Embracing the Promise and Potential of Preschool-Age Black Boys: Strength-Based Opportunities for Early Childhood School Psychologists

Abstract

Although extensive research illustrates the numerous benefits associated with attending a high-quality early childhood education program, preschool-age Black boys are not equitable beneficiaries of the academic, social–emotional, and behavioral supports provided in high-quality early childhood settings. Young Black boys in early childhood education programs face a variety of challenges that have significant, negative consequences for their foundational experiences. Overcoming these challenges and improving the educational outcomes of young Black boys requires not only a comprehensive examination of the complex issues impacting them but also requires the implementation of strength-based recommendations that will ultimately improve their short-term and long-term educational experiences. This paper offers a critical discussion of the systems and factors that fail to honor Black boys’ strengths as well as specific recommendations for early childhood school psychologists seeking to improve young Black boys’ lives.

Impact Statement

Early childhood education programs are designed to equip young children with the academic and prosocial skills needed to be successful upon entry into formal school settings (i.e., kindergarten); however, preschool-age Black boys continue to face significant structural and systemic challenges. Early childhood school psychologists are strongly encouraged to address these challenges by adopting and implementing the strength-based recommendations put forth in this paper.

Keywords:

• Preschool
• early childhood
• Black boys
• strength-based
• school psychologists

ASSOCIATE EDITOR:

• Tai A. Collins

Additional information

Notes on contributors

Kizzy Albritton

Kizzy Albritton is an Associate Professor of School Psychology at The University of Texas at Austin. She earned her PhD in School Psychology from Georgia State University. Her primary line of research inquiry examines ways to improve academic and social–emotional outcomes for children from racial and ethnic minority backgrounds in early childhood settings. Her research seeks to address these challenges through the implementation of academic and social–emotional interventions, the effective implementation of multitiered frameworks in early childhood settings and the expansion of the role of school psychologists who provide services in early childhood settings.

Rachel Stein

Rachel Stein is a Clinical Assistant Professor of School Psychology at the University of Colorado Denver. She earned her PhD in Counseling, Clinical, and School Psychology from the University of California Santa Barbara. Following her doctoral work, she completed the Harris Fellowship in Infant and Early Childhood Mental Health at the University of Colorado Denver Anschutz Medical Campus. Her scholarly work focuses on supporting young children’s’ social and emotional development and exploring school psychologist’s role in working with young children.

Kenia Cruz

Kenia Cruz is a doctoral student in the School Psychology program at The University of Texas at Austin. She recently earned her MEd in School Psychology from Kent State University. Her research interests include examining prevention and intervention strategies in early childhood, particularly with culturally and linguistically diverse, and low-income preschool-aged children, how school psychologists can collaborate with families and teachers to promote school readiness for kindergarten, and the role of bilingual school psychologists in early childhood settings.