Black Teachers’ Affirmations on The Social–emotional And Mental Health Needs of Learners: a Transnational Examination

Abstract

Black teachers in Canada, Kenya, and the United States share how they have supported minoritized students, even as they themselves experienced marginalizing societal forces, and delineate three guiding principles for affirming the social–emotional and mental health needs of all learners.

Key words::

• Black teachers
• mental health
• social–emotional needs
• well-being

Additional information

Notes on contributors

Christopher J. Cormier

Christopher J. Cormier is a post-doctoral Research Fellow at Stanford University. He earned his PhD at the University of Illinois in Urbana–Champaign. His research explores overrepresentation of marginalized youth and underrepresentation of Black teachers. Email: [email protected]

Mildred Boveda

Mildred Boveda is an Assistant Professor of Special Education and Cultural and Linguistic Diversity at Arizona State University. She earned an EdD at Florida International University and an EdM from Harvard Graduate School of Education. Email: [email protected]

Funké Aladejebi

Funké Aladejebi is an Assistant Professor of Black Canadian History at the University of Toronto. She earned a PhD in History at York University and BEd at University of Windsor. Her writing frequently explores the history of education in Canada. Email: [email protected]

Alice Gathoni

Alice Gathoni is a Research Fellow at the British Institute in Eastern Africa–Nairobi. She earned her PhD at the Open University UK and MPhil at the University of Cambridge. Her research explores youth with disabilities’ use of ICTs in Kenya. Email: [email protected]