Life Coaches As Catalysts: Navigating Behavioral Health and Educational Success for Black Youth in High-Poverty Communities

In communities affected by poverty, Black youth are significantly overrepresented among those who suffer from behavioral health challenges, especially disruptive behavioral difficulties (DBDs). These conditions, if not addressed with targeted educational support and mental healthcare, can lead to severe impairment. DBDs, which are chronic and pervasive, can have a far-reaching impact, with repercussions that include poor academic performance, strained peer and family relationships, and a higher likelihood of engaging in risky behaviors. When left unaddressed, DBDs may lead to a cascade of negative outcomes such as school dropout, substance abuse, sexual risk behaviors, delinquency, and a range of violent activities.

The ripple effect of DBDs can be felt across various domains of a young person's life, hindering their ability to reach their full potential and establish a stable, productive adulthood. Beyond individual consequences, DBDs can impose a substantial burden on educational systems, healthcare services, and community resources, underscoring the need for comprehensive strategies to support these youth, their families, and school personnel.

Our research proposes a care navigation model as a promising strategy to bridge the gap in service delivery for Black youth facing DBDs. The model is geared towards improving accessibility and quality of mental healthcare, while also bolstering educational engagement. This dual focus is critical, as educational success and mental health are deeply interwoven, each substantially influencing the other.

The care navigation model central to this study is intended to serve as a conduit, guiding youth and their families through complex service systems to ensure they receive the comprehensive support they require. Life coaches, a central component of this model, are trained to work closely with youth, understanding their unique needs, and fostering a supportive environment that encourages resilience and growth.

We aim to delve into the multilevel factors that impact the success of life coaches in building strong, productive relationships with youth and their families. An additional layer of our investigation considers the response of school personnel and caregivers to the introduction of life coaches into the educational and home environments. Here, we confront potential stigma and distrust head-on, recognizing that these elements can create barriers to engagement and the effectiveness of interventions within the Black community.

This mixed-methods study enrolls early adolescents aged 12 to 17 of African descent from specific neighborhoods in St. Louis, areas characterized by racial segregation and concentrated poverty. Through this diverse methodological approach, we seek to glean a comprehensive understanding of the context in which these youths live, the challenges they face, and the ways in which life coaches can best support them.

We aim to discern the barriers to and facilitators of fruitful engagements. By identifying these elements, we hope to refine support strategies, enhance the efficacy of care navigation, and cultivate a foundation of trust that bolsters the relationship between life coaches and the Black youth they serve.

A researcher and clinical supervisor will guide this focused roundtable aimed at empowering youth to overcome behavioral health challenges and excel in life.