Educational Experiences of Black Children and Youth in Canada: A Scoping Review

Black children and youth in Canada often hold high educational aspirations; however, systemic biases, deficit-based perceptions, and structural barriers limit their opportunities. These challenges, linked to anti-Black racism, migration-related disruptions, and socioeconomic inequities, contribute to lower engagement, underrepresentation, and reduced access to equitable educational resources. This scoping review examines these intersecting factors to inform equity-focused policy and practice. Following the Arksey and O’Malley framework and reported according to PRISMA-ScR guidelines, this review analyzed 96 studies published from database inception to May 2024, including 55 qualitative, 37 quantitative, and 4 mixed-methods studies. Bibliometric analysis was used to summarize study characteristics, while a thematic synthesis guided by intersectionality identified patterns in barriers, experiences, and interventions. Findings indicate that Black children and youth face persistent barriers, including systemic racism, disproportionate disciplinary practices, and Eurocentric curricula, with inequities further shaped by intersections of race, immigration status, and socioeconomic position. At the same time, mentorship, sponsorship, and community networks support academic resilience. Reported interventions include anti-racism training for educators and school stakeholders, culturally responsive curricula, mentorship initiatives, mental health supports, and financial aid. Advancing equity for Black children and youth in Canada requires systemic reform, culturally responsive pedagogy, and intersectionality-informed policies. Future research should prioritize participatory and longitudinal designs to generate evidence on effective and scalable strategies that foster educational opportunity and well-being.