This qualitative descriptive study aims to explore the coping strategies employed by White high school teachers to manage the psychological impacts of confrontational behavior exhibited by students in predominantly Black schools in the Midwestern United States. The study seeks to understand these teachers' personal and professional experiences, focusing on their methods of coping with stress and maintaining their mental well-being in a challenging educational environment. The target population comprises former and current White high school teachers who have at least one year of teaching experience in schools with predominantly Black student populations. Through in-depth interviews and thematic analysis, this research will identify common coping mechanisms, the effectiveness of these strategies, and the broader implications for teacher support and professional development. The findings aim to provide insights into the unique challenges White teachers face in racially diverse settings and offer recommendations for improving teacher resilience and student-teacher relationships. This study contributes to the broader discourse on educational equity, teacher mental health, and the dynamics of race in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]