Discrimination, Mental Health, Help Seeking and Service Utilization Among Black Students in Ontario Schools
Bibliographic record
Abstract
In the present study, I investigated the association between discrimination and the mental health of Black Ontario students in Grades 4 to 12 and explored Black students' use of school-based mental health support and its potential moderating effects. A cross-sectional study was conducted with 646 Black students (mean age = 12.51, SD = 2.34; 52.1% girls, 47.9% boys) drawn from the Health and Peer Relations Study. Data analysis included descriptive statistics, correlations, chi-square tests, and regression analyses. Gender, grade level, and mental health support were examined as moderators of the association between discrimination and mental health outcomes. Results indicated that discrimination was significantly associated with poorer mental health. Girls reported higher scores for emotional problems (70.7%) than boys (29.3%). Despite these challenges, only 16.0 % of Black students reported interest in consulting a school mental health professional in the past year. The most frequently accessed source of support was friends of the same age (girls: 22.3%, boys: 19.4%). Discussing emotional problems was linked to better mental health. These association between discrimination and Black students' mental health highlights an urgent need for culturally responsive, accessible mental health services in schools in Ontario. Policies should address both discrimination and low help-seeking behaviour, particularly among those facing chronic discrimination.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".