Culturally Adapted Social, Emotional, and Behavioral Support for Black Male Learners

Black students aged 5 to 21 are more likely to be identified with emotional and behavioral disorders (EBDs) than students in any other racial group, and research has shown these students are both overrepresented and horrifically underserved. In this study, researchers describe a successful multi-tiered approach to treating students with EBDs that could change how your school serves these children.

Students with EBDs experience more than double the out-of-school suspensions compared to the closest disability category and four-and-a-half times more overall suspensions than any other disability category. And there is a greater risk of exclusion for Black males with EBDs than for other student groups because Black students with disabilities are more likely to experience disciplinary removals than other racial groups.

Researchers observed a significant decrease in externalizing problem behavior when using an intervention packaged that combined specialized social-emotional learning curriculum, check-in/check-out protocols, and widely available self-monitoring software on an iPad. This finding is unique in the literature and suggests a promising method for schools and districts who wish to attempt this work.