Many educators and researchers approach the relationship between education and health as a linear one, where greater academic attainment leads to better student health (mental, physical and emotional well-being) and wellness (living a healthy lifestyle) over time. Get good grades and, the thinking goes, you’ll be happier and healthier. This thinking fuels an emphasis on addressing “learning loss” as a result of the pandemic. Others take the opposite view with health as the predicate, arguing that poorer health constrains educational attainment. But it’s not that simple. Serving Black students well means educators must realize that schools are sources of both opportunity and inequity and influencers of health and wellness. Educators must place Black students’ health and wellness at the top of their list of educational priorities.
American history, and the country’s treatment of Black people in particular, must inform how we think about and serve Black students. As a system of advantage and oppression based on race, racism shapes patterns of access to employment, housing, health care, and education going back hundreds of years, despite good intentions. That’s why research demonstrates that the education-health link is more pronounced for Black students than for white students. [pullquote]Racism drives social determinants of health, and more than 50 municipalities across the U.S. now classify it as a public health crisis.[/pullquote]
How is this history present today? Here are three examples of how racism influences Black students’ school experiences and health outcomes right now.
[pullquote]Inequitable funding, decrepit school facilities, and discipline policies that disproportionately target Black students and perpetuate racial inequity aren’t abstract and they aren’t history—they fall upon the bodies of Black students sitting in classrooms every day, with visceral impacts on their health and wellness.[/pullquote] That’s why doubling down on a well-intentioned, yet oversimplified, formula of focusing overwhelmingly on learning and achievement outcomes in response to the pandemic among Black student populations is the wrong approach.
Instead, educators must acknowledge the full humanity of Black students by redirecting resources to improve the educational conditions that impact Black student health and wellness, first and foremost.
Senior Analyst, Bellwether Education Partners Washington, D.C.
Ebony Lambert is a senior analyst at Bellwether Education Partners, where her work integrates education, psychology, and health into research, evaluation, and capacity building. Prior to Bellwether, Lambert focused on a range of projects designed to foster a culture of health advocacy in educational institutions. She holds a doctorate in health psychology from Virginia Commonwealth University.
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