Racism harms the mental health of Black youth

The mental health of children and adolescents results from the interaction of individual, family, community, and structural factors. It depends on opportunities for social interaction, access to education, adequate housing, safety, and emotional bonds, according to the World Health Organization. When crossing these determinants, racism restricts opportunities, erodes self-esteem, and generates stress that affects well-being and development.

Racism operates on three levels: individual (offenses, nicknames, exclusions, and microaggressions), institutional (when schools and health services treat Black, Indigenous, and Quilombola people unequally or remain silent in the face of discrimination), and structural (policies and practices that perpetuate poverty, school dropout, and violence).

In Brazil, 83.6% of children and adolescents killed by violent causes are Black, according to a study by the Brazilian Forum on Public Safety*. Recurrent fear and grief weaken the mental health of those who survive, a problem aggravated in Brazil by shortcomings in psychosocial care and treatment, which disproportionately affect the Black population.

An example of this is a study** with 2,511 children aged 6 to 12, of whom 652 were diagnosed with at least one mental disorder. In addition to 81% of them never having received appropriate treatment, researchers found that Black children were significantly more likely to have their mental health needs unmet compared with white children.

Another study from USP*** shows that when Black children and adolescents have access to quality education, representation, and support networks, well-being indicators improve. In this regard, schools play a crucial role in promoting mental health. When they remain silent about racism, they reinforce harm; when they foster inclusion and diversity, they become protective factors.

Most cities do not comply with the law

Brazil has important frameworks, such as Laws 10.639/2003 and 11.645/2008, which require the teaching of African, Afro-Brazilian, and Indigenous history and culture, and the National Policies for Equity and Education on Ethnic-Racial Relations and for Psychosocial Care in School Communities, which guide actions for promotion and comprehensive support. These are foundations for a fairer future, but implementation still needs progress. Evidence of this is a survey involving 1,187 Municipal Departments of Education showing that 71% undertake little or no action to effectively implement Law 10.639****.

There are initiatives that place the mental health of Black youth at the center of public debate, such as Anpsinep (National Network of Black Psychologists and Researchers) and Amma Psiquê e Negritude, which exemplify the application of psychology as a collective process. These actions recognize that mental health care is deeply connected to ancestry, identity, and territory, and that psychological well-being is also affected by the social inequalities that shape the lives of Black populations.

In communities, the combination of spirituality, education, and belonging strengthens self-esteem and emotional well-being. Dialogue circles, workshops, and educational projects value cultural roots and create spaces of dignity and hope. Mental health expands, no longer perceived as merely the absence of suffering.

Such a complex issue can only be addressed through integrated efforts among government, schools, families, and communities. Ensuring that Black, Indigenous, and Quilombola children and adolescents grow up with self-esteem, safety, and belonging is a first step toward a healthy and equal society.

* Titled “Panorama of Lethal and Sexual Violence Against Children and Adolescents in Brazil,” published in 2021.
** The study, conducted in São Paulo and Porto Alegre, is titled “Use of Mental Health Services by Children With Mental Disorders in Two Large Cities in Brazil,” published in 2019.
*** The research is titled “Mental Health Care for Black Children and Adolescents and Racism,” published in 2022.
**** Titled “Law 10.639/03: The Role of Municipal Departments of Education in Teaching African and Afro-Brazilian History and Culture,” the study was released in 2023 by Geledés – Black Women’s Institute and Instituto Alana.

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Irene Silva is a psychologist with a Master’s degree in Power, Participation, and Social Transformation at the University of Sussex, UK. Camila Fortes Franklin is a journalist and holds a PhD in Information and Communication in Health (Fiocruz), with a doctoral fellowship at the University of Coimbra, Portugal. They are part of the Child and Adolescent Mental Health Initiative (CAMHI) Brazil, launched by the Stavros Niarchos Foundation (SNF) Global Center for Child and Adolescent Mental Health at the Child Mind Institute (CMI).