Resumen
This paper critically examines American schooling systems, challenges their subtractive nature, and juxtaposes it with the culturally sustaining potential of education. We problematize the current tools for evaluating trauma and stress in young people of color and emphasize the need for a comprehensive understanding of indigenous medicines as a remedy. Drawing on interdisciplinary theories, we elucidate the pervasive and evolving nature of anti-blackness, reinforcing the sociohistorical structure of inequity within schools. As a response, this study presents a unique wellness survey (comprising two newly validated wellness scales) developed from a previous four-year longitudinal study investigating the relationship between culturally relevant teaching practices and improved health outcomes for children. We found a strong correlation between exposure to our culturally relevant intervention and several health indicators. Particularly, sustained telomere growth (protection of cells) was observed in over 90% of the participants in the intervention group, indicating a potential biological mechanism through which culturally informed interventions might contribute to improved health outcomes. We use these findings to argue that proactive measures centered on cultural and community contexts can serve as crucial protective factors, thereby potentially mitigating negative health outcomes related to racialized stress.