Centering Youth Voice in Culturally Responsive School Mental Health.
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| Title: | Centering Youth Voice in Culturally Responsive School Mental Health. |
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| Authors: | Pejic, Vanja (AUTHOR), Corralejo, Samantha (AUTHOR), Gonzalez, Claudia (AUTHOR), Kaye, Amy J (AUTHOR), Dennery, Shella (AUTHOR) |
| Source: | Children & Schools. Jul2026, Vol. 48 Issue 3, p172-180. 9p. |
| Subjects: | Qualitative research, Focus groups, Group identity, Mental health, High school students, Interviewing, Culture, Sound recordings, Thematic analysis, Race, Attitude (Psychology), School mental health services, Research methodology, Student attitudes, Cultural pluralism |
| Geographic Terms: | New England |
| Abstract: | Changing demographic landscape has contributed to the increased awareness of the impact of cultural diversity on the provision of mental healthcare for children and youth. This study explores how high school students experience school mental health services in the context of their racial, ethnic, and cultural background and identities. This qualitative study had two primary aims: (1) understand how high school students define and experience their culture; and (2) explore the role of culture in their access to and engagement in school mental health. Utilizing qualitative methodology, two semistructured focused groups (N = 14 students) were conducted with students across six high schools in an urban school district. The data were analyzed using thematic analysis with an inductive research strategy. Five major themes emerged across three categories: (1) definitions and context: importance of cultural identity; (2) understanding of mental health: between two worlds, stays within the family, and (mis)understanding of mental health; and (3) engagement in mental health services: seen and connected. Study findings suggest the importance of culturally relevant care; the role of connection and belonging in student engagement in school mental health services; and emphasis on racial, ethnic, and cultural identity in youth's development and approach to treatment. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Changing demographic landscape has contributed to the increased awareness of the impact of cultural diversity on the provision of mental healthcare for children and youth. This study explores how high school students experience school mental health services in the context of their racial, ethnic, and cultural background and identities. This qualitative study had two primary aims: (1) understand how high school students define and experience their culture; and (2) explore the role of culture in their access to and engagement in school mental health. Utilizing qualitative methodology, two semistructured focused groups (N = 14 students) were conducted with students across six high schools in an urban school district. The data were analyzed using thematic analysis with an inductive research strategy. Five major themes emerged across three categories: (1) definitions and context: importance of cultural identity; (2) understanding of mental health: between two worlds, stays within the family, and (mis)understanding of mental health; and (3) engagement in mental health services: seen and connected. Study findings suggest the importance of culturally relevant care; the role of connection and belonging in student engagement in school mental health services; and emphasis on racial, ethnic, and cultural identity in youth's development and approach to treatment. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15328759 |
| DOI: | 10.1093/cs/cdag009 |
