WISE - Initiative for Stigma Elimination - One story at a time.

A Black mother’s cry for help!

Picture of By: Terri Ellzey, LPC, CSAC
By: Terri Ellzey, LPC, CSAC
October 5, 2022

A Black mother’s cry for help!

A Black mother’s cry for help!

One day when working as a community intervention specialist, I remember being called to meet a 25-year-old Black male who was in need of emergency housing. What I later found during our initial meeting was that he had recently returned home from his first year at college on a football scholarship and presented with, what was assessed at the time, psychosis. His mother speculated that someone may have put something in his drink, or he may have gotten a hold of some “bad drugs.” His mother self-identified as a single parent but made certain she did not raise her son alone and that his father was in his life. She shared that she and her son were close. Although her son was grown, she raised concern by asking and answering questions rather than letting her son respond. The mother took the lead when filling in the blanks to my questions. Although I knew this was against protocol for a client’s autonomy, at that moment I had to decide which protocol I was to follow- the Code of Ethics or the Code of the Black mama.

Black women (i.e., mothers, grandmothers, aunties, godmothers, or female cousins) are usually the caregivers and spokespersons across most Black families. I have observed providers become rude with the rules of HIPAA and confidentiality when one of these female family members asks for information regarding a family member. Although I professionally understand confidentiality and the liability of not following the practice, I also understand the culture of being a Black person and how a mother’s fear takes precedence when leaving her child, even an adult child, in the hands of what is perceived as another racist system.

What is never discussed is the lack of any attempt to hold a White provider accountable when they engage a Black client who seems unwilling to take part in the assessment or services. The Black client becomes immediately dismissed as uncooperative, ambivalent, or defensive. There is rarely a question if there is a lack of professional experience on the part of the White professional working with diverse clients. If Black males involved in the mental health system are accused of being uncooperative, guarded, or noncompliant, it is usually an assumption that the White professional knows what they are doing and therefore not to be questioned. Although there are D&I trainings to help develop cultural competency skills, there is never enough training to prepare a White professional coming from a non-culturally diverse area that could prepare them to work with the diversity of the Black race. For many coming from non-culturally inclusive communities, their implicit bias runs deep.

To submit a scholarly perspective, Rosenfield (1984), Lindsey and Paul (1989) stated, “Researchers have documented notable differences between African Americans and White people in the rates of involuntary commitment. These differences are associated with how mentally ill individuals are presented in the emergency room. African Americans are more likely than White males to be brought in by the police. African Americans with mental health issues are overrepresented in both jails and prisons.” It is these types of racial disparities that create an importance to have cultural representation. A common stereotype is how African American men were said to either be aggressive or violent at the time of initial encounter. This has been the reason to justify denying them treatment services. Black men are also disproportionally stereotyped as animalistic, hypersexual, and sexual predators (Shorter-Gooden, 2009). In most incidents, which I am familiar, Black male clients have stated they did not know what went wrong with their treatment services, finding themselves being reassigned to new providers. Shorter-Gooden further stated the stereotypes Black men experience result in chronic stress, negative self-image, low self-esteem, and difficulties developing a healthy male identity in a White racialized world. As a Black professional, I have witnessed the differences in the way mental health providers and/or police respond to Black men experiencing acute mental health crisis when compared to White men who can be just as violent. I would add how these stereotypes are dismissed as “unintentional” implicit bias.

When working with reentry clients returning to the community (i.e., men or women returning home from prison), I have seen that many are diagnosed in prison with either a mood disorder or schizophrenia. We have to ask ourselves if the reason for this is typically to justify prescribing inmates’ psychotropic medications. It is not likely that most Black men entering into the criminal justice system have a trauma history. In most cases, Black boys and men are then misdiagnosed, further stigmatizing them. For some who may disagree, The misdiagnosis is perpetuated when the client realizes that his prison diagnosis gives him easier access to a disability check which helps him to survive the reunification process. It is more than likely the reentry client may receive a disability check before getting a job offer which adds to the stigma.

