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(p. 375) Enfranchising Socially Marginalized Students 

(p. 375) Enfranchising Socially Marginalized Students
Chapter:
(p. 375) Enfranchising Socially Marginalized Students
Author(s):

Amanda L. Sullivan

, Andy V. Pham

, Mollie Weeks

, Thuy Nguyen

, and Quennie Dong

DOI:
10.1093/med-psych/9780190918873.003.0019
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date: 15 January 2021

Some of the most vulnerable children in schools, such as immigrants, refugees, and students from economically disadvantaged backgrounds, experience disenfranchisement and marginalization due to practices and policies that restrict rights and privileges based on their minoritized or economic statuses. Moreover, these children encounter a plethora of risk factors, environmental stressors, and traumatic experiences that have significant implications for school mental health. Thus, there is a great need to highlight culturally responsive practices and school-based interventions that enfranchise vulnerable youth. The chapter first outlines the historical and sociopolitical contexts relating to marginalization of youth from diverse backgrounds. Examples of culturally adapted interventions and programs are discussed with a focus on multitier support to reduce inequity and bolster resilience. Lastly, recommendations are provided for school mental health providers and stakeholders using inclusive education and advocacy to support the unique challenges and needs of those historically disenfranchised within the educational system.

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