A case study of culturally relevant school-based programming for First Nations youth: improved relationships, confidence and leadership, and school success

Abstract

Schools are expected to promote social and emotional learning skills among youth; however, there is a lack of culturally-relevant programming available. The Fourth R: Uniting Our Nations programs for Aboriginal youth include strengths-based programs designed to promote healthy relationships and cultural connectedness, and improve school success during the transition from elementary to secondary school. A mixed methods evaluation of these programs was undertaken utilizing 35 elementary and secondary student interviews, survey data from 45 secondary students, and 7 educator, and principal interviews. Four themes emerged: (1) programming was perceived to contribute to student success; (2) participants experienced improved relationships, and an increased sense of belonging; (3) participants gained confidence and leadership skills; and (4) the provision of culturally relevant experiences and role models was key to program success. The results underscore the importance of developing and implementing culturally relevant programs for Aboriginal youth, who as a group have been historically marginalized in the education system. Furthermore, promoting cultural connectedness in schools facilitates the development of bicultural competence, and reduces the pressure many of these youth experience to choose between success at school and their Aboriginal identity.

Keywords:

• First Nations youth
• culturally relevant programming
• strengths-based
• bicultural competence
• cultural identity

Acknowledgements

The authors acknowledge the partnership with Thames Valley District School Board that made this research possible. We are also indebted to the students and educators who shared their experiences.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

^1. Email: [email protected]

^2. Email: [email protected]

^3. Email: [email protected]

^4. Email: [email protected]

^5. Email: [email protected]

^6. The term Aboriginal is defined in the Canadian constitution to include the first peoples of Canada; namely, First Nations, Métis, and Inuit.

^7. Although this full name distinguishes the culturally relevant programming from the more generic Fourth R programs, the shorter form is used throughout this article for brevity. In addition, interviewees tended to refer to the program by the shorter name (i.e., Fourth R).

^8. We have used the term Aboriginal when referring to policies and research that use that designation and we acknowledge that this terminology is generalized and rooted in a colonial discourse. For the remainder of the paper, we talk more specifically and accurately about our work with First Nations youth that is grounded in the local landscape in which we work. At times we use the term FNMI to align with a particular policy or program mandate of the Ministry or school board. When quoting interviewees we have accurately reflected their language choice in this regard.

^9. Those unfamiliar with the Medicine Wheel teachings and who wish to understand the implications for education are referred to Bell (2014).

^10. The acronym FNMI is used by some individuals to denote the same groups as the term Aboriginal (i.e., FNMI). In this case, we use the term Aboriginal when referring to literature that uses that terminology. We use First Nations in reference to the students within the programming and the communities to which they belong.

Additional information

Funding

Funding for this project was provided through an Innovation Strategy grant from the Public Health Agency of Canada to the first author [grant number 1415-HQ-000742].