Mental Health or Discipline?

Exploring School Counselors’ and School Administrators’ Perspectives on Black Youth Suicide Prevention

Abstract

Despite increased concerns for mental health among Black students and ongoing concerns related to severe disciplinary practices used with Black students, limited research has explored perspectives of how these issues may intersect to impact suicide risk. We recruited 13 professionals (3 administrators, 10 school counselors) in a southeastern state in the United States to complete focus group interviews examining beliefs and attitudes around racial disproportionality in mental health care access, referrals, and disciplinary practices. Thematic analysis revealed that while participants acknowledged efforts to address disparities for Black students, they identified urgent gaps in faculty training, culturally responsive practices, and comprehensive school-based mental health services. Framed by a Biopsychosocial Ecological Model and a Justice, Equity, Diversity, and Inclusion (JEDI) approach, findings highlight the structural inequities can contribute to mental health issues for Black students and call for policy, practice, and intervention strategies for reducing suicide risk in Black youth.