“It would be great if boys could express their opinions and gain confidence before they go to high school,” my boss said during a meaningful conversation about the Black boys in our school.
She expressed genuine concern about the challenges many faculty members face in effectively engaging with and supporting black boys. She noted that boys often became emotionally outbursts in class and, when confronted about their behavior, became unresponsive and disinterested. This disinterest was evident as the boys looked away, dropped their heads, fidgeted with their hands, and seemed completely uninterested in the conversation. The boys’ reluctance to speak up was further accentuated by their low, hesitant voices and doubts about sharing their opinions.
Effectively engaging Black boys in conversations about emotional health requires a deep understanding of their unique experiences and cultural backgrounds. Supporting their emotional development and fostering a sense of belonging requires a culturally competent approach. These behaviors pose significant barriers for staff to understand students’ needs and provide the necessary supports, highlighting the importance of developing more culturally sensitive and empathetic approaches.
Initially, I tried traditional methods such as distributing worksheets focused on mental health and wellness after each individual student outburst. However, these worksheets only listed definitions and coping mechanisms, and did not provide engaging content or opportunities for meaningful discussion. It became clear that these approaches were not resonating with students. Digging deeper, I discovered a shared passion for basketball among the boys who were expected to be part of the group.
“Tapping into this interest might be key,” I suggested in my next meeting with my managers. With their support, I introduced the “Talk Basketball” program, a way to combine their favorite hobby with meaningful discussions about emotional expression and self-esteem. This initiative helped them feel heard and valued, and it gave teachers and administrators the opportunity to discover new ways to help solve this problem. Mental Health Crisis Of black boys in the classroom.
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Recognizing the urgent need to create a safe space where boys could thrive, a few months ago I began an eight-week “Talk it Out Basketball” program for five seventh and eighth grade boys. The program was designed to blend a passion for basketball with meaningful discussions about emotional expression and self-esteem. The first week began with a circle meeting where I introduced the concept of the program and emphasized the importance of creating a safe space for open dialogue.
To break the ice, we started with questions about their favorite aspects of basketball and what it means to them, fostering camaraderie and trust within the group. As the program progressed, each session delved into a specific theme essential to emotional development, including identity exploration, expression, dreams and aspirations, self-expression, and empowerment. Analyzing the critical inner voice.
During each session, students eagerly lined up on the court to play a round of games. Questions related to confidence and self-esteem were asked at various levels of difficulty. For example, questions like, “Have you ever hesitated to try something new because of fear of failure? How did you overcome it?” encouraged students to share strategies to face personal obstacles and build resilience. Teams were awarded points for each correct answer, encouraging healthy competition and teamwork.
At the end of each session, I offered students an opportunity to debrief for five minutes, share their thoughts and feelings, reflect on what they learned about themselves and each other, identify positives, and set personal goals for growth.
Enriching lives through basketball
The powerful impact of the Talk It Out Basketball program was evident in the transformative experiences of participants. A clear sign of the program’s success came when a student who had previously hesitated to voice his feelings mustered the courage to approach the dean in a moment of overwhelm and ask for a fidget toy, an unexpected act of assertiveness that signaled a notable change in his emotion awareness and coping strategies.
This unique case not only illustrates the program’s ability to empower individuals to advocate for their needs, but also highlights the program’s broader mission of fostering a culture of openness and support among students.
Additionally, teachers reported that students who participated in the program were more engaged. Students made an effort to contribute during class, even if they didn’t know the answer to a question. Results such as these highlight the importance of culturally competent approaches in building emotional resilience and fostering a sense of belonging among marginalized youth.
By seamlessly integrating a familiar passion – basketball – with structured discussions on identity, self-expression and empowerment, the program not only enriched the lives of its participants, but also set a precedent for holistic, community-led interventions in Black male youth development.
It is important to recognize that Black boys are not a monolithic group. While basketball may resonate deeply with some, it is not necessarily the ideal approach for all groups. This highlights the importance of entering into conversations with students to understand their interests and preferences so that interventions are culturally appropriate and personally meaningful.
By actively involving students in shaping their educational experience and bringing elements of their identity into the school space, we foster a sense of ownership and belonging that is essential to their overall well-being and academic success.
