Creating inclusive schools to reduce health and well‐being disparities

Abstract

Abstract In the U.S., people with marginalized racial/ethnic, social class, sexual, and gender identities often have worse physical and mental health than people with more privileged identities. This paper reviews psychological research suggesting that inclusive school cultures can improve the health and well‐being of those with marginalized identities. Specifically, we review two examples of sets of ideas and practices in schools that create more supportive environments: (a) ideas and practices that recognize and include diverse identities and (b) ideas and practices that support interdependent ways of thinking, feeling, and acting. We also speculate about the psychological and behavioral mechanisms by which each protects health and well‐being, including reducing discrimination, increasing school belonging, strengthening positive ingroup identities, and allowing students to access culturally relevant support. We suggest that changing school cultures to make them more inclusive is one way to reduce health and well‐being disparities.