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Black Girls Smile Inc. (BGS), a national nonprofit organization founded in 2012, provides positive mental health support, education, and resources geared toward young Black women and girls. Their vision is to create a society where all young Black women and girls receive the resources and support necessary to lead mentally healthy lives.

BGS provides Group Coaching to middle and high school students on-site at schools and community centers. During Group Coaching sessions, participants engage in activities and discussions designed to create a sense of belonging and increase mental health awareness and empowerment for Black women and girls. 

Black Girls Smile currently provides their Group Coaching model to schools and communities in the New York area. They can also provide coaching and support for schools that would like to implement their Group Coaching framework outside this region. BGS also offers virtual and in-person workshops and therapy assistance to those participating in Group Coaching. Overview of BGS School Offerings

  • Healthy Habits
  • Positive Mindsets
  • Integrated Identity
  • SEL and Well-being Supports
  • Wraparound Services
  • Culturally Relevant Practices
  • Mentoring and Counseling
  • Direct Model Implementation
  • 1:1 Coaching & Consulting

What Makes This Model Innovative?

Whole-Child Focus
Black Girls Smile provides services and resources that support Black girls in leading mentally healthy lives.
Affirmation of Self & Others
The mental wellness education, support, and resources provided by BGS are designed to be gender-responsive and culturally affirming.
Connection & Community
Group Coaching is designed to build community, meaningful relationships, and a sense of belonging for young Black girls.

Goals

Black Girls Smile is dedicated to providing positive mental health education, resources, and support so that all young Black women and girls are equipped to lead mentally healthy lives.

Empowerment

Black girls actively utilize tools and support systems to lead mentally healthy lives.

Sense of Belonging

Black girls feel deeply connected to a community that supports their ongoing mental well-being.

Mental Health Awareness

Black girls build mental health literacy, self-care methods, and help-seeking techniques.

Decrease Mental Distress

Black girls leverage their social, emotional, and coping skills to lead mentally healthy lives.

Experience

Black Girls Smile’s Group Coaching model focuses on Black girls’ holistic mental health needs. Group Coaching gives students the opportunity to grow with others and build relationships, to hear stories that can encourage someone to share their story, and to have a safe space to process thoughts and feelings.

Group Coaching sessions run weekly or bi-weekly for 6–10 weeks, and each session is centered around a theme. While Group Coaching sessions are tailored to meet the needs of individual participants and communities, each follows a similar weekly structure and culminates in the creation of a coping toolkit.

During the first session, leaders support the participants in creating a set of shared agreements to help establish trust and safety, so that each participant feels open to sharing their experiences while receiving support. The goal of creating agreements is to ensure that each participant feels empowered to listen, observe, encourage, and respect all group members. Each subsequent session begins with a review of the agreements followed by time to set weekly personal goals to create a structured and goal-oriented environment. 

After agreements are reviewed and goals are set, participants engage in theme-based, ice-breaker activities to ease participants into the session and to build trust and community. For example, “What is an emotion you felt this week, and what tools were you able to use to make  you feel better and/or process the emotion?” This is followed by a short, engaging activity such as coloring, journaling, or using tactile objects for self-soothing that allow participants to go inward, relax, and prepare themselves to share and listen to others. 

Once students are comfortable, a group discussion takes place, centered around the weekly theme. Weekly themes include topics such as conflict resolution, effective communication, bullying, self-esteem, body image, coping strategies, self-care methods, self-advocacy, and expressing emotions and feelings. Often, a short video or a story is shared to provide additional context and to stimulate discussion about the topic. 

At the close of the discussion, collective affirmations are shared to reinforce a positive mindset. Each session ends with sharing resources, if needed, to ensure that individualized supports are available to participants. This could include extension resources to support the theme of the weekly session, individualized teen-based referrals for additional mental health support, and crisis resources.

Throughout each weekly Group Coaching session, students write their reflections in a journal. This is an opportunity to reflect on the theme of the session and to write down any take-aways that they may use to support their ongoing mental well-being. 

In addition, students gather resources each week and add them to a coping toolkit that they can take with them at the close of all Group Coaching sessions. One example of a resource is the creation of coping cards. These are cards that students create as a tool that they can pull out in the future when they need a coping strategy. Some examples include: I can check in on my feelings daily. I can take a moment to breathe when I’m feeling anxious and worried. When I’m feeling alone, I can talk to friends, family, and teachers who make me feel safe. 

During the final session of Group Coaching, participants will complete this coping toolkit and take it with them to support their ongoing mental and emotional wellness.

Supporting Structures

This model can support schools that are looking to increase mental health support, education, and resources for their Black female students. It can be implemented in schools or community centers that can accommodate space and scheduling requirements.

Group Coaching session topics are responsive and should be modified to meet the needs of the community and group of Black girls being served. 

Participants may engage around the topics listed below and will receive a personalized resource toolkit at the completion of Group Coaching.

