By Jaelon Jackson
School of Social Work
Aundraea Brown successfully defended her dissertation at the University of Texas at Arlington School of Social Work, examining how school-based mental health professionals understand and apply cultural competence in real-world practice.
Brown’s dissertation, School-Based Mental Health Professionals’ Perceptions of Cultural Competency and Awareness in Promoting Culturally Responsive Services, was shaped by more than 13 years of experience working as a school social worker and mental health leader. Throughout her career, Brown witnessed how schools can serve as critical access points for mental health care, particularly for students and families who face barriers such as stigma, cost or limited availability of services outside of school.
“Schools can be powerful places for mental health care,” Brown said. “But even when mental health professionals are present, many of us still question how to meaningfully apply cultural competence in counseling spaces shaped by policy, politics and organizational constraints.”
Brown observed a recurring gap between how cultural competence is taught in professional training and how it is practiced in school settings. While cultural competence is emphasized in ethical codes and coursework, practitioners often leave training asking what culturally responsive care looks like in daily interactions with students and families. Her research sought to center practitioners’ voices and experiences to better understand that disconnect.
Using qualitative focus groups with school-based mental health professionals, Brown explored how practitioners conceptualize cultural competence, how it develops over time, and how professionals navigate systemic barriers while striving to provide culturally affirming care. One key finding revealed that cultural competence is not viewed as a fixed skill, but as an ongoing and evolving process rooted in humility, curiosity, reflection and relationship-building.
“Participants emphasized the importance of being willing to learn, unlearn and adapt,” Brown said. “Cultural competence evolves through experience, dialogue with students and families, and continuous professional reflection.”
The study also highlighted the role of identity and lived experience. Practitioners often felt more confident when working with students with whom they shared cultural familiarity, while unfamiliarity required intentional listening and learning. Many participants shared that experiences of marginalization deepened their empathy and strengthened their commitment to culturally affirming care.
Despite these strengths, Brown’s research identified systemic barriers, including restrictive policies, political climates, and inconsistent schoolwide training, which can limit culturally responsive practice. Even so, participants described creative and intentional ways to support students within those constraints. Peer consultation and case staffing emerged as especially impactful strategies, often viewed as more meaningful than formal training alone and accessible within the workday.
Brown’s committee chair, Dr. Danielle Harrell, UTA School of Social Work assistant professor, said Brown’s ability to balance rigorous academic responsibilities with demanding professional responsibilities distinguished her doctoral journey.
“What stood out most about Aundraea’s journey was her commitment, persistence and clarity of purpose,” Harrell said. “She navigated the rigorous demands of doctoral study while serving as a full-time clinical director overseeing mental health programming within a large charter school network, responsibilities that would be arduous for any student. Yet she remained deeply engaged, focused, and resilient throughout the program.”
Harrell noted that Brown’s dissertation is particularly timely in today’s social work landscape, where schools are increasingly tasked with addressing complex mental health needs amid shifting political and structural constraints.
“Aundraea’s work underscores cultural competence as an ongoing, relational and humility-driven process rather than a static skill set,” Harrell said. “By elevating practitioner perspectives, her research offers critical insights for strengthening school-based mental health practice, informing policy and guiding future training for social workers and counselors.”
Over the course of the program, Harrell said Brown demonstrated significant growth as a scholar, particularly in qualitative research design, data analysis and integrating theory with practice.
“She developed increasing confidence in her scholarly voice while maintaining a deep commitment to producing research that is both rigorous and socially meaningful,” Harrell said. “Her work positions her well for continued contributions to social work research, practice and leadership.”
Reflecting on her PhD journey, Brown said learning to trust her voice as both a practitioner and emerging scholar was the most meaningful part of the process.
“There were moments when I questioned whether my practice-based perspective belonged in academic spaces,” she said. “This journey taught me that lived experience is not a limitation; it’s a strength.”
Brown completed her dissertation while leading school-based mental health work, parenting and navigating life challenges, an experience she described as requiring resilience, faith and strong support systems. Seeing her research reflect the lived realities of professionals in the field made the journey especially rewarding.
Looking ahead, Brown plans to continue leading and expanding school-based mental health services in her role as a clinical director while translating her research into practice through training, policy discussions and professional development. She also plans to submit her research for publication, present at conferences, teach future social workers and collaborate on additional school-based research projects.
Long term, Brown hopes to continue mentoring emerging professionals and advocating for systems that prioritize culturally responsive, equitable and affirming mental health care for students and families.