Too Much Too Fast: Black Girls Need Therapy to Process the Racial Trauma of Everyday Life
By: Ralinda Watts
Tags: Mental Health, Black Girls, Stress, Racism, Therapy

Too Much Too Fast: Black Girls Need Therapy to Process the Racial Trauma of Everyday Life

In predominantly white institutions, Black girls are often left out of the narrative when decisions are made on who receives resources and support.

In direct response to the global pandemic and schools transitioning to remote learning, recently, there has been a surge in conversations at the intersection of mental health and Black girls. It is evident that school communities need to think critically about what resources they are providing to help support Black girls as they navigate the realities of racial trauma in their everyday life. At school, Black girls are the target of racialized experiences, negatively impacting their emotional safety and well-being. The cumulative effect of systemic racism has created institutional barriers that make it challenging for Black girls to receive the therapy that they both need and deserve.

In predominantly white institutions, Black girls are often left out of the narrative when decisions are made on who receives resources and support. There is a perception that Black girls are not in need of any help, an example of deficit thinking that suggests Black girls possess super strength and can handle everything thrown their way. Mirroring society, the dangerous stereotype of the ”strong” Black woman, posits that Black girls do not feel pain, and that they are obligated to take on the emotional labor and effects of intersectional racism and sexism. This harmful trope leaves many Black girls to suffer in silence, with little to no support to process their experiences that carry over into Black womanhood.

Statistics point to Black girls facing harsher disciplinary action in schools, resulting in higher suspension and expulsion rates, in comparison to white girls. This is due in part to Black girls being susceptible to adultification, a process in which their child-like behavior is viewed more punitively or not seen as child-like at all, stemming from racial discrimination. Black girls are also hyper-sexualized, where their bodies are objectified, further dehumanizing them, robbing them of their innocence and vulnerability as children. Both in and out of the classroom, Black girls are regularly tone and body policed for their hairstyles, their dress, and the way in which they speak. Their bravery and assertiveness is often miscategorized as “sassy” or “bossy”, negatively impacting their interactions with adult administrators and teachers. Black girls are constantly under a microscope, in which their every move is scrutinized or up for debate. This burden of representation can also be felt academically, where Black girls feel more pressure to perform well in the classroom because they know that all eyes are on them. This pressure extends beyond the classroom to the social dynamic, where Black girls feel the impact of being held to Eurocentric beauty standards, while simultaneously being culturally appropriated for their hair and likeness, all while being on the receiving end of daily racial microaggressions that strip away at their confidence and sense of belonging. These collective experiences are racially traumatizing, taking a toll on the psyche and mental health of Black girls.

Black girls deserve mental health resources that seek to nurture and support their growth, specific to their identity and experience as Black girls. Schools need to be proactive in their approaches to ensure that Black girls feel seen, heard, affirmed and valued. A first step for schools is to establish processes that make mental health and wellness resources accessible to Black girls. This would include identifying therapists with expertise in dealing with racial stress and trauma. Additionally, schools can work to connect Black girls to Black female mentors through online resources such as Therapy for Black girls, that offer strategies for navigating racially stressful environments.

Schools can meet this moment and call for racial justice, when they consider what it means to support the Black girls in their care. Schools must go deeper in how they respond to the racialized trauma inflicted upon Black within their schools. The stakes are too high and the implications are far too great to not develop practices that help Black girls thrive emotionally, mentally, and academically.

It is no secret that racism and COVID-19 continue to adversely impact the mental health of Black girls as they navigate everyday life and school. Too much is happening too fast, and the repercussions on not addressing this issue will have significant impact for generations to come. Educators must step up and get involved to combat these challenges that stand to get in the way of the promise and power of young Black girls, everywhere. Our Black girls deserve therapy and care so that when they are older, they can in turn, heal everyone else, just as Black women have done and continue to do everyday for the betterment of humanity. Black girls deserve to show up as their full authentic selves at school where they can go beyond merely surviving, but thriving. As educators, our commitment must be to support Black girls in their journey of life, helping them to unlock their fullest potential, harnessing and cultivating every ounce of their Black girl magic.

Ralinda Watts, a native of Los Angeles, is a diversity expert, consultant, educator and writer who works at the intersection of culture, identity, race, and justice, sparking thoughtful conversations on what matters most; authenticity! Her podcast, #RalindaSpeaks, is available on Apple, Spotify, and Google Podcasts. Connect with me on Instagram & Twitter @RalindaSpeaks