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School-Based Considerations for Supporting Arab American Youths’ Mental Health

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Abstract

Arab Americans are a culturally, linguistically, and religiously diverse group. Although there are an estimated 3.6 million Arab Americans in the USA, there is little discussion about how to best provide culturally responsive school-based mental health supports to Arab American youths. The purpose of this article is to (1) briefly describe the demographics and background of Arab Americans, (2) highlight the current research related to the academic performance and mental health of Arab American youths, and (3) provide specific recommendations for school-based mental health providers to use within multi-tiered systems of support. Lastly, broad recommendations for using culturally responsive practices in a multi-tiered system of support for this population are provided.

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Authors and Affiliations

  1. Department of Psychology, University of Montana, 32 Campus Drive, Missoula, MT, 59802, USA

    Anisa N. Goforth, Cameo F. Stanick, Zachary R. Shindorf & Olivia Holter

  2. Department of Counselor Education and Supervision, University of Montana, 32 Campus Drive, Missoula, MT, 59802, USA

    Lindsey M. Nichols

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  1. Anisa N. Goforth
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  2. Lindsey M. Nichols
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Correspondence to Anisa N. Goforth.

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SI: Culturally Responsive School-Based Mental Health Practices

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Goforth, A.N., Nichols, L.M., Stanick, C.F. et al. School-Based Considerations for Supporting Arab American Youths’ Mental Health. Contemp School Psychol 21, 191–200 (2017). https://doi.org/10.1007/s40688-016-0117-7

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