“I’m Somebody You Can Come To”: How Teachers Cultivate Social Connections Among Black Students Post COVID-19

Amid concerns over the unequally distributed long-term consequences of the COVID-19 pandemic for children and schools, there is a renewed focus on mechanisms to promote positive wellbeing and restore social connections among Black students. As teachers are lauded as critical in supporting student well-being, their perspectives may help to better understand the impact of the COVID-19 pandemic for Black students and leverage the contributions of families and communities to support students’ needs. Using interviews with teachers, we examined the following aims: (1) Investigate the mental health challenges Black students experienced following the COVID-19 pandemic, and (2) Identify school-wide efforts to support resilience. Participants in this study included 15 teachers nominated by their principals and colleagues for demonstrating excellence in supporting Black students. Teachers described their Black students as experiencing (1) ongoing mental health problems, (2) disengagement from school, and (3) relearning how to socialize. To promote social connections and wellbeing, teachers described how their schools reinvested in connection and prioritized equitable access and use of technology. Understanding the unique mental health challenges Black youth face is critical for cultivating pathways towards resilience following the COVID-19 pandemic. Results contribute to the continued investigation and intentional promotion of equity and cultural responsivity when supporting Black students’ wellbeing. Researchers and educational shareholders can work to create and maintain socially and emotionally supportive environments that promote mental health by learning from the experiences of Black students and the teachers that support them.