Through Their Eyes: Black Girls Reimagining the Future of School Mental Health Post-COVID-19 through Youth Participatory Action Research

Abstract

The purpose of this qualitative study was to explore the experiences and perspectives of Black high school girls regarding school-based mental health (SBMH) services in a post-COVID-19 context. Grounded in Black Feminist Thought (BFT) and utilizing a Youth Participatory Action Research (YPAR) framework with Photovoice methodology, this study engaged seven student-researchers as co-investigators in examining how they perceive, experience, and reimagine mental health support in their schools. Before this study, limited research had centered on Black girls’ voices or positioned them as co-researchers in evaluating and shaping SBMH services. Through data analysis, six significant themes and subsequent subthemes emerged: 1) knowledge (self-knowledge and awareness, importantce of mental health); 2) protective factors (safe spaces, relationships and community); 3) challenges and barriers (stigma, accessibility, quality); 4) reimagining school-based mental health (school integration, enhancing services); 5) school belonging and connectedness (trusted adults, group-based supports); and 6) advocacy and change (student advocacy, mental health awareness, school leadership engagement). Findings from this study suggest that Black girls offer critical insights into both the systemic barriers and the transformative possibilities of school-based mental health. Their experiences emphasize the need for culturally responsive, student-centered approaches affirming identity, fostering belonging, and promoting wellness. As schools increasingly focus on mental health, Black girls must be regarded as essential stakeholders in the design, implementation, and evaluation of SBMH services. Results from this study provide a foundation for future research and practice related to school counselors, equity-driven mental health supports, and participatory research with Black youth