Introduction by BerThaddaeus Bailey
Returning to school presents challenges for all students, like buying school supplies and clothes, figuring out transportation, and adjusting to new routines, curriculum and teachers. However, boys and young men of color face additional, unique challenges in returning to school.
At MBK Tulsa, we are dedicated to supporting the overall well-being of boys and young men of color in our community, including their mental and emotional health. Today, I’m honored to share insights from Dwayne Mason, co-owner of Mason Counseling Services and a licensed professional counselor with extensive experience working with males. Dwayne’s expertise on school anxiety among young males of color highlights an often-overlooked issue. His insights and practical strategies for educators, coaches, and mentors offer valuable guidance in supporting our young men.
Understanding and Addressing School Anxiety in Boys and Young Men of Color
By Dwayne Mason, Licensed Professional Counselor
As a Black male Licensed Professional Counselor who primarily works with males from eight to over 70 years old, I have observed anxiety as a shared experience across all age groups. In this article, I will focus specifically on school anxiety in young males of color—a significant area of concern given the unique challenges these students face.
Defining Anxiety
Anxiety can be simply defined as a feeling of nervousness or uneasiness over an upcoming situation or impending event. It acts as an alarm in our brain, sounding warnings even when an event has not yet occurred. Think of anxiety as the “what if” feeling—where we worry about potential scenarios and how we might prevent them. Essentially, anxiety happens when we don’t have control over what happens next.
Factors Contributing to School Anxiety in Young Males of Color
For young males of color returning to school, several factors can heighten anxiety:
- Socioeconomic Factors
Instability in a child’s living arrangements, transportation, and access to basic needs like clothing and school supplies can create anxiety. A young Black male might worry about not having a ride to school or being teased for not having the latest Air Jordans or last year’s uniforms. Although these factors may be beyond the student’s control, they still significantly affect their mental well-being. The brain might trigger an alarm with thoughts like, “You won’t be liked,” or “The other students will make fun of me.”
- Previous School Experiences
Past experiences, such as conflicts with other students, underperformance in sports, or academic struggles, can also contribute to anxiety. For example, fears of being targeted for standing their ground, sitting on the bench, or failing in subjects like Math and English can be overwhelming.
- Academic Pressure and Racial Disparities
Data shows that Black students often face additional pressure to demonstrate academic progress. According to the National Assessment of Educational Progress, 82% of Black 4th-grade students in Oklahoma were below grade level in math in 2019-2020. Such statistics can increase anxiety around academic performance and racial disparities.
Stigma Around Mental Health
For young males of color, societal stigma around mental health can exacerbate anxiety. Historically, mental health issues have been under-addressed within Black and other minority communities due to stigmas suggesting that showing emotion or discussing feelings is a sign of weakness. Phrases like “stop crying like a girl” or “suck it up” perpetuate the belief that males should not express vulnerability. Despite progress in breaking these stigmas, societal norms still pose challenges, leading to additional stress for these students. They may exhibit signs of anxiety, such as isolation, withdrawal from activities, anger, loss of appetite, lack of focus, or even hair-pulling, as ways to cope with the pressure of conforming to these norms.
Recognizing Signs of Anxiety
Anxiety often manifests in various ways, particularly in young males of color. Common signs include frequent school absences, withdrawal from previously enjoyed activities, anger—leading to fights or multiple visits to the principal’s office—loss of appetite, and difficulty focusing. Additionally, the stress of anxiety can even result in behaviors like hair-pulling, especially as embracing natural curls and dreadlocks has gained popularity. These behaviors are often coping mechanisms or distractions, reflecting a struggle with the overwhelming sense of losing control over important aspects of their lives.
Strategies for Teachers, Coaches, and Mentors
- Create a Supportive Environment
Create a welcoming, inclusive atmosphere where students feel valued and understood. Encourage open communication and make it clear that expressing feelings and challenges is both acceptable and important. Practical ways to do this include making direct eye contact when speaking, modeling transparency by sharing your own challenges, and incorporating human-centered check-in questions or icebreakers in the classroom.
- Promote Self-Care Techniques
Introduce and practice self-care techniques like deep breathing exercises. Deep breathing increases oxygen flow to the brain, helping students think clearly and manage stress more effectively. Self-care extends beyond breathing exercises to include how we manage our daily needs. In schools, this may look like a teacher having a food pantry or a coach allowing students to wash clothes after practice.
- Practice Active Listening
Listen attentively to students’ concerns without immediately offering solutions. This allows them to express their frustrations and feel heard. It’s important to acknowledge that their experiences and feelings are valid. It’s important for them to know that the adult is listening not just to speak in a response but to listen for clarity and support.
- Focus on the Present
Help students concentrate on what is happening now rather than worrying about the future. Use concrete facts to reassure them. For example, when debating sports, we often discuss who is better—Kobe Bryant or Michael Jordan—or whether Tom Brady is the “GOAT” (Greatest of All Time). In these debates, we bring out stats because they offer undeniable evidence. Likewise, when speaking with a student experiencing anxiety, offer factual reassurance such as, “The test isn’t until next week” or “Practice is today, and the game isn’t until Friday.” Focusing on these facts helps shift their attention from what might happen to what is currently manageable.
- Encourage Professional Support
If a student’s anxiety appears severe or persistent, recommend seeking counseling or therapy. Professional support can offer additional tools and strategies to manage anxiety effectively. Also, seek professional support if they appear to display any of the following:
- Constantly on edge;
- Inability to control their worry;
- Restlessness that makes it challenging to sit still; or
- Persistent fear of impending disaster.
Addressing school anxiety in young males of color requires a comprehensive approach that considers their unique challenges. Through empathy and practical strategies, we can help them navigate their school experiences with greater confidence and resilience.
Conclusion by BerThaddaeus Bailey
Dwayne Mason’s exploration of school anxiety among boys and young men of color provides crucial insights for all of us involved in their education and development. By implementing the strategies Dwayne has shared, we can create environments where our young men feel safe, supported, understood, and equipped to thrive academically and personally. At MBK Tulsa, we believe in the power of community and collective action, and we are grateful for professionals like Dwayne who are committed to making a difference. Let us take these insights to heart and work together to ensure that our boys and young men have every opportunity to succeed.