  • Conflict Resolution – Understand the nature and causes of conflicts, and the negative impact they can have on relationships and productivity. 
  • Effective Communication – Empower individuals to build strong and positive relationships through effective communication. 
  • Bullying – Understand the impact bullying can have on mental health as well as strategies to recognize and respond to bullying. 
  • Self-Esteem – How to embody a healthy sense of self-worth with confidence. 
  • Body Image – Promote a healthy and positive body image by challenging societal beauty standards and unrealistic ideals. 
  • Coping Strategies – Teach coping strategies with the goal of reducing stress, regulating emotions, prioritizing self-care, and seeking social support when needed. 
  • Self-Care Methods – Empower individuals to take responsibility for their own self-care and make choices that support their physical, emotional, and mental well-being.
  • Self-Advocacy – Elevate the importance of self-advocacy so young girls can speak up for their own needs and wants while fostering a sense of autonomy.
  • Expressing Emotions and Feelings – Self-awareness in order to improve communication skills, promote emotional well-being, build relationships, and cultivate empathy and understanding.

Schools should align with Black Girls Smile’s commitment and approach to supporting Black girls. 

Black Girls Smile takes pride in having Black women providers who can hold space for young Black girls and women within their coaching sessions. Schools interested in adopting the model must value and prioritize having culturally competent facilitators who understand the unique experiences of Black girls and are in alignment with BGS’s commitment to diversity and inclusion.

While BGS provides Group Coaching facilitators and/or trainers, schools must designate coordinators to ensure the success of its programming. 

Group Coaching is facilitated by a minimum of two state-licensed mental health providers. Black Girls Smile can provide licensed mental health providers to facilitate group coaching in the New York area and can provide training for those outside the NY area. 

Schools partnering with Black Girls Smile must designate a site coordinator and a parent coordinator to collaborate with the Lead Facilitator from BGS and support Group Coaching programming in their school. The site coordinator supports the Lead Facilitator by completing a needs assessment; providing approvals and confirmation of MOUs and agreements; providing school support and resources to participants; being the point of contact for scheduling, check-ins, and any emergencies that may arise; and facilitation assistance as well as reviewing survey data. The parent coordinator supports the work by being the point of contact for the parents of students in Group Coaching. They are also responsible for assisting with parent and caregiver consent and coordinating parent and caregiver support groups offered by BGS to the whole school community. 

Collaboration between the school counseling or social work team and the Lead Facilitator is also highly encouraged.

Schools must find time in the schedule for Group Coaching weekly or biweekly. 

Schools will need to find time in the schedule for weekly or bi-weekly coaching for 6–10 weeks. Sessions take place during the school day, often during a lunch period. Sessions are between 45 minutes and 60 minutes, and are personalized to the unique needs of the participants.

Schools, in partnership with Black Girls Smile, provide additional support to parents and caregivers. 

Black Girls Smile offers support groups, in person or virtually, for parents and caregivers. Though this is typically for parents and caregivers of students in Group Coaching, it is available to families at the school, even if they don’t have a student in Group Coaching. The parent coordinator is responsible for communicating this opportunity with families and coordinating all logistics to support these groups.

Schools must provide a safe and welcoming space for Group Coaching. 

Given the sensitive nature of topics discussed during Group Coaching, schools will need to designate a space in the building that is private and can accommodate 10–15 participants.

Students and staff complete a survey three times a year to support continuous improvement of BGS programming and implementation, as well as measure impact on students. 

Schools complete a needs assessment at the start of the partnership to determine which session themes will best support the students. Schools also administer pre, mid, and post surveys to students and staff to identify what is working and what changes they would like to see. These surveys are used to get a better understanding of how the group coaching sessions are impacting students, to determine what needs students still have, and to inform facilitators on how they can provide additional, targeted support.

At the conclusion of Group Coaching, the Lead Facilitator will meet with school staff members to discuss recommendations based on post-survey results.

Group Coaching session topics are responsive and should be modified to meet the needs of the community and group of Black girls being served. 

Participants may engage around the topics listed below and will receive a personalized resource toolkit at the completion of Group Coaching.

  • Conflict Resolution – Understand the nature and causes of conflicts, and the negative impact they can have on relationships and productivity. 
  • Effective Communication – Empower individuals to build strong and positive relationships through effective communication. 
  • Bullying – Understand the impact bullying can have on mental health as well as strategies to recognize and respond to bullying. 
  • Self-Esteem – How to embody a healthy sense of self-worth with confidence. 
  • Body Image – Promote a healthy and positive body image by challenging societal beauty standards and unrealistic ideals. 
  • Coping Strategies – Teach coping strategies with the goal of reducing stress, regulating emotions, prioritizing self-care, and seeking social support when needed. 
  • Self-Care Methods – Empower individuals to take responsibility for their own self-care and make choices that support their physical, emotional, and mental well-being.
  • Self-Advocacy – Elevate the importance of self-advocacy so young girls can speak up for their own needs and wants while fostering a sense of autonomy.
  • Expressing Emotions and Feelings – Self-awareness in order to improve communication skills, promote emotional well-being, build relationships, and cultivate empathy and understanding.

