We conducted a meta-synthesis to understand how religious/spiritual struggles are linked to Black adolescents’ and emerging adults’ mental health, considering their various socio-demographic identities. To address this research aim, we reviewed and synthesized qualitative data from 19 studies that included the voices of approximately 382 Black adolescents and emerging adults. Data were analyzed using a seven-step meta-ethnography analysis approach. Findings revealed three themes highlighting contributors to Black youths’ negative mental health in relation to their religious/spiritual struggles: (a) Rejected and Unloved, (b) Abandoned and Dismissed, and (c) Doubt, Disengaged, and Reconciliation. Moreover, difficult religious/spiritual experiences were nested within contextual issues associated with typical developmental milestones (i.e., increased sexual activity and religious/spiritual identity development) and participants’ race, gender, sexual orientation, and mental health status (and related trauma). This meta-synthesis provides a foundation for understanding and responding to Black youths’ religious/spiritual struggles when providing culturally responsive and social justice-oriented mental health support.

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Religiosity and spirituality are essential aspects of individuals’ cultural identities. However, the field of school psychology has generally avoided in-depth discussion regarding the implications of religious/spiritual diversity within the context of multiculturalism and culturally responsive practice. One aim of this study was to examine school psychology students’ perceptions of their current training relative to religious and spiritual diversity, because graduate training is critical for helping emerging practitioners develop attitudes, knowledge, and skills to employ culturally responsive services. Results showed that students received limited preparation and explicit teaching to address issues related to religious and spiritual diversity; and programs most frequently addressed disability diversity, socioeconomic diversity, and racial/ethnic diversity. Furthermore, the participants most frequently identified practicum experiences as facilitating their capacity to respond to religious and spiritual diversity in their professional practice. Key results suggest that school psychology graduate students may benefit from more explicit instruction during their graduate training to respond to religion and spirituality as  aspects of cultural diversity in their professional work.