Foundations of Academic Success in Indigenous Children

This research aims to understand Indigenous children’s academic attitudes during the pivotal transition to off-reserve schooling after grade six. It uniquely acknowledges educators’ vital role as unconventional mental health providers within Indigenous communities. By exploring stereotypes and attitudes, it bridges the gap between academia and community mental health providers, recognizing education’s potential in addressing mental health traumas stemming from systems like the Canadian residential schools. This project will investigate the impact of forced transitions on Indigenous youth, addressing educational and mental health dynamics to enhance support for Indigenous communities in Canada.

Faculty Supervisor:

Andrew S. Baron;Andrew Rivers

Student:

Partner:

Mental Health Research Canada

Discipline:

Sociology

Sector:

Other services (except public administration); Professional, scientific and technical services

University:

The University of British Columbia

Program: