Dissertation
A concrete rose was here: educators' perspectives on the intersection of poverty and the mental health & social/emotional development of Black youth
Doctor of Education (Ed.D.), Drexel University
Jun 2026
DOI:
https://doi.org/10.17918/00011472
Abstract
Poverty continues to disproportionately impact Black youth in the United States, contributing to disparities in mental health, social-emotional development, and educational outcomes. While a substantial body of research has examined the relationship between poverty and academic achievement, less attention has been given to understanding how poverty influences the mental health and social-emotional well-being of Black youth. This qualitative narrative inquiry explored educators' perceptions of the ways poverty affects the mental health and social-emotional development of Black youth in urban school settings. Guided by a transformative paradigm, the study sought to amplify the voices of educators who witness the effects of poverty on students daily. Data were collected through semi-structured interviews with seven educators working in urban educational settings serving predominantly Black student populations. Through narrative analysis and thematic coding, three major themes emerged: (a) poverty as a source of chronic stress; (b) the role of structural inequities, including limited access to resources, neighborhood conditions, and systemic barriers, in shaping student outcomes; and (c) the importance of school-based protective factors, including educator-student relationships, culturally responsive practices, and supportive school environments, in fostering resilience among Black youth. Results suggest that the effects of poverty extend beyond academic performance and influence multiple dimensions of student development, including emotional regulation, behavior, self-concept, interpersonal relationships, and mental health. Participants described poverty as a pervasive and chronic stressor that often intersects with community violence, housing instability, food insecurity, and limited access to mental health resources. At the same time, educators highlighted the critical role schools can play in mitigating these challenges through relationship-centered practices, culturally responsive approaches, and meaningful partnerships with families and communities. As a result of this study, the researcher recognizes the need for policies and practices that address the structural conditions contributing to poverty while expanding access to mental health supports and social-emotional resources for Black youth. Implications for practice include increased investment in trauma-informed and culturally responsive professional development, stronger school-community partnerships, and comprehensive support systems designed to promote resilience and well-being. By centering educators' experiences, this study contributes to a deeper understanding of the complex relationship between poverty, mental health, and social-emotional development among Black youth and offers recommendations for fostering more equitable educational environments.
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Details
- Title
- A concrete rose was here
- Creators
- Tania Neptune
- Contributors
- Dominic F. Gullo (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- 144 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022193296604721