From Silence to Support: Building Mental Health Awareness and Resilience in Black Male College Students

Abstract

Male college students often face unique challenges when entering higher education. For Black male students in particular, these challenges are compounded by sociopolitical barriers that can significantly impact their college experience. Some are first-generation college students, while others see higher education as a way out of difficult environments—an alternative to the limited paths often presented, such as excelling in sports. Regardless of how they arrive on campus, many Black men bring with them unresolved childhood trauma and other mental health concerns. In many communities, young men are socialized to believe that expressing emotions—such as anger, fear, or sadness—is a sign of weakness or a flaw in character. As a result, these students often enter college carrying emotional burdens but struggle to express them. This internal conflict can impact their academic performance and overall well-being, as they fear being judged for showing vulnerability while simultaneously trying to meet the high demands of college life in pursuit of a better future for themselves and their families. This chapter will focus on supporting and building mental health awareness among Black male college students, recognizing their experiences, and promoting spaces for healing and growth.

This chapter will address some of the challenges that black male students encounter and encourage discussion around the following questions:

Lastly, this chapter will provide practical tools for educators, staff and faculty. Tools such as reflective journaling to encourage educators or students to explore questions such as “What emotions do I avoid expressing, and why?”, “What does strength mean to me?” and “Who do I feel safe opening up to—and what makes that space feel safe?”. Other tools can include creating a resource guide for students for students to access campus services such as black male support groups, mental health services, and peer counseling options. Lastly, equipping educators and faculty with the skills to start healthy, trauma-informed conversations to address the student’s emotional health. Conversation starter questions such as “What’s been on your mind lately outside of school?” or “What support do you wish existed here?” are ways to begin the dialog with students.