Confronting racial inequity in health and education: Supporting students with sickle cell disease.

Jones, Paul C.; Schmitt, Ara J.; Nayyar, Akshita; Brandon Conaway, R.; Eyler, Kelly; Franklin, Kirstin; Hodge, Clyniece

The racialized history of sickle cell disease (SCD) continues to contribute to racial disparities in healthcare and education. In the context of the racialized history of SCD, we begin by outlining subtypes of SCD and explaining that SCD is associated with chronic pain, silent cerebral infarct, overt stroke, and poor overall well‐being—all of which have implications for school functioning. A literature search was conducted to identify significant meta‐analyses, systematic reviews, and empirical articles to inform school psychologists' evaluation, service delivery, and decision‐making practices when working with students with SCD. Common negative neuropsychological and psychoeducational outcomes associated with SCD are reviewed. Finally, recommended culturally responsive practices are discussed, ahead of a conclusion that contains a call to action for school psychologists. Practitioner points: Students with sickle cell disease (SCD) present with complex needs that may be underappreciated by many school psychologists and educators.School psychologists should engage in socially responsive practices to develop appropriate evaluation plans, develop interventions, and engage in ongoing advocacy for students with SCD.Researchers recommend adhering to a social justice framework to interpret complex neurocognitive and psychosocial profiles of youth with SCD, reflecting the racialized history and stigma associated with SCD.

SICKLE cell anemia; HEALTH equity; RACIAL inequality; SCHOOL psychologists; CEREBRAL infarction; SOCIAL advocacy

Psychology in the Schools, 2024, Vol 61, Issue 3, p1181

0033-3085

Academic Journal

10.1002/pits.23106