Embracing the Promise and Potential of Preschool-Age Black Boys: Strength-Based Opportunities for Early Childhood School Psychologists

Abstract

Abstract Although extensive research illustrates the numerous benefits associated with attending a high-quality early childhood education program, preschool-age Black boys are not equitable beneficiaries of the academic, social–emotional, and behavioral supports provided in high-quality early childhood settings. Young Black boys in early childhood education programs face a variety of challenges that have significant, negative consequences for their foundational experiences. Overcoming these challenges and improving the educational outcomes of young Black boys requires not only a comprehensive examination of the complex issues impacting them but also requires the implementation of strength-based recommendations that will ultimately improve their short-term and long-term educational experiences. This paper offers a critical discussion of the systems and factors that fail to honor Black boys’ strengths as well as specific recommendations for early childhood school psychologists seeking to improve young Black boys’ lives. Impact Statement Early childhood education programs are designed to equip young children with the academic and prosocial skills needed to be successful upon entry into formal school settings (i.e., kindergarten); however, preschool-age Black boys continue to face significant structural and systemic challenges. Early childhood school psychologists are strongly encouraged to address these challenges by adopting and implementing the strength-based recommendations put forth in this paper.