Stoll Nkasi, Kayn Sunehna, Lempp Heidi, Hatch Stephani
Psychological Medicine, Institute of Psychiatry Psychology and Neuroscience, King's College London, London, UK.
Faculty of Education and Society, Culture, Communication and Media, University College London, London, UK.
Int J Qual Stud Health Well-being. 2025 Dec;20(1):2507754. doi: 10.1080/17482631.2025.2507754. Epub 2025 May 23.
Black school students in the United Kingdom (UK) are exposed to racialized personal, institutional and systemic factors (e.g. racism and misogyny) that may impact their mental wellbeing and educational experiences. Minimal research exists to understand how racism and other adverse childhood experiences interact to shape students' mental health and wellbeing as they progress through education before commencing university studies, which this study aimed to achieve.
Biographical Narrative Interpretive Method (BNIM) interviews ( = 15) were completed with Black UK university students who self-reported having struggled with mental health at school. Data were analysed using Interpretative Phenomenological Analysis (IPA).
Three main themes were derived from Interpretative phenomenological analysis (IPA), pertaining to the students' experiences of adverse childhood experiences, racism-related stressors in education, and coping strategies.
The findings add value by offering recommendations for psychologists, educators, and policymakers to address racism and poor mental wellbeing in schools and to improve experiences and outcomes for Black students. Recommendations include self-reflection tools, funding for mental wellbeing interventions and resources, and enhancing professional courses to incorporate anti-racist curricula and practices.
英国的黑人学生面临着种族化的个人、制度和系统因素（如种族主义和厌女症），这些因素可能会影响他们的心理健康和教育经历。目前对于种族主义和其他不良童年经历如何相互作用，从而在学生进入大学学习之前的教育过程中塑造他们的心理健康和幸福感，相关研究极少，而本研究旨在达成这一目的。
对15名自称在学校曾有心理健康问题的英国黑人大学生进行了传记叙事解释法（BNIM）访谈。采用解释现象学分析（IPA）对数据进行分析。
解释现象学分析（IPA）得出了三个主要主题，分别与学生的不良童年经历、教育中与种族主义相关的压力源以及应对策略有关。
研究结果为心理学家、教育工作者和政策制定者提供了建议，以解决学校中的种族主义和心理健康问题，并改善黑人学生的经历和成果，具有重要价值。建议包括自我反思工具、为心理健康干预和资源提供资金，以及加强专业课程以纳入反种族主义课程和实践。
