A systematic review of African-centered school-based interventions

Area of Science:

• Educational Psychology
• Cultural Psychiatry
• Public Health

Background:

• Culturally specific interventions are more effective for youth when aligned with their identities and experiences.
• African-centered approaches have shown positive impacts on Black students' social-emotional functioning, mental health, and school engagement.
• Dismantling of diversity, equity, and inclusion (DEI) initiatives in PK-12 education threatens access to culturally responsive interventions.

Purpose of the Study:

• To systematically review school-based African-centered intervention studies.
• To assess the progress, benefits, and limitations of these interventions for Black students.
• To inform future research and practice in culturally responsive education.

Main Methods:

• Systematic review of nine school-based African-centered intervention studies.
• Studies published between 1970 and December 2024.
• Analysis of program structure, documentation, and reported outcomes.

Main Results:

• Progress noted in program structure and documentation, with manualized interventions showing consistent benefits.
• Benefits observed for Black youth in social-emotional functioning, mental health, and school engagement.
• Variability in study design and measurement limits conclusions on overall effect and magnitude.

Conclusions:

• African-centered interventions are research-supported and culturally affirming for advancing equity and well-being for Black students.
• Need for stronger research implementation, standardized outcome evaluation, and practitioner training.
• These interventions are crucial, especially as DEI supports face political restrictions in U.S. schools.