A Trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-Informed Approach to Suicide Prevention in School: Black Boys’ Lives Matter

Marraccini, Marisa E.; Lindsay, Constance A.; Griffin, Dana; Greene, Meghan J.; Simmons, Krystal T.; Ingram, Katherine M.

doi:10.1080/2372966x.2021.2010502

Cited by 10 publications

(2 citation statements)

References 152 publications

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“…Issues of equity and inclusion are associated with having access to suicide prevention programs (Marraccini et al, 2021). Students in underserved or marginalized communities may attend schools in which suicide prevention programs are not available due to perceived higher priorities (Fang, 2018).…”

Section: Justifications For Implementing Suicide Prevention Programsmentioning

confidence: 99%

Secondary Principals’ Perceptions and Practices for Implementing Student Suicide Prevention Programs

Porter,

Nadelson,

Mullins

2023

JEL

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We explored secondary school principals’ knowledge of suicide prevention programs, their perceptions of the logistical and cultural barriers associated with suicide prevention program adoption, and their justification for adopting (or not adopting) suicide prevention programs in their schools. Principals, as positional leaders of schools, can lead the adoption and support of school-based suicide prevention programs for their students. Using a phenomenology framework, we conducted semi-structured interviews of eight secondary school principals working in public schools in the south-central United States. The principals readily identified the importance of supporting students’ mental health to enhance their learning as a justification for implementing suicide prevention programs for their students. They shared how limited staffing, time, perception of school responsibility for student mental health, and lack of knowledge of available suicide prevention resources were logistical, cultural, and knowledge barriers to adopting suicide prevention programs for students. Our research has profound implications for practice.

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Section: Justifications For Implementing Suicide Prevention Programsmentioning

confidence: 99%

Secondary Principals’ Perceptions and Practices for Implementing Student Suicide Prevention Programs

Porter,

Nadelson,

Mullins

2023

JEL

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“…However, some traditional mental health screening practices may inadvertently perpetuate cycles of structural racism and oppression, which unintentionally worsens mental health disparities (Marraccini et al, 2021). For example, professionals have used extant data sources (e.g., office discipline referrals) to identify students placed at risk, which excludes youths' voices in the decision-making process and frames "at risk" as a discipline problem rather than an SEB need.…”

mentioning

confidence: 99%

Guidelines toward more socially just mental health screening in schools.

Kiperman¹,

Clark²,

Renshaw³

et al. 2024

School Psychology

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Mental health screening is a pivotal practice for promoting the social–emotional–behavioral (SEB) health and well-being of youth in schools. However, some aspects of traditional mental health screening practices may inadvertently perpetuate structural racism and unintentionally facilitate oppression and SEB disparities. We address this issue constructively by presenting an intentional approach to guide school psychologists and related professionals in implementing more socially just mental health screening in schools. Our guidelines are grounded within the four phases of the Participatory Culture-Specific Intervention Modeling (PCSIM) framework: system entry, culture-specific model development, culture-specific program development, and program continuation or extension. We propose that conceptualizing mental health screening within PCSIM methodology promotes more socially just practices by (a) displacing the implicit power of professionals, (b) giving transparent representation to local communities, and (c) employing methods that are recursive, culturally relevant, and intended to build capacity for sustained transformative change. Within each PCSIM phase, we recommend culturally responsive practices for professionals that foster equity in screening and SEB outcomes and discuss ways to resist practices that perpetuate oppression and disparities. We aim to convey a method for mental health screening that is not done to students and schools but rather done in partnership with and for the benefit of students and schools.

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