part Three Prevention with Emerging Adults
- Part Four Across the Lifespan: Adults and Families
- Part Five Closing
- Index
- References
6 - Systemic Interventions to Promote Well-Being in Black, Indigenous, and People of Color Students Attending K-12 Schools
from Part Two - Prevention with Children and Youth
Published online by Cambridge University Press: 14 November 2024
Edited by
Book contents
- An Ounce of Prevention
- An Ounce of Prevention
- Copyright page
- Dedication
- Contents
- Figures
- Contributors
- Acknowledgments
- Part One A Foundation in Prevention
- Part Two Prevention with Children and Youth
- 4 Culturally Relevant Prevention Interventions for African American Children and Families: Lessons Learned from “Real-World” Implementation of the Black Parenting Strengths and Strategies – Racialized Short (BPSS-RS) Program
- 5 The Right Supports to the Right Students at the Right Time over Time: How Schools and Communities Can Make It Happen
- 6 Systemic Interventions to Promote Well-Being in Black, Indigenous, and People of Color Students Attending K-12 Schools
- 7 Building Race-Centered, Trauma-Responsive Schools: One Path toward Justice in Education
- Part Three Prevention with Emerging Adults
- Part Four Across the Lifespan: Adults and Families
- Part Five Closing
- Index
- References
Summary
This chapter outlines the argument for going beyond universal, individual-level school-based interventions to promote the well-being of youth who are identified as Black, Indigenous, and/or Persons of Color (BIPOC). To date, the vast majority of empirically supported social and emotional learning (SEL) interventions for kindergarten twelfth-grade students have been developed and tested with predominantly White students and implemented universally. SEL curricular programs also overemphasize the role of individual competencies in promoting wellness, which may not account for unique challenges that BIPOC students face in school environments. We argue that to promote wellness in BIPOC students, equally important are (a) interventions that enhance teachers’ cultural competencies, (b) initiatives that promote the inclusion and involvement of historically marginalized groups of parents in school leadership, and (c) policies and practices aimed at validating the cultural backgrounds of all students that lead to more affirming school climates.
- Type
- Chapter
- Information
- An Ounce of PreventionEvidence-Based Prevention for Counseling and Psychology, pp. 107 - 129Publisher: Cambridge University PressPrint publication year: 2024
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