I leave with this final thought… Anti-stigma work is not only in the language we use but also in the attitude. Black clients who seem defensive or guarded does not mean they are being defensive or guarded. It has been my professional experience with clients and their families that they may instead be in “denial” of their current situation. I theorize most incidents involve a traumatic response of grieving versus anger. Grieving is the Black person’s daily experiences being in situations where their independence, self-control, self-worth, and livelihood are compromised. Denial is a personal survival technique until they can see a path forward that they can trust.

When the language and attitude of the professional changes, so does the client’s ambivalence. As a Black person, many of us can pick up on being racialized. What usually triggers a Black person to become angry is when they are made to feel incompetent, invisible, or spoken to like a child. Black people have been taught not to express negative emotions. This includes research work done on Black people being denied empathy when compared to White clients (a topic for a later discussion).

A Black mother’s primary role has been to protect their young. They are told to call the police yet know that the police have killed unarmed Black boys and men. Telling a mother to call the police on her son whether it is his first or twentieth mental health crisis is like telling the mother to pull the trigger herself…… Representation matters so much and that has to include diversity within the Black race because we have accepted diversity in the White race. It has been my experience working with White professionals or providers that their cultural curiosity leads to them becoming uncomfortable and feeling outnumbered and/or alienated. There needs to be consideration of how this is the Black professional’s experience. The field is making progress, but we still have a lot of work to do.   

Terri Ellzey
Picture of Terri Ellzey, LPC, CSAC

Terri Ellzey, LPC, CSAC

Terri Ellzey, LPC, CSAC is a licensed professional counselor and clinical substance abuse counselor currently working as an independent contractor. She is involved working as an educator and advocate with issues centered on institutional and structural racism. She is currently attending Fielding Graduate University working on her doctorate in education. Her dissertation interest is to examine the intersectionality of racist euphemisms and dog-whistle democracy when justifying racial double standards in a country built on “All men are created equal.” She is currently on sabbatical as she dedicates the bulk of her time to course work and family. She is a member and participant of the WISE planning committee.

Read Next

View All Articles

Examples of What We Offer

Here are some specific examples of what partnership with us can look like. Every plan is customized — this is just a starting point.

PD Workshop Examples

Classroom wellbeing audit 

Classroom teachers assess their current wellbeing supports, identify specific strengths and gaps, and actively engage with research-based strategies to create an action plan for supporting student wellbeing in the classroom. This audit is more than a checklist—it’s a mirror that reflects how your everyday choices shape the mental health and wellbeing of everyone in your classroom. By pausing to rate, reflect, and plan, you will:

  1. Surface hidden stress points and strengths in your routines, environment, and relationships
  2. Connect concrete teaching practices (pacing, feedback, space design) to student and educator wellbeing
  3. Build shared language and data‐driven insights to guide micro‐interventions and systemic change
  4. Empower yourself and colleagues to co‐design evidence-based strategies that boost resilience, engagement, and trust
  5. Establish a continuous improvement cycle: audit → act → measure → refine

Specialized mental health skill-building workshops 

This goes beyond basic literacy to provide staff with practical skills and techniques for managing specific situations and promoting positive mental health within the school. 

Examples

  1. “De-escalation Strategies for School Staff.” A hands-on workshop teaching verbal and non-verbal techniques for safely de-escalating agitated or distressed students. 
  2. “Building Resilience and Coping Skills in the Classroom.” A training focused on equipping teachers with activities and strategies they can directly implement with students to foster resilience, teach coping mechanisms for stress, and promote emotional regulation. 
  3. “Creating Trauma-Informed Classrooms.” A workshop series exploring the impact of trauma on learning and behavior, and providing practical strategies for creating a safe, predictable, and supportive classroom environment that promotes healing and learning.
  4. “Mental Health & Wellbeing First Operational Mindset for Administrators”: When school leaders shift from a purely operational mindset to a mental‑health‑first mindset, the entire culture changes—students feel safer, staff feel supported, and families feel more connected. This workshop provides high‑impact, administrator‑friendly strategies. They’re concrete, actionable, and designed to fit into the real world of school leadership.

