Research on discrimination and mental health supports for Black students in Ontario

With these experiences never far in his memory, Julien’s research interests have since expanded to include investigating the societal exclusion of neurodiverse and racialized youth.

Our interview with Dr. Julien is part of the Scholars in Education series. His research project is funded in part by the Brain-Heart Interconnectome (BHI) program.
 

I graduated with first-class honours in medicine from the Université d'État d'Haïti, during which I completed a thesis on the epidemiological profile of epilepsy in my country. It was research that led to my deep interest in learning how the brain works. Throughout med school, I was also involved in community outreach projects that organized medical events and awareness campaigns for the inclusion of neurodiverse children. I’ve always gravitated toward causes that support those from minority communities who experience discrimination, such as Black people or youth with cognitive disabilities. I was a general practitioner for two years before coming to Canada to earn a graduate degree in health professions education at the University of Ottawa. I’m currently a member of the Brain and Behaviour Laboratory, directed by my thesis supervisor Professor Tracy Vaillancourt.

Few studies have examined the discrimination experiences of Black students in Ontario schools. The existing research relies mainly on qualitative methodologies or small samples, limiting their scope. I’ll be conducting a quantitative analysis of the impact of discrimination on the mental health of Black students in grades 4 to 12 in Ontario, and then investigate the support they receive from peers, teachers and mental health professionals. My research draws on social identity and resilience theories, providing a framework for understanding how these students navigate discrimination and develop coping mechanisms. Findings from my study could provide a better understanding of the lived experiences of these students and lead to educational policies and interventions that are better adapted to the needs of Black student populations.

As a medical professional who has studied epilepsy in Haiti, I know the importance of understanding the social and cultural determinants that can influence health, and as a Black person, I am aware of the significant effects and impacts of discrimination on the mental and physical well-being of every individual. Working for Professor Vaillancourt on her Health and Peer Relations Study (HPRS) project as a research assistant, I found that a significant amount of data had been collected on Black students. The survey, funded by the University's interdisciplinary Brain-Heart Interconnectome research program, is an accelerated longitudinal study looking at peer relations and student health in twelve Ontario school boards. I chose to base my thesis on this data because it aligns with my focus on researching Black minority communities in schools. 

I hope that the results of my research will benefit several groups of people. First, it will benefit Black students by exposing their lived realities in the school environment and proposing solutions to improve their well-being. Second, it will benefit school mental health professionals, such as school counsellors, psychologists, social workers and nurses, to better understand the needs of these students and adapt their interventions accordingly. Teachers and school principals could also benefit from my study to create a more inclusive school climate, where every student feels valued and respected. Finally, this work could inform education policymakers and government authorities, contributing to the development of more equitable policies and programs in Ontario schools.

I’ve been inspired by many books and new knowledge! Former US President Barack Obama's book The Audacity of Hope, in which he set out his vision of a more inclusive and hopeful America, is a great example. There are also certain theories that I learned about during my graduate studies, such as the theory of multiple intelligences, socio-constructivism and resilience, which have helped me better understand educational and human dynamics. The support of my University professors has also been very influential in my ongoing academic development. Finally, and most importantly, my thesis supervisor and other researchers in her lab: I am very inspired by their passion for research on bullying and the mental health of marginalized communities.

I speak three languages: Haitian Creole, French and English. I chose uOttawa for its unique status as an officially bilingual and multicultural university. It’s an opportunity for me to develop, both academically and personally, by being part of community initiatives close to my heart. There’s also the fact that the University of Ottawa is recognized for its commitment to diversity, inclusion, and academic excellence, values that directly align with my background and aspirations. Finally, the presence of internationally renowned researchers, such as my thesis supervisor, was also a determining factor in my decision. 

Dr. Aly Julien earned his degree in medicine from the Université d'État d'Haïti and is pursuing an MA in health professions education in the Faculty of Education at the University of Ottawa. He is a research assistant in the University of Ottawa’s Brain and Behaviour Lab. Discover more about Dr. Julien's research and publications