This article critically discusses the ecology of public schools in the United States: systemic barriers and associated biases that permeate these learning contexts and derail efforts to close opportunity gaps for African American adolescents with emotional and behavioral challenges. Using results from a mixed-methods study, we illustrate the ubiquity of an a-developmental perspective that guides perceptions of what is needed to keep these students in and successful at school. A close examination of school mental health providers’ perceptions of what is important and feasible in public school contexts shows recommended interventions to be necessary but not sufficient. We highlight important considerations in the reframe of schools as a dynamic developmental system and conclude with recommendations about how to harness adolescents’ strengths to generate strategies that move us toward more equitable and socially just schooling.

本文批判性地讨论了美国公立学校的生态：系统性障碍和相关偏见渗透到这些学习环境中，并破坏了为面临情绪和行为挑战的非裔美国青少年缩小机会差距的努力。使用混合方法研究的结果，我们说明了普遍存在的非发展视角，该视角指导了对让这些学生留在学校并在学校取得成功所需的看法。仔细检查学校心理健康提供者对公立学校环境中重要和可行的看法的看法表明，建议的干预措施是必要的，但还不够。