Impact of racial discrimination in education and other adverse childhood experiences on black students’ mental health and wellbeing: an interpretative phenomenological analysis study
Introduction Black school students in the United Kingdom (UK) are exposed to racialized personal, institutional and systemic factors (e.g. racism and misogyny) that may impact their mental wellbeing and educational experiences. Minimal research exists to understand how racism and other adverse child...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | International Journal of Qualitative Studies on Health & Well-Being |
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| Online Access: | http://dx.doi.org/10.1080/17482631.2025.2507754 |
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| author | Nkasi Stoll Sunehna Kayn Heidi Lempp Stephani Hatch |
| author_facet | Nkasi Stoll Sunehna Kayn Heidi Lempp Stephani Hatch |
| author_sort | Nkasi Stoll |
| collection | DOAJ |
| description | Introduction Black school students in the United Kingdom (UK) are exposed to racialized personal, institutional and systemic factors (e.g. racism and misogyny) that may impact their mental wellbeing and educational experiences. Minimal research exists to understand how racism and other adverse childhood experiences interact to shape students’ mental health and wellbeing as they progress through education before commencing university studies, which this study aimed to achieve. Methods Biographical Narrative Interpretive Method (BNIM) interviews (n = 15) were completed with Black UK university students who self-reported having struggled with mental health at school. Data were analysed using Interpretative Phenomenological Analysis (IPA). Results Three main themes were derived from Interpretative phenomenological analysis (IPA), pertaining to the students’ experiences of adverse childhood experiences, racism-related stressors in education, and coping strategies. Discussion The findings add value by offering recommendations for psychologists, educators, and policymakers to address racism and poor mental wellbeing in schools and to improve experiences and outcomes for Black students. Recommendations include self-reflection tools, funding for mental wellbeing interventions and resources, and enhancing professional courses to incorporate anti-racist curricula and practices. |
| format | Article |
| id | doaj-art-0287624c3e764e4fb62e94d6cf217c41 |
| institution | OA Journals |
| issn | 1748-2623 1748-2631 |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | International Journal of Qualitative Studies on Health & Well-Being |
| spelling | doaj-art-0287624c3e764e4fb62e94d6cf217c412025-08-20T02:30:05ZengTaylor & Francis GroupInternational Journal of Qualitative Studies on Health & Well-Being1748-26231748-26312025-12-0120110.1080/17482631.2025.25077542507754Impact of racial discrimination in education and other adverse childhood experiences on black students’ mental health and wellbeing: an interpretative phenomenological analysis studyNkasi Stoll0Sunehna Kayn1Heidi Lempp2Stephani Hatch3King’s College LondonUniversity College LondonKing’s College LondonKing’s College LondonIntroduction Black school students in the United Kingdom (UK) are exposed to racialized personal, institutional and systemic factors (e.g. racism and misogyny) that may impact their mental wellbeing and educational experiences. Minimal research exists to understand how racism and other adverse childhood experiences interact to shape students’ mental health and wellbeing as they progress through education before commencing university studies, which this study aimed to achieve. Methods Biographical Narrative Interpretive Method (BNIM) interviews (n = 15) were completed with Black UK university students who self-reported having struggled with mental health at school. Data were analysed using Interpretative Phenomenological Analysis (IPA). Results Three main themes were derived from Interpretative phenomenological analysis (IPA), pertaining to the students’ experiences of adverse childhood experiences, racism-related stressors in education, and coping strategies. Discussion The findings add value by offering recommendations for psychologists, educators, and policymakers to address racism and poor mental wellbeing in schools and to improve experiences and outcomes for Black students. Recommendations include self-reflection tools, funding for mental wellbeing interventions and resources, and enhancing professional courses to incorporate anti-racist curricula and practices.http://dx.doi.org/10.1080/17482631.2025.2507754student mental healthblack studentsnarrative interviewsinterpretative phenomenological analysisrace-based stressadverse childhood experiences |
| spellingShingle | Nkasi Stoll Sunehna Kayn Heidi Lempp Stephani Hatch Impact of racial discrimination in education and other adverse childhood experiences on black students’ mental health and wellbeing: an interpretative phenomenological analysis study International Journal of Qualitative Studies on Health & Well-Being student mental health black students narrative interviews interpretative phenomenological analysis race-based stress adverse childhood experiences |
| title | Impact of racial discrimination in education and other adverse childhood experiences on black students’ mental health and wellbeing: an interpretative phenomenological analysis study |
| title_full | Impact of racial discrimination in education and other adverse childhood experiences on black students’ mental health and wellbeing: an interpretative phenomenological analysis study |
| title_fullStr | Impact of racial discrimination in education and other adverse childhood experiences on black students’ mental health and wellbeing: an interpretative phenomenological analysis study |
| title_full_unstemmed | Impact of racial discrimination in education and other adverse childhood experiences on black students’ mental health and wellbeing: an interpretative phenomenological analysis study |
| title_short | Impact of racial discrimination in education and other adverse childhood experiences on black students’ mental health and wellbeing: an interpretative phenomenological analysis study |
| title_sort | impact of racial discrimination in education and other adverse childhood experiences on black students mental health and wellbeing an interpretative phenomenological analysis study |
| topic | student mental health black students narrative interviews interpretative phenomenological analysis race-based stress adverse childhood experiences |
| url | http://dx.doi.org/10.1080/17482631.2025.2507754 |
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