Schools should align with Black Girls Smile’s commitment and approach to supporting Black girls. 

Black Girls Smile takes pride in having Black women providers who can hold space for young Black girls and women within their coaching sessions. Schools interested in adopting the model must value and prioritize having culturally competent facilitators who understand the unique experiences of Black girls and are in alignment with BGS’s commitment to diversity and inclusion.

While BGS provides Group Coaching facilitators and/or trainers, schools must designate coordinators to ensure the success of its programming. 

Group Coaching is facilitated by a minimum of two state-licensed mental health providers. Black Girls Smile can provide licensed mental health providers to facilitate group coaching in the New York area and can provide training for those outside the NY area. 

Schools partnering with Black Girls Smile must designate a site coordinator and a parent coordinator to collaborate with the Lead Facilitator from BGS and support Group Coaching programming in their school. The site coordinator supports the Lead Facilitator by completing a needs assessment; providing approvals and confirmation of MOUs and agreements; providing school support and resources to participants; being the point of contact for scheduling, check-ins, and any emergencies that may arise; and facilitation assistance as well as reviewing survey data. The parent coordinator supports the work by being the point of contact for the parents of students in Group Coaching. They are also responsible for assisting with parent and caregiver consent and coordinating parent and caregiver support groups offered by BGS to the whole school community. 

Collaboration between the school counseling or social work team and the Lead Facilitator is also highly encouraged.

Schools must find time in the schedule for Group Coaching weekly or biweekly. 

Schools will need to find time in the schedule for weekly or bi-weekly coaching for 6–10 weeks. Sessions take place during the school day, often during a lunch period. Sessions are between 45 minutes and 60 minutes, and are personalized to the unique needs of the participants.

Schools, in partnership with Black Girls Smile, provide additional support to parents and caregivers. 

Black Girls Smile offers support groups, in person or virtually, for parents and caregivers. Though this is typically for parents and caregivers of students in Group Coaching, it is available to families at the school, even if they don’t have a student in Group Coaching. The parent coordinator is responsible for communicating this opportunity with families and coordinating all logistics to support these groups.

Schools must provide a safe and welcoming space for Group Coaching. 

Given the sensitive nature of topics discussed during Group Coaching, schools will need to designate a space in the building that is private and can accommodate 10–15 participants.

Students and staff complete a survey three times a year to support continuous improvement of BGS programming and implementation, as well as measure impact on students. 

Schools complete a needs assessment at the start of the partnership to determine which session themes will best support the students. Schools also administer pre, mid, and post surveys to students and staff to identify what is working and what changes they would like to see. These surveys are used to get a better understanding of how the group coaching sessions are impacting students, to determine what needs students still have, and to inform facilitators on how they can provide additional, targeted support.

At the conclusion of Group Coaching, the Lead Facilitator will meet with school staff members to discuss recommendations based on post-survey results.

Supports Offered

Black Girls Smile offers the following additional services to students and communities that participate in Group Coaching.

Group Coaching
Cost Associated

Black Girls Smile provides Group Coaching to young Black women and girls to build their mental health awareness and resilience. BGS currently provides facilitators who lead Group Coaching in schools and community centers in the New York area. They are also available to train facilitators to lead their Group Coaching model outside this region. 

School partners also get access to reserved spots in BGS’s Charlyne McFarland Therapy Assistance Program, which provides financial support for therapy sessions with a licensed mental health professional. 

BGS can also provide additional mental health literacy workshops that are adapted to the needs of each partner school and available to the entire community, including parents and caregivers.

Reach

6
Schools
140
Students
55
Educators
19
Parents and Caregivers

Demonstration Sites

The following sites are examples of learning communities that have successfully implemented the model.

Great Oaks Charter School
New York, NY
6-12
Charter

New Pathways Academy
Bronx, NY
6-8
Traditional Public

Neighborhood Charter School
Bronx, NY
K-8
Charter

Impact

Black Girls Smile programming has been highly effective in several key areas, including improving mental health and overall well-being, reducing distress, and increasing mental health literacy and self-care practices.

BGS’s Group Coaching increases student mental health literacy and positive and healthy self-care practices. 

  • 86% of students indicated an increase in mental health literacy following BGS programming. 
  • 85% of students reported a significant increase in the use of positive and healthy self-care methods.

BGS’s Group Coaching improves student mental health and overall well-being.

  • Participants rated their mental health improvement at an average of 4.0 out of 5. 
  • 57% of students reported significant improvement in their mental health. 
  • Participants reported an overall well-being score is 4.0 out of 5.
  • 72% of students reported a decrease in mental health distress through participation in BGS school-based programming.

BGS’s Group Coaching impacts students’ personal growth and emotional resilience. 

“Before the program I would keep things to myself and was never open, so that changed completely and I started opening up to people.”

“My biggest takeaway is that I learned how to take care of myself and how to love myself no matter what other people say.”

“I learned to always love myself and that I shouldn’t change who I am for anyone.”

Contact

Trishna Monplaisir, LMSW
Lead Facilitator & School Case Manager