The opposition to culturally responsive teaching practices in the media overshadows the importance and benefits of these practices for minoritized children and families, given the disparate mental health and educational disparities for students of color. Therefore, this study assessed the relationship between parents’ and legal guardians’ perceptions of culturally responsive teaching practices to the perceptions of their elementary-aged children’s mental health and well-being. This study also aimed to investigate the buffering role of culturally responsive teaching practices on the relationship between school discrimination and children’s mental health outcomes. One hundred thirty-one diverse parents and legal guardians with children in elementary school (M_age = 8.05) were recruited for participation. According to parents and legal guardians, teachers’ culturally responsive practices were positively associated with children’s prosocial behaviors and significantly moderated the relationship between discrimination and mental health, including internalizing behaviors. This study provides crucial information regarding cultural variables that should be considered in school professional development and educator practices for elementary-aged children.

考虑到有色人种学生的心理健康和教育差异，媒体对文化响应式教学实践的反对掩盖了这些实践对少数族裔儿童和家庭的重要性和益处。因此，本研究评估了父母和法定监护人对文化响应式教学实践的看法与其对小学儿童心理健康和幸福感的看法之间的关系。本研究还旨在调查文化响应式教学实践对学校歧视与儿童心理健康结果之间关系的缓冲作用。131 名不同的父母和法定监护人在小学（M_岁） = 8.05) 被招募参与。根据家长和法定监护人的说法，教师的文化响应实践与儿童的亲社会行为呈正相关，并显着缓和了歧视与心理健康之间的关系，包括内化行为。本研究提供了有关文化变量的重要信息，这些信息应在小学儿童的学校专业发展和教育实践中加以考虑。