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Ample evidence suggests that PK-12 students experience racism and other forms of discrimination in school and that these experiences have a deleterious impact on their mental health. Several studies have shown a consistent and strong relationship between racism and negative mental health outcomes including increased depression and anxiety, decreased self-worth and self-esteem, as well as psychological maladjustment. School-based mental health services can ensure that racial and ethnic minoritized (REM) students gain access to mental health services. Because schools are one place where REM students experience structural and individual discrimination, it is critical that school-based mental health providers utilize strategies to promote school climates that are safe and affirming for these students. Using a multitiered system of support framework, we describe the tier 1 interventions to promote positive school racial climate and the elements of culturally responsive practices to be integrated into tier 2 and tier 3 interventions to improve mental health outcomes for REM youth.

Behavioral infractions may impede adolescents' ability to benefit from programing in residential settings since such infractions may limit program participation. Identifying adolescents who are at risk of behavioral infractions can help to target supports to these youth. The current study tested hypothesized links between callous-unemotional (CU) traits, parenting practices, and disciplinary infractions. Participants were 292 adolescents attending a military-style residential program (M age = 16.76, SD = 0.731; 82.9% male; 66.2% White and 33.8% Black). Participants completed the Inventory of Callous-Unemotional Traits (ICU; Frick, 2004) and the Alabama Parenting Questionnaire (APQ; Frick, 1991). Disciplinary infractions were accessed via program archival records. Black adolescents reported higher CU traits than did White adolescents and received a higher number of infractions during the program. There were no racial group differences in reports of parenting practices. A Poisson regression that included race suggested that CU traits (IRR = 1.015, p <.001), negative parenting (IRR = 1.011, p <.001), and positive parenting (IRR = 0.995, p =.012) each significantly predicted behavioral infractions in hypothesized directions. Study limitations, implications, and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Parenting styles have consistently been shown to relate to various outcomes such as youth psychopathology, behavior problems, and academic performance. Building on the research in the parenting style literature, along with examining components of self-determination theory, the present study examined the relations among authoritative parenting style, academic performance, self-efficacy, and achievement motivation using a sample of college students (N = 264). Results indicated that authoritative parenting continues to influence the academic performance of college students, and both intrinsic motivation and self-efficacy predicted academic performance. Additionally, the study tested the interaction between self-efficacy and authoritative parenting, but the interaction was not significant. Implications for future research and applications are discussed. (Contains 4 tables.)

Ample evidence suggests that PK‐12 students experience racism and other forms of discrimination in school and that these experiences have a deleterious impact on their mental health. Several studies have shown a consistent and strong relationship between racism and negative mental health outcomes including increased depression and anxiety, decreased self‐worth and self‐esteem, as well as psychological maladjustment. School‐based mental health services can ensure that racial and ethnic minoritized (REM) students gain access to mental health services. Because schools are one place where REM students experience structural and individual discrimination, it is critical that school‐based mental health providers utilize strategies to promote school climates that are safe and affirming for these students. Using a multitiered system of support framework, we describe the tier 1 interventions to promote positive school racial climate and the elements of culturally responsive practices to be integrated into tier 2 and tier 3 interventions to improve mental health outcomes for REM youth. [ABSTRACT FROM AUTHOR]