Adult SEL development 

Just as students benefit from developing social-emotional skills, so do adults. Adult SEL focuses on educators understanding their own emotions, managing impulses, setting goals, showing empathy, building healthy relationships, and making responsible decisions. 

Examples

  1. Interactive Workshops: Conduct workshops exploring each of the core SEL competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) through activities, group discussions, and reflection exercises.  
  2. SEL Integration Training: Train staff on how to weave SEL into their daily interactions, curriculum, and classroom management strategies. This includes explicit instruction on SEL concepts for students, creating opportunities for students to practice SEL skills, and integrating SEL into academic content.
  3. Emotion Regulation Strategies: Provide specific training on recognizing and managing challenging emotions in the workplace, including strategies for de-escalation and maintaining composure during stressful situations.

Integration of mental health into curriculum 

Embedding mental health education within the regular curriculum normalizes these topics, reduces stigma, and equips all students with foundational knowledge and skills related to their emotional well-being. Rogers’ understanding of key mental health concepts can inform curriculum development.

Examples

  1. Developing SEL Lessons with Mental Health Components: Collaborate with teachers to integrate lessons on topics like emotional regulation, empathy, and conflict resolution into existing Social-Emotional Learning (SEL) curricula, drawing on Rogers’ therapeutic approaches.
  2. Incorporating Mental Health Themes into English Language Arts: Suggest age-appropriate literature that explores themes of mental health, resilience, and seeking help, and provide teachers with discussion guides developed with input from mental health professionals.
  3. Creating Interactive Activities for Health Class: Develop engaging activities and projects for health classes that teach students about common mental health conditions, coping strategies, and how to access support.

PD Training Examples

Mental health literacy training 

This partnership focuses on equipping school staff with a foundational understanding of mental health concepts, common disorders in children and adolescents, and the importance of early identification and intervention.

Examples

  1. Elementary School Workshop: “Understanding Childhood Anxiety.” Topics could include:
    1. Different types of anxiety in elementary-aged children (separation anxiety, social anxiety, generalized anxiety).
    2. Observable signs and symptoms in the classroom (e.g., avoidance behaviors, physical complaints, difficulty concentrating).
    3. Strategies teachers can use to create a more supportive and less anxiety-provoking classroom environment (e.g., predictable routines, clear expectations, calming techniques).
  2. High School Professional Development Day: “Recognizing and Responding to Teen Depression and Suicidal Ideation.” Topics could include:
    1. Distinguishing between typical adolescent moodiness and signs of depression.
    2. Understanding risk factors and warning signs for suicide.
    3. Evidence-based strategies for talking to students who may be struggling.
    4. School protocols for reporting concerns and accessing support services.
  3. Customized Training for Special Education Staff: “Mental Health Considerations for Students with Learning Differences.” A tailored workshop addressing the unique mental health challenges that students with IEPs may face and strategies for integrating mental health support into their educational plans.

Trauma-Informed practices 

Trauma-informed practice recognizes the widespread impact of trauma and understands potential paths for recovery. In a school setting, this means understanding that students (and staff) may have experienced trauma and that these experiences can affect behavior, relationships, and learning. Training helps staff recognize the signs of trauma, respond in a way that avoids re-traumatization, and create a safe and supportive environment. It also includes understanding secondary trauma or compassion fatigue that educators may experience when working with individuals who have experienced trauma.

Examples

  1. Introductory Workshop: A foundational training on the prevalence and impact of trauma, the principles of trauma-informed care (safety, trustworthiness, peer support, collaboration, empowerment, cultural humility), and recognizing signs of trauma in students and colleagues.
  2. Skill-Building Sessions: Workshops focused on specific trauma-informed strategies, such as creating predictable routines, using de-escalation techniques, fostering a sense of safety and control, and promoting student voice and choice.
  3. Addressing Secondary Trauma: Training specifically addressing the impact of working with traumatized individuals on the helper, providing strategies for self-care and seeking support to prevent compassion fatigue and burnout.

