R.I.S.E. Protocol: Addressing Socially Significant Behaviors of Black Boys with Disabilities

Understanding and addressing the unique challenges faced by Black boys with disabilities through the R.I.S.E. protocol.

The Historical Context and Its Lasting Impact

The history of the marginalization and discrimination of Black boys and men in the United States is long and deeply entrenched. From slavery to segregation, systemic racism has perpetuated a cycle of shame and public humiliation that continues to affect Black boys today. This historical context is particularly damaging for Black boys with disabilities, who often face compounded discrimination and misunderstanding in educational and communal settings.

The lasting impact of this history manifests in the form of low expectations, misinterpretation of behaviors, and punitive responses rather than supportive interventions. Understanding this context is crucial for addressing the current challenges faced by Black boys with disabilities and for developing compassionate and effective strategies to support them.

Understanding Socially Significant Behaviors

Socially significant behaviors refer to actions that have a substantial impact on an individual's ability to interact effectively within their social environment. For Black boys with disabilities, these behaviors can be misunderstood or mischaracterized due to a lack of awareness or cultural competence among educators and caregivers.

It is important to recognize that these behaviors are not inherently negative but are often expressions of unmet needs, frustration, or responses to an unaccommodating environment. By understanding the context and motivations behind these behaviors, educators and caregivers can better support Black boys with disabilities in developing positive social interactions and achieving their full potential.

The R.I.S.E. Protocol: A Comprehensive Approach

The R.I.S.E. protocol stands for:

• Reflect: Adults must reflect upon the behaviors they see and hear Black boys with disabilities display with an open mind and reflect upon the impact of the environment on the child, the impact of child's behavior on themselves, their peers, and the adults providing support. Caregivers and professionals can engage Black male students with disabilities with developmentally appropriate self-reflection practices to encourage their students to think about the causes and effects of their behaviors within their schools and communities. 
• Invite: Adults must invite caregivers and other professionals to a meeting to discuss the possible reasons why they think a Black boy with a disability may display socially significant behaviors. All adults in this meeting must have an understanding of the child's background to ensure all collective decisions are relevant. As Black male students with disabilities mature, begin thinking about inviting them to this meeting to determine how they perceive their behaviors and the impacts of their behaviors.
• Solve: Caregivers and professionals must create collective solutions that directly impact the root causes for the socially significant behaviors of Black boys with disabilities. As Black male students with disabilities mature, begin thinking about asking them about the solutions they think will be the most helpful to help them identify and resolve their socially significant behaviors. 
• Empower: Caregivers and professionals must identify positive reinforcements that empower Black boys with disabilities that are directly aligned to the collective solutions proposed and implemented to address the identified socially significant behaviors. As Black male students with disabilities mature, begin thinking about asking them about which incentives and positive reinforcements are the most meaningful to them to reduce and/or eliminate their socially significant behaviors 

It is a comprehensive approach designed to address the unique challenges faced by Black boys with disabilities. Each component of R.I.S.E. plays a crucial role in ensuring these students are treated with dignity and provided with the necessary tools to succeed.

Respect involves recognizing and valuing the individuality of each student, while Inclusion ensures that they are fully integrated into all aspects of school life. Support encompasses providing tailored interventions and resources, and Empowerment focuses on building the student's confidence and self-advocacy skills. Together, these elements create a supportive and nurturing environment where Black boys with disabilities can thrive.

Implementing R.I.S.E. in Educational Settings

Implementing the R.I.S.E. protocol in educational settings requires a commitment to ongoing training, reflection, and adaptation. Educators and school leaders must be equipped with the knowledge and skills to understand and address the specific needs of Black boys with disabilities.

This includes adopting culturally responsive teaching practices, creating inclusive classroom environments, and utilizing positive behavior support strategies. Regular assessment and feedback loops are also essential to ensure that the protocol is effectively meeting the needs of students and leading to meaningful improvements in their educational experiences.

Empowering Educators, Leaders, and Caregivers

Empowering educators, school leaders, and caregivers is a critical aspect of the R.I.S.E. protocol. This empowerment comes through comprehensive training, access to resources, and the establishment of support networks that enable these individuals to share best practices and receive guidance.

By fostering a community of informed and committed adults, we can create a more supportive and understanding environment for Black boys with disabilities. This collective effort ensures that all stakeholders are aligned in their approach and are working collaboratively to promote the dignity, growth, and success of these students.

If you are a caregiver or educational professional who needs support empowering Black boys with disabilities, feel free to schedule a free discovery call at https://meetings.hubspot.com/leroy-smith.