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Social-emotional interventions (SEL) are purported to be beneficial toward all students, yet researchers call into question their effectiveness toward Black boys because of the limited SEL interventions that have been culturally adapted for them to account for their lived experiences (e.g. experiencing disparate discipline within schools). Within this review, we discuss the state of research on Black boys, provide an overview of SEL interventions, and discuss the strengths and weaknesses of the current SEL intervention research base. Next, we emphasize the need for culturally relevant SEL interventions and how practitioners can make SEL interventions culturally relevant for Black boys using a universal Afrocentric framework. Finally, this article highlights recommendations for practitioners, policymakers, and researchers to improve the cultural adaptation of SEL interventions for Black boys to promote improved school outcomes. [ABSTRACT FROM AUTHOR]

In this commentary on the special issue Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success, five current Black male school psychology graduate students highlight the necessity for social justice and equitable practices to be a critical component embedded within school psychology graduate programs to better support positive outcomes for Black males in schools. The authors incorporated their experiences to highlight inequitable practices and cultures within public schools that impact Black boys and provide suggestions for implementing systemic and individualized strength-based supports for Black students in schools. Furthermore, recommendations are discussed to help Black male graduate students prosper and feel safe within school psychology programs. [ABSTRACT FROM AUTHOR]