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Black boys have been dying by suicide at an increasing rate. Although the reasons for this increase are unknown, suicide in Black boys is likely influenced by multiple, intersecting risk factors, including historical and ongoing trauma. Schools can serve as an important mechanism of support for Black boys; however, without intentional antiracist frameworks that acknowledge how intersecting identities can exacerbate risk for suicide, schools can overlook opportunities for care and perpetuate a cycle of racism that compromises the mental health of Black youth. By recognizing their own implicit biases, modeling antiracist practices, listening to and recognizing the strengths and diversity of Black youth, and fostering school-family-community partnerships, school psychologists can help transform the school environment to be a safe and culturally affirming place for Black youth. This paper outlines how school psychologists can apply a trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-informed approach to suicide prevention in order to more holistically support Black boys, disrupt patterns of aggressive disciplinary procedures, and improve school-based suicide prevention programs. By applying this lens across a multitiered systems of support (MTSS) framework, school psychologists can help to prevent the deaths of Black boys and begin to prioritize the lives of Black boys. Impact Statement This article calls on school psychologists to take a trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-informed approach for school-based suicide prevention and interventions. The sociopolitical context of suicide risk and protective factors in Black boys, as well as the influence of intersecting identities on these factors, underscores the importance of antiracist approaches towards building school-community-family partnerships. A trauma and JEDI-informed approach to suicide prevention necessitates a culturally responsive collective impact team and culturally grounded approaches to prevention and intervention across a multitiered systems of support for prioritizing Black boys' lives. [ABSTRACT FROM AUTHOR]

Cyberbullying among youth is an emerging public health concern that has a wide array of deleterious outcomes. The current meta-analytic review synthesized school-based cyberbullying prevention programs' impact on promoting cyber-bystander intervention among K–12 students. As a result of exhaustive searches and a thorough screening procedure, a total of 9 studies were identified as eligible. Meta-analytic synthesis of the 9 studies involving 35 effect sizes demonstrated that overall, the treatment effect was not statistically significant (g = 0.29, SE = 0.14, p =.07, 95% CI [-0.03, 0.61]). Findings of the moderator analyses suggest that incorporating an empathy activation component in the prevention program was associated with better program effectiveness in promoting cyber-bystander intervention. Further, older age was found to be associated with better program outcomes. Findings of the current meta-analysis provide important insight for developing cyberbullying prevention programs that promote cyber-bystander intervention. [ABSTRACT FROM AUTHOR]

School resource officers (SROs) and school security professionals (SSPs) have increased presence in schools, yet little is known about how they view the importance of their relationships with students and the broader school climate. This article is part of a larger study of an online professional development module on trauma-informed care and is focused on the qualitative reflection responses from 95 participants from three large school districts in the southeast United States. Informed by the levels of ecological systems theory, three salient themes were identified by the researchers: how SSPs and SROs describe school climate, how they respond to students with traumatic experiences, and how their perspectives may be affected by their differing roles. Findings indicate that SROs and SSPs benefited from this training on trauma-informed care because they expressed learning new strategies and feeling better equipped to serve and support students with known or unknown adverse childhood experiences. Impact Statement Qualitative responses from this group of engaged school security professionals and school resource officers show the importance of intentional training on how to effectively create schools that are physically and psychologically safe spaces for all students. We learned that trauma-informed approaches are often not explicitly taught to school security professionals, despite their close work with students in schools. School security professionals believe that being empowered with this knowledge has the potential to influence how they will work with students in the future. It is ethically important to train school staff to work with students in an equitable and informed manner. Supplemental data for this article can be accessed online at http://dx.doi.org/10.1080/2372966X.2020.1832863. [ABSTRACT FROM AUTHOR]