Black boys and emotional disturbance: incorporating Black feminist thought into social-emotional learning



Journal Title

Journal ISSN

Volume Title



Black boys in the United States face a significant disparity in school suspensions and expulsions, accounting for 42 percent of the 2.5 million out-of-school suspensions in 2018, despite comprising only 5.6 percent of the student population. This pattern has persisted for nearly a decade, with emotional outbursts being the primary reason for disciplinary actions regardless of race, ethnicity, gender, or class. To address this issue, Social Emotional Learning (SEL) has been proposed as a solution, particularly for Black boys. The study sought to answer the following research question: How do principles from Black feminist thought/Black feminist texts shed light on teachers’ understanding of SEL education with Black male youth? Findings suggest several recommendations. Incorporating Black Feminist Thought into the SEL curriculum can promote a comprehensive understanding of intersectionality. Additionally, using Black Feminist Thought to shape special education policies and practices, revising instructional methods, and integrating Black Feminist Thought into teacher education programs are crucial steps to address the disparities faced by Black boys and promote inclusive education for all students.


LCSH Subject Headings