ABSTRACT Persistent educational disparities cast a long shadow on the future life chances of minoritized youth. Yet, structural inequities are hard to challenge as they are engrained in daily practices and habitual ways of relating in classrooms and schools. Looking beyond category‐based group differences and educational disadvantage, recent psychological research documents a contextual and relational approach of positive psychosocial development, and highlights the pivotal role of inclusive school climates and relationship quality in the school belonging and achievement of minoritized youth in particular. The special issue advances this body of research by diversifying research settings, participants, data and designs, unpacking school contexts from multiple student, teacher and parent perspectives, centering critical reflection and agency in teachers, and intervening to foster alternate more equitable ways of relating in classroom interactions and learning. Future research may build on these advances to challenge structural inequities by cultivating context‐sensitive and reflective research and teaching practices in schools, and by including emergent intersectional perspectives as critical sources of knowledge.
Karen Phalet (2026) studied this question.