No Safe Space: School Climate Experiences of Black Boys With and Without Emotional and Behavioral Disorders

Abstract

Black boys often experience oppression and marginalization in schools. Black boys with disabilities in secondary school are frequently targeted with inequitable and biased discipline practices, exacerbating the school-to-prison pipeline. As such, it is important to examine the school climate experiences of Black boys to inform the creation of safe, predictable and affirming school environments. Using Critical Race Theory and Dis/ability Critical Race Studies as a framework, the current study examined the school climate experiences of Black boys with and without emotional and behavioral disorders (N = 16,031). Overall perceptions of school climate were similar across groups, but moderation analyses demonstrated that Black boys with EBD reported significantly more peer victimization and lower levels of peer support, order and discipline, and safety than Black boys without EBD. Disability classification also moderated the relationship between peer victimization and cultural acceptance, physical environment, order & discipline, and safety with the relationship being significant and negative for Black boys with EBD. Implications for research and practice are discussed.

Impact Statement

It is critical that we examine the intersectional experiences of Black boys with and without disabilities in schools. This study found that Black boys experience low levels of cultural acceptance in their schools and Black boys with disabilities reported lower levels of peer support and more peer victimization than Black boys without disabilities. As such, we must center these students’ experiences in the creation of safe and affirming school environments for them.

Keywords:

• school climate
• black boys
• emotional and behavioral disorders
• intersectionality
• social justice

ASSOCIATE EDITOR:

• Isaac Woods

Additional information

Notes on contributors

Tai A. Collins

Dr. Tai A. Collins is an Associate Professor and Coordinator of the School Psychology Program at the University of Cincinnati. Dr. Collins’ research focuses on time- and resource efficient interventions for Black students in urban schools, as well as social justice research, practice, and training in school psychology.

Tamika P. La Salle

Dr. Tamika P. La Salle is an Associate Professor at the University of Connecticut. Dr. La Salle studies the impacts of culture on students’ school climate and outcomes, as well as culturally responsive service delivery in schools.

Jesslynn Rocha Neves

Dr. Jesslynn Rocha Neves is an Assistant Professor at Rivier University. She is interested in the cultural and international contexts of school climate, as well as promoting culturally relevant services for marginalized groups in schools.

Josalyn A. Foster

Josalyn A. Foster is a doctoral student in the School Psychology Program at the University of Cincinnati. She is interested in interventions and supports for Black students in schools to dismantle the school-to-prison pipeline.

Meagan N. Scott

Meagan N. Scott is a doctoral student in the School Psychology Program at the University of Cincinnati. She is interested in social and emotional interventions for Black girls in schools, as well as the integration of Afrocentric interventions and Dialectical Behavior Therapy into culturally relevant SEL programs.