Through Their Eyes: Black Girls Reimagining the Future of School Mental Health Post-COVID-19 through Youth Participatory Action Research

• In Event: Reimagining Youth Agency: Pedagogies of Voice, Power, and Possibility

Abstract

Objectives
Youth Participatory Action Research (YPAR) is a critical methodology that empowers young people to examine the systems and structures that shape their lives and to co-create solutions through reflection and action (Cammarota & Fine, 2008). In the context of a national youth mental health crisis and growing concern over how schools support marginalized students, this study explores how Black girls in an urban mid-Atlantic city experienced and reimagined school-based mental health (SBMH) services after the COVID-19 pandemic.
Although national conversations have emphasized trauma-informed care and expanded SBMH supports (Mental Health America, 2022; CDC, 2022), these efforts often exclude the voices of those most impacted, particularly Black girls (Allen et al., 2021; Washington et al., 2023). This study addressed two research questions: (1) How do Black girls experience and perceive SBMH since the onset of the COVID-19 pandemic? and (2) How do they reimagine and propose improvements to SBMH based on their lived realities?

Theoretical Framework
This study was grounded in Black Feminist Thought (Hill Collins, 2000) and Youth Participatory Action Research (YPAR; Cammarota & Fine, 2008). Black Feminist Thought centers Black girls’ lived experiences and knowledge, while YPAR positions youth as co-researchers and changemakers. Together, these frameworks informed the study’s emphasis on youth voice, challenging adult-centered approaches to school-based mental health.

Methods and Modes of Inquiry
This qualitative study used a YPAR design with Photovoice (Stack & Wang, 2018). Five Black girls (ages 15–18) served as co-researchers. Data were collected during six virtual sessions and included photographs, written reflections, group discussions, and a final community presentation. The adapted P.H.O.T.O. protocol (Pies & Parthasarathy, 2008) guided critical reflection. A hybrid coding approach using Atlas.ti incorporated both conceptual and in vivo codes (Saldana, 2021).
Data Sources and Evidence
Co-researchers (five Black girls) engaged in a series of virtual workshops and co-analysis sessions. The dataset included 30+ photographs, session transcripts, written artifacts, and a recorded community presentation. The final focus group provided additional depth and validation of emerging themes.

Results
The data revealed six key themes. The first three reflected co-researchers’ experiences with SBMH post-pandemic:
Knowledge – Emphasized self-awareness and understanding of mental health.


Protective Factors – Trusted adults, peer groups, and safe spaces buffered stress and isolation.


Challenges and Barriers – Stigma, inaccessibility, and poor-quality services impeded support-seeking.
The remaining themes reflected how co-researchers reimagined SBMH:
Reimagined Supports – Called for proactive, embedded mental health services.


Belonging – Highlighted the role of student-staff relationships and affinity groups.


Advocacy – Envisioned student-led wellness efforts and engagement with decision-makers.

Scholarly Significance
This study contributes to the growing literature on student voice in school-based mental health by positioning Black girls as co-creators of knowledge and change. Through YPAR and Photovoice, participants identified systemic barriers and generated actionable, culturally responsive solutions. The findings underscore the value of participatory methods in developing equitable mental health supports and highlight the role of school counselors in fostering belonging, safety, and student-led advocacy.

Author

• Christina Tillery, Virginia Commonwealth University