Julien, Adonaï2025-09-302025-09-302025-09-30http://hdl.handle.net/10393/50891https://doi.org/10.20381/ruor-31422In the present study, I investigated the association between discrimination and the mental health of Black Ontario students in Grades 4 to 12 and explored Black students' use of school-based mental health support and its potential moderating effects. A cross-sectional study was conducted with 646 Black students (mean age = 12.51, SD = 2.34; 52.1% girls, 47.9% boys) drawn from the Health and Peer Relations Study. Data analysis included descriptive statistics, correlations, chi-square tests, and regression analyses. Gender, grade level, and mental health support were examined as moderators of the association between discrimination and mental health outcomes. Results indicated that discrimination was significantly associated with poorer mental health. Girls reported higher scores for emotional problems (70.7%) than boys (29.3%). Despite these challenges, only 16.0 % of Black students reported interest in consulting a school mental health professional in the past year. The most frequently accessed source of support was friends of the same age (girls: 22.3%, boys: 19.4%). Discussing emotional problems was linked to better mental health. These association between discrimination and Black students' mental health highlights an urgent need for culturally responsive, accessible mental health services in schools in Ontario. Policies should address both discrimination and low help-seeking behaviour, particularly among those facing chronic discrimination.enAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/discriminationmental healthBlack studentshelp-seekingschool supportThesis