Education Week - March 31, 2021 - S19

or beliefs of, " If you practice this skill by yourself,
you're likely to achieve better outcomes. "
These things that are developed or established
based on the values and beliefs of the majority
population, which has historically been white, are
very individualized, and they're very focused on kind
of the " pull yourself up by your bootstraps " kind of
approach. But most communities of color are people
that are collectivist, meaning they don't think about
themselves individually, they think of themselves as a
representative or part of a community of people.
So when we have interventions, or social emotionallearning curricula, that are solely focused on
practicing an individual skill or technique, but not in
relationship with other people, we miss a lot. So many
of the challenges that students of color experience are
typically in relation to other people, because students
of color are often racialized and they are treated
differently based on their appearance or their race.
And there are additional layers of stress, and lack of
belonging, and mistrust that result from being treated
differently.

Q: It almost sounds like schools are speaking
a different language than their students
sometimes.

We have what we often refer to as " colorblind
approaches, " [where adults in schools might say], " We
see people as humans, and we describe what they need
based on what everybody needs. "
And there are some needs that many people that
have not been racialized or minoritized, they don't see
because they've never had the experience.

Q: Can you explain a bit more about

microaggressions and racialized
treatment?

I have this graphic that explains it. A Black student
walks into the classroom and the teacher tells them,
" Oh, you should be on time because you need all the
time we have to learn the material. "
And in that, there's not only a microaggression, but also
stereotype threat, which is this concept where a student of
color knows and has awareness of stereotypes, and they
fear meeting the stereotype. ... And so then the student
says, " My gosh, they probably think all Black people are
late now. " And they're concerned about fulfilling that.
But then I talk about that same student going and
sitting down and then hearing the, " You need all the
time we have to learn the material. " And that is leaning
into the stereotype of Black people and not being as
smart.

Q: For students of color who have more direct
mental health needs-or who might want
to access some of those more-intensive

supports at school-how does that
collective mindset play out in how they
choose to engage with services?
In some places, they're going to seek [counseling
and support services] more likely in community
environments. It might be through their church, or
through their community mental health center outside
of a school setting, because those are places where
they might see someone who looks like them, or who
markets themselves as somebody who offers services
that address racism and difference and experiences
with microaggressions or stereotype challenges.
There are practitioners who help people cope with
those things. And so, families with youth of color
that are experiencing racism in their school settings,
... they're going to look for practitioners that say that
that's what they offer.

Q: Students of color sometimes talk about

being viewed through a deficit lens,
that even well-intentioned adults can
sometimes focus on their concerns about
what students need rather than the
strengths they bring to the classroom.
How does that framing affect students
when they need to access services or
supports at school?

I think we need to flip all of our practice for school
psychologists. For one, much of what happens with
school psychologists is they get referrals for treatment,
or intervention or placement, because of a problem.
So identifying that problem is part of the established
practice, rather than taking a perspective of, " What
are their strengths? And how can we ensure that we're
building upon the strengths before addressing any
weaknesses in a student's experience? "
So as we're coming back from the pandemic,
educators need to come from the recognition that
all of us have experienced a trauma-and it's been
a chronic and enduring trauma over this past year-
and that we all need love, and care, and support, and
encouragement, and less pressure.
We should return [to school] by having every day
start with some positive affirmation. Every day should
start with practicing some mindfulness or some socialemotional learning skill, like breathing exercises,
and using it in relationship with one another. So, not
just doing it yourself, but doing it in community and
making it a part of being able to center yourself before
you begin engaging in any learning activity.

Q: What are some ways students of color have
experienced the pandemic and protests
over racial justice differently than their
white peers? And how might schools be
mindful of that?

Student Mental Health: Helping a Generation Cope With COVID-19's Fallout | 19



Education Week - March 31, 2021

Table of Contents for the Digital Edition of Education Week - March 31, 2021

Education Week - March 31, 2021
Briefly Stated
Do Teachers Have to Disclose Their Vaccination Status? Experts Weigh In
What the Research Says
Suburban Public Schools Are Now Majority-Nonwhite
School Budgets: Why They’re Not As Bad As Predicted
Male Teachers Share Advice for Getting More Men Into the Profession
Feds’ First Survey of Pandemic Learning Finds Nearly Half of Students Taught Remotely
Miguel Cardona Talks Summer Learning, Mental Health, and State Tests
‘It Is OK to Grieve’
The Story of Pandemic Learning And Suicide Is Still Being Written
Don’t Assume a Return to School Is a Panacea
EdWeek Top School Jobs
We Are Part of Something Larger
Education Week - March 31, 2021 - Education Week - March 31, 2021
Education Week - March 31, 2021 - Briefly Stated
Education Week - March 31, 2021 - 3
Education Week - March 31, 2021 - Do Teachers Have to Disclose Their Vaccination Status? Experts Weigh In
Education Week - March 31, 2021 - What the Research Says
Education Week - March 31, 2021 - Suburban Public Schools Are Now Majority-Nonwhite
Education Week - March 31, 2021 - 7
Education Week - March 31, 2021 - 8
Education Week - March 31, 2021 - 9
Education Week - March 31, 2021 - School Budgets: Why They’re Not As Bad As Predicted
Education Week - March 31, 2021 - 11
Education Week - March 31, 2021 - Male Teachers Share Advice for Getting More Men Into the Profession
Education Week - March 31, 2021 - 13
Education Week - March 31, 2021 - Feds’ First Survey of Pandemic Learning Finds Nearly Half of Students Taught Remotely
Education Week - March 31, 2021 - 15
Education Week - March 31, 2021 - Miguel Cardona Talks Summer Learning, Mental Health, and State Tests
Education Week - March 31, 2021 - 17
Education Week - March 31, 2021 - ‘It Is OK to Grieve’
Education Week - March 31, 2021 - 19
Education Week - March 31, 2021 - The Story of Pandemic Learning And Suicide Is Still Being Written
Education Week - March 31, 2021 - Don’t Assume a Return to School Is a Panacea
Education Week - March 31, 2021 - 22
Education Week - March 31, 2021 - EdWeek Top School Jobs
Education Week - March 31, 2021 - We Are Part of Something Larger
Education Week - March 31, 2021 - SC1
Education Week - March 31, 2021 - SC2
Education Week - March 31, 2021 - S1
Education Week - March 31, 2021 - S2
Education Week - March 31, 2021 - S3
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Education Week - March 31, 2021 - S5
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Education Week - March 31, 2021 - S9
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Education Week - March 31, 2021 - S17
Education Week - March 31, 2021 - S18
Education Week - March 31, 2021 - S19
Education Week - March 31, 2021 - S20
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