Black Student Belonging in K12 Schools: Implications for Policy and Practice Amid Attacks on Diversity, Equity, and Inclusion

ABSTRACT Black students in U.S. K‐12 schools continue to experience systemic racism that undermines their sense of belonging–a critical factor in academic success, well‐being, and engagement. This article examines factors at the interpersonal (peer relationships, student–teacher interactions, cyber–social spaces, and extracurricular activities), instructional (curriculum, pedagogy, and teacher expectations), and institutional (school policies and practices) levels that operate as both barriers to and facilitators of Black student belonging. Given the current political climate in the U.S., where Diversity, Equity, and Inclusion (DEI) efforts are increasingly contested, we offer a strategic framework grounded in targeted universalism for school leaders and policymakers to advance Black student belonging through policy and practice. This framework provides actionable recommendations to counter systemic barriers, cultivate affirming school environments, and reimagine educational institutions as spaces where Black students can thrive.