by Henry A. Stanford
As a society, we celebrate the success of the most popular Black male student-athletes (BMSA). Their success deserves our attention. Similarly, the Black male student-athletes who are not successful need our full attention as well. We have seen in research that there are fewer triumphs and more downfalls with our young men. Our Black male student-athletes have fought multiple battles throughout life. Systematic racism, socio-economic differences, unexplained emotions of frustration, unfulfilled promises, and feelings of not belonging are just the beginning. Their mental health journey has multiple paths.
As Black male student-athletes, they have been encouraged in our society not to show genuine emotions unless it is celebrating a championship, award, or significant accomplishment. We have taught them to be protected. We tend to tell our young men not to seek out help when they need it. As a result, they think they do not have to see someone. They feel like they can figure this out. These words are in the minds of our Black male student-athletes from an early age. The transition from high school to college brings additional pressure on their mental health. They bring with them frustration, anger, disappointment, and confusion about what they are feeling.
Once BMSA arrives on campus, expectations become a reality. You expect to make a difference if you are the top recruit among most students entering college athletics. They are entering an unfamiliar territory. The campus environment is more significant than some expect. They are shocked. This experience impacts their mental health. It affects confidence, adjustment, coping, and identity as a superstar.
College coaches and administrators work to lessen this emotional transition. This process involves student-athletes reacting in silence. They are reluctant to express their concerns and needs, which can show weakness. The new living environment increases the hidden stress levels of BMSA. Teammates, coaches, and administrators welcome these young men. Unfortunately, BMSAs experience different responses in other parts of campuses.
BMSA has experienced professors questioning their academic commitment and ability, classmates expressing dislike of the athlete’s perceived privilege, and increased scrutiny from fans expecting wins and championships. Some BMSAs develop imposter syndrome that impacts their mental health, feelings of acceptance on campus, and accomplishments.
Navigating their daily schedule and questioning if they should be on campus and if they deserve it can make some BMSAs need a sense of belonging. They question leaving their family, and someone finding out they do not have the ability is in their minds. The guilt of leaving home is a real issue for student-athletes. These thoughts and emotions are damaging to the journey of the BMSA. They are negotiating the emotional roller coaster while performing to stay eligible and relevant to their athletic teams. When you consider the mental health obstacle of BMSA, when everything within their sport fails, the various mental health struggles are around the corner.
BMSA experience isolation, depression, substance abuse, and violence against themselves and others around them. Due to past experiences with showing or discussing their emotions, they suffer in silence. They say to themselves; I got this; I am good; give me some time, and I will be all right. BMSA with preexisting mental health concerns possesses the feeling that no one understands them. Sometimes, they believe that since I do not know my feelings, how can I tell you how to help me? The belief that I will figure this out is a concern that leadership at institutions must resolve.
As leaders, we must increase our focus on supporting BMSA’s mental health journey. This programming involves collaborating with these young men early in their development. Social-emotional development with Black males is critical. Helping them understand their emotions, what is causing them, and how to manage them is transformational.
The art of listening is essential to their development and success. This opportunity happens when the young men find a safe space to express their thoughts and emotions without judgment while learning about other BMSA experiences. A safe space to vent their frustration, express their anger, and learn through the experiences of others has priceless value. They understand what other BMSA are experiencing while better understanding their feelings.
Developing a brotherhood that will increase their emotional intelligence, identity development, and communication of their experiences will benefit BMSA. Establishing this support early sets the foundation for the transition to higher education. Once at an institution, leadership can provide senior-level mentors partnered with peer mentors to continue their growth. With senior-level mentors in their area of career concentration, leadership can support BMSA during their college experience’s peaks and valleys. They can help them implement the skills learned with their positive influence after times of conflict.
Institutional leadership can impact BMSA’s mental health journey in many ways. Every leader can implement programming that improves personal development, emotional intelligence, conflict management, partnership, and applied leadership skills that lead to transformational outcomes. Leaders at various BMSA development levels can have influence and potentially impact educational outcomes like decreased departure, increased retention, graduation rates, and advanced degree pursuit. Leadership can be effective for BMSA and provide impactful mental health support through holistic development.
Henry A. Stanford is the Associate Director of Applied Leadership and an assistant professor of leadership at Muskingum University in New Concord, Ohio. Dr. Stanford is a graduate of Ohio State University, where he majored in psychology. He holds an MBA from Tiffin University in Ohio and a doctorate in leadership studies from Ashland University in Ohio.
