“It would be great if kids could find their voices and develop confidence before they enter high school,” my supervisor commented during a meaningful conversation about black kids at our school.
He expressed genuine concern about the challenges many staff faced in effectively relating to and supporting black children. She observed that children often had emotional outbursts in class and, when confronted about their behavior, became callous and disconnected. This lack of engagement was evident as they avoided eye contact by looking down, fidgeted with their hands, and generally seemed disinterested in the conversation. His reluctance to talk about it was further highlighted by his low, hesitant voices and his apparent skepticism when it came to expressing himself.
Engaging Black children effectively in conversations about emotional well-being requires a deep understanding of their unique experiences and cultural backgrounds. Culturally relevant approaches are essential to support their emotional development and foster a sense of belonging. These behaviors created a significant barrier to staff understanding students' needs and providing necessary support, underscoring the importance of developing more empathetic and culturally responsive approaches.
Initially, whenever a student had emotional outbursts, I tried traditional methods like distributing worksheets focused on mental health and well-being. However, these worksheets simply listed definitions and coping mechanisms without providing engaging content or opportunities for meaningful discussion. It became evident that these approaches were not resonating with students. Digging deeper, I discovered a shared passion for basketball among the kids who were expected to be part of the group.
“Taking advantage of this interest could be key,” I proposed in the next meeting with my supervisor; With his encouragement, I introduced the “Talk it Out Basketball” program as a way to combine his favorite pastime with meaningful discussions about emotional expression and self-esteem. This initiative allowed them to feel heard and valued, and gave teachers and administrators the opportunity to discover a new method that can help address the problem. mental health crisis of black children in the classroom.
Playing through it
Recognizing the urgent need to create a safe space where these children could thrive, a few months ago I began an eight-week program called “Talk it Out Basketball” with five seventh and eighth graders. This program aimed to combine his passion for basketball with meaningful discussions about emotional expression and self-esteem. The first week began with a circle meeting, where I presented the concept of the program, emphasizing the importance of creating a safe space for open dialogue.
To break the ice, we began with questions related to their favorite aspects of basketball and what the sport meant to them, fostering a sense of camaraderie and trust within the group. As we progressed through the program, each session delved into specific topics crucial to their emotional development, including identity exploration, agency, dreams and aspirations, self-expression, empowerment, and Critical analysis of the inner voice..
Students eagerly lined the court for rounds of play during each session. Questions related to confidence and self-esteem were asked, with different levels of difficulty. For example, questions like: “Have you ever let the fear of failure stop you from doing something new?” How did you overcome it?” He challenged them to face personal obstacles and share strategies for resilience. Each correct answer earned points for their team, which encouraged healthy competition and teamwork.
At the end of each session, I gave students the opportunity to debrief for five minutes, share their thoughts and feelings, and reflect on what they learned about themselves and others, identifying affirmations and setting personal goals for growth.
Enriching lives one basketball at a time
The powerful influence of the “Talk it Out Basketball” program was evident in the transformative experiences of the participants. A clear sign of his success developed when a student, who had previously been hesitant to express his emotions, mustered the courage to approach his dean and ask for a toy in moments of overwhelm, an unexpected act of self-advocacy that marked a notable change in his state. emotional. awareness and coping strategies.
This unique case not only exemplifies the program's ability to empower people to assert their needs, but also underscores its broader mission to foster a culture of openness and support among students.
Additionally, teachers reported observations of increased engagement among students who participated in the program; Even when they didn't know the answers to questions in class, they made an effort to contribute. These results highlight the importance of culturally relevant approaches to foster emotional resilience and foster a sense of belonging among marginalized youth.
By seamlessly integrating basketball, a family passion, with structured discussions about identity, self-expression and empowerment, this program not only enriched the lives of participants but also set a precedent for holistic, community-driven interventions in the development of young men. blacks.
It is crucial to recognize that Black children are not a monolithic group; While basketball may resonate deeply with some, it may not necessarily be the ideal focus for all groups. This emphasizes the importance of initiating conversations with students to understand their interests and preferences, thus ensuring that interventions are culturally relevant and personally meaningful.
By actively involving students in shaping their educational experiences and incorporating elements of their identities into the school space, we foster a sense of ownership and belonging that is essential for comprehensive well-being and academic success.
