“Equity-Oriented Leadership: Fostering leadershio that is mindful of the mental health of Black and Brown educators and enacting cultural responsiveness”, by Meredith McNerney
What was your dissertation focus?
This dissertation explores how school leaders can better support the mental health of Black and Brown educators in predominantly White schools by addressing racialized stressors, fostering cultural competence, and promoting equity-focused leadership.
What inspired you to do this work?
As a former principal and now a leader of workshops on trauma-informed care, resilience, and mental health literacy, I was struck by the challenges my Black and Brown colleagues were facing—challenges I hadn’t personally experienced but deeply wanted to understand. I saw how racialized stress and isolation were impacting not only educators but also students who benefit from seeing themselves reflected in their teachers. This research was my way of listening more closely, learning more deeply, and using my position to help create conditions that support mental health, retention, and belonging for educators of color.
What was the impact and results of your work?
This research resulted in a deeper understanding of the mental health challenges faced by Black and Brown educators in predominantly White schools. Through interviews and surveys, it highlighted the emotional toll of racialized stress, isolation, and microaggressions. A key outcome was the development and implementation of a four-part leadership series that increased participants’ cultural competence and empathy. Leaders who completed the series demonstrated greater awareness and commitment to actionable solutions, such as addressing microaggressions and fostering inclusive environments. The study’s impact lies in its ability to shift leadership practices toward more equitable support systems for educators of color—ultimately benefiting the students they serve.
What’s ahead for you?
Calmer Schools, the company I founded four years ago, grew out of my passion for supporting educator mental health and building trauma-informed, inclusive school communities where everyone feels a sense of belonging.
After earning my doctorate, I was proud to give back through our School Culture Grants, part of Calmer Schools’ Social Impact Campaign. These grants invite schools to apply for funding to support projects that advance inclusivity, belonging, and culturally responsive practices. Grant recipients were selected based on how well their proposals reflected the core themes of my research, particularly efforts to support the well-being of educators of color and create more equitable school environments.
Looking ahead, I plan to continue using this research to spark meaningful, lasting change—equipping school and district leaders with practical tools to support diverse educators, reduce burnout, and create environments where both staff and students are seen, heard, and supported.
Connect with Meredith on LinkedIn.
