School Mental Health Trainees’ Perceptions of a Virtual Community-Based Partnership to Support Black Youth

This phenomenological study used individual interviews with ten graduate students in school counseling and school psychology to understand their experiences in a University-Church service-learning partnership to support PreK–12th grade youth in response to COVID-19. Most graduate participants identified as White/Non-Hispanic, and all youth served identified as Black. Hence, the study’s purpose was to examine participants’ (a) general perceptions of the program and (b) perceptions of how the program contributed to their multicultural competence and social justice-orientation. Findings reflect two broad themes for research aim one: (a) adaptive and holistic direct intervention skill development and (b) presence and connection with marginalized youth. Four broad themes emerged relative to research aim two: (a) multicultural attitudes and beliefs development, (b) multicultural knowledge development, (c) multicultural skill development, and (d) advocacy and allyship relative to social justice practice. Recommendations for school mental health training programs are offered. Impact Statement School psychology training programs have historically utilized community-based service-learning opportunities to cultivate graduate students’ multicultural competence and social justice-orientation. However, few studies have examined outcomes associated with service-learning training initiatives using online didactic training, telesupervision, and experiential learning through telehealth service delivery. Because COVID-19 has resulted in graduate programs exploring remote methods of training mental health trainees, key findings illustrate the benefits of virtual service-learning opportunities for facilitating school mental health trainees’ (including school psychology graduate students) capacity to provide accessible (i.e., telehealth), culture-centered academic, social–emotional, and behavioral support for minoritized families. Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2021.2015248.