Abstract
Mental health challenges in schools are a growing concern for many students following the COVID-19 pandemic, especially for racially and ethnically minoritized (REM) youth. Students often face unique stressors related to their cultural identities, experiences of racism and discrimination, and social and economic disadvantages. Research has shown that such stressors can likely contribute to mental health concerns, including anxiety, depression, and behavior disorders. Additionally, many schools may not have the resources or staff to address students' specific mental health needs. A systematic review of the mental health challenges encountered by REM youth post the COVID-19 pandemic in the United States was conducted. This study sought to understand such disparities and explored various strategies and interventions that school psychologists can adopt within the educational setting to meet students' mental health needs. Twenty articles met the inclusion criteria for review. The findings of this systematic review identified five categories that affected REM youth. It also explored how racial and cultural identities served as protective factors to mitigate the effects of the pandemic. Personal development for school psychologists, community partnerships, and implementing culturally responsive mental health models through a multi-tiered system of supports (MTSS) are crucial in enhancing the effectiveness and inclusivity of school-based mental health services. Based on this review, recommendations for future practice and research are provided.