Educator Resilience-Building Workshop Examples

Mindfulness and stress reduction workshops for staff 

Mindfulness involves paying attention to the present moment without judgment. Stress reduction techniques are practical strategies designed to lower physiological and psychological responses to stress. Training in these areas equips educators with tools to manage the inherent demands and pressures of their job, cultivate a sense of calm, and increase their capacity to be present and responsive.

Examples

  1. Workshop Series: A series of workshops (30-60 minutes each) delivered after school or during professional development time. 
  2. Short, Practical Sessions: Offer 15-minute guided mindfulness or breathing exercises before staff meetings or during designated breaks.
  3. Online Modules: Provide access to self-paced online modules on stress management and mindfulness techniques.

Building resilience (CLE)

Resilience is the ability to adapt well in the face of adversity, trauma, tragedy, threats, or significant sources of stress. Training in resilience helps educators identify their strengths, develop positive coping mechanisms, cultivate optimism, and build strong support networks. 

Examples

  1. Interactive Workshops: Sessions exploring the key components of resilience (e.g., self-awareness, self-regulation, optimism, connection, purpose). Activities could include identifying personal strengths, developing positive self-talk strategies, and practicing problem-solving skills.
  2. Goal Setting and Action Planning: Training on setting realistic goals and developing action plans to navigate challenges and achieve a sense of accomplishment.
  3. Building Support Networks: Facilitating discussions and activities that encourage staff to build strong relationships with colleagues and identify external sources of support.

Enhancing school climate – for the staff

School climate refers to the quality and character of school life. A positive school climate for staff is characterized by trust, respect, collegiality, collaboration, and a sense of belonging. Consultation focuses on identifying areas for improvement and implementing strategies to foster a more supportive and positive environment.

Examples

  1. Team-Building Activities: Recommending and facilitating team-building activities that promote positive relationships and a sense of community among staff.
  2. Recognition and Appreciation Programs: Consulting on developing formal or informal programs to recognize and appreciate staff contributions and efforts.
  3. Creating Opportunities for Social Connection: Advising on creating spaces and opportunities for informal social interaction among staff.

Systemic Examples

Needs assessment and strategic planning (CLE)

A systematic process of gathering information about the current state of staff wellbeing within the school, identifying key stressors, and understanding the needs and preferences of the staff. This data then informs the development of a targeted and effective plan for implementing wellbeing initiatives.

Examples

  1. Administering Surveys: Using anonymous surveys to gather data on staff stress levels, workload perceptions, access to resources, and interest in different types of wellbeing support.
  2. Conducting Focus Groups: Facilitating small group discussions with staff from different roles (teachers, administrators, support staff) to gain deeper qualitative insights into their experiences and needs.
  3. Reviewing Existing Data: Analyzing existing school data such as attendance records (staff absences), staff turnover rates, and incident reports (if relevant to stress/conflict).
  4. Collaborative Goal Setting: Working with the school leadership team and wellbeing committee to set specific, measurable, achievable, relevant, and time-bound (SMART) goals for improving staff wellbeing.

Developing supportive policies and practices 

Examining existing school policies, procedures, and unwritten norms to identify those that may contribute to staff stress or hinder wellbeing. Consulting on modifications or new policies that actively promote a healthy work environment.

Examples

  1. Communication Protocols: Advising on establishing clear and efficient communication protocols to reduce ambiguity and information overload.
  2. Meeting Structures: Consulting on making meetings more efficient and purposeful, perhaps by designating some meetings specifically for collaboration or wellbeing check-ins rather than just information dissemination.
  3. Establishing Boundaries: Providing guidance on establishing and respecting professional boundaries regarding work emails and communication outside of school hours.

Consultation on school mental health systems 

This involves leveraging Rogers’ understanding of best practices in mental health care to advise schools on the development and implementation of comprehensive systems that support student and staff well-being.

