The long-term effects of ignoring DEI in schools extend far beyond graduation. Students who experience mental health challenges due to exclusionary practices are more likely to struggle academically and socially. Dr. Claude Steele, known for his theory on stereotype threat, argues that when students are subjected to environments where they feel their identities are undervalued, they internalize these negative perceptions. This can lead to reduced academic performance, lower self-efficacy, and fewer opportunities in the long run.
Moreover, the lack of DEI focus in schools has a ripple effect on society. According to the Journal of Adolescence, students who are poorly supported in their mental health during their formative years often carry those challenges into adulthood, resulting in higher rates of mental illness, job instability, and even criminal justice involvement. Schools, therefore, are not just responsible for teaching math and science but also for fostering environments where every student feels valued, supported, and ready to contribute to society.
Ultimately, schools that do not prioritize diversity, equity, and inclusion create environments where marginalized students are left dodging more than just academic hurdles. They are often forced to navigate the mental health challenges that come from being unseen, unheard, and unsupported. While the game of education may be unfairly rigged against them, culturally competent mental health support and inclusive practices can level the playing field. By recognizing the essential role of DEI in mental health, schools have the opportunity to support not only the academic success of all students but also their emotional and psychological well-being. Because let’s face it: no one should have to play dodgeball blindfolded.
In the words of philosopher and educator Paulo Freire, “Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity, or it becomes the practice of freedom.” If we are serious about mental health in schools, we must choose freedom, and that starts with healing organized schools that understand inclusion, belonging, and equity as a inextricably linked to the positive childhood experience (PaCEs) and mental buoyancy of our youth.
#HealingOrganizedSchools
#Inclusion
#Belonging
#YouthDevelopment
#PCEs
