John Henryism (JH), a high-effort coping strategy often employed by Black people to navigate systemic adversity, plays a significant yet paradoxical role in the mental health outcomes of Black transition-aged youth (18-24 years old). While JH reflects resilience and determination in the face of racialized stressors, it is also associated with adverse outcomes such as emotional dysregulation, allostatic load, and mental health challenges when deployed without sufficient support systems. For Black students in campus settings, particularly predominantly White institutions (PWIs), JH can exacerbate the strain of racial discrimination, isolation, and pressures to overperform, leading to elevated risks of anxiety, depression, and physical stress. However, campus engagement, such as participation in Black student organizations, mentorship programs, and cultural spaces, can serve as a protective factor, fostering a sense of belonging, validation, and emotional support. This clinical perspective outlines key strategies for mental health practitioners (MHPs) to recognize and address the dual nature of JH while promoting healthy, balanced coping mechanisms. By integrating culturally responsive assessments, emotion regulation interventions, and systemic advocacy, clinicians can support Black students in managing JH while encouraging campus environments that alleviate rather than reinforce racialized stressors. This approach emphasizes the need for holistic collaboration among clinicians, educators, and policymakers to create equitable and supportive spaces that enable Black youth to thrive academically, emotionally, and personally.