Examples

  1. Developing a School-Wide Mental Health Protocol: Consulting with a school district to create a clear and consistent protocol for identifying students in need of mental health support, conducting initial assessments, making referrals, and collaborating with external providers (including Rogers, if appropriate).
  2. Implementing a Multi-Tiered System of Supports (MTSS) for Mental Health: Advising a school on integrating mental health supports within their existing MTSS framework, ensuring that all students receive appropriate levels of support based on their needs.
  3. Conducting a Mental Health Needs Assessment: Partnering with a school to administer surveys and conduct focus groups with students, staff, and parents to identify key mental health needs and inform the development of targeted interventions and supports.

Integrating wellbeing into existing structures 

Embedding wellbeing initiatives within the school’s existing operational framework rather than treating them as separate, add-on programs. This ensures long-term sustainability and demonstrates that wellbeing is a priority.

Examples

  1. Professional Development Alignment: Integrating wellbeing topics into regular professional development days or staff training sessions.
  2. Staff Meeting Agendas: Including a dedicated agenda item for staff wellbeing check-ins or sharing wellbeing tips during weekly staff meetings.
  3. School Improvement Plans: Incorporating goals related to staff wellbeing into the school’s overall improvement plan.

 

Coaching Examples

Leadership coaching

Coaching specifically designed for school administrators and team leaders. This focuses on developing their leadership skills related to supporting staff wellbeing, creating a positive team culture, and effectively managing workplace dynamics that can impact stress levels.

Examples

  1. Promoting Work-Life Balance: Coaching leaders on modeling healthy work-life boundaries and encouraging their staff to do the same.
  2. Building Team Cohesion: Working with leaders on strategies to foster a sense of teamwork, trust, and psychological safety within their teams.
  3. Mentor Coaching for New School Administrators on Fostering a Positive School Climate: Pairing experienced administrators with new leaders and providing coaching focused on creating a supportive and mentally healthy environment for both students and staff.

Individual wellbeing coaching

A confidential and supportive partnership between a trained coach and an individual staff member. The coach helps the staff member identify their wellbeing goals, explore challenges, develop strategies, and build self-awareness and resilience. This is particularly helpful for staff experiencing high levels of stress, burnout, or those seeking to proactively enhance their wellbeing.

Examples

  1. Goal Setting Sessions: Initial coaching sessions focused on helping the staff member clarify their wellbeing goals (e.g., reducing stress, improving work-life balance, developing better coping skills).
  2. Strategy Development: Working with the staff member to identify and practice specific strategies for managing stressors and improving wellbeing (e.g., time management techniques, communication skills, boundary setting).
  3. Reflection and Problem-Solving: Providing a space for the staff member to reflect on their experiences, process challenges, and problem-solve difficult situations.

Instructional coaching with a wellbeing lens 

Integrating conversations and support around wellbeing into existing instructional coaching cycles. This recognizes that teacher wellbeing is intertwined with their classroom practice and provides a holistic approach to support.

Examples

  1. Managing Classroom Stressors: Coaches can work with teachers to develop strategies for managing challenging student behaviors, reducing classroom disruptions, and creating a more calm and predictable learning environment.
  2. Building Positive Student Relationships: Coaching on techniques for building strong, positive relationships with students, which can be a source of both joy and stress for teachers.
  3. Workload Management within Instruction: Helping teachers prioritize tasks related to planning, grading, and differentiation in a way that feels manageable.
  4. Reflecting on Emotional Responses: Coaching teachers to reflect on their emotional responses to classroom situations and develop strategies for managing those emotions constructively.

Peer coaching programs 

Training selected staff members to serve as peer coaches for their colleagues. This leverages internal expertise and fosters a culture of mutual support within the school. Peer coaches can provide a confidential and relatable source of support, sharing strategies and offering encouragement.

Examples

  1. Coach Training: Training peer coaches in basic coaching skills, active listening, confidentiality, and boundary setting.
  2. Structured Check-ins: Establishing a structure for peer coaching interactions, such as regular informal check-ins or more formal scheduled conversations.
  3. Providing Resources: Peer coaches can share relevant wellbeing resources with their colleagues.