This initial collection or research references, reports and resources has been started by the International School Health Network from a previous Canadian project. Visitors to and members of this wiki-based web site are welcome to add references (using the Easy Edit" tool found at the top of the page or commenting on the collection by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page. Eventually, when time and resources permit, this initial collection will be formatted in accordance with the outline used in this knowledge exchange program for bibliographies/ toolboxes relating to specific sub-populations or local community contexts.

This page contains an extensive listing of research, reports and resources in aboriginal school health promotion, social development and learning. Visitors are encouraged to add other items.

Welcome to our toolbox of research, reports and resources for promoting thel health of aboriginal young people through school-based and school-linked approaches, programs and strategies. A comprehensive framework or outline has been used to list research, reports and resources to reinforce the strengths and address the challenges of this population in a comprehensive, coordinated and whole school manner. In this toolbox, interventions are defined as including policies (including professional practice guidelines and organizational practices), educational programs, health, social, student & other services, social support activities such as parent involvement, youth engagement, working with media and community and changes to the physical environment or other practical resources such as transportation to and from school. The research cited here includes research reviews, important case studies and textbooks. Please note that only research reviews and selected or major studies are included in this listing for comprehensive approaches to broad health or social issue. Case studies and more specific items will be located in the similar wiki pages on specific interventions, populations or theories. The reports/resources sections include discussion/position papers and status reports. The resources include examples of programs/guidelines/mandates, planning guides/manuals, educational programs/curricula/educational methods guides, health or other agency service/clinical guidelines/mandates to work with schools, policy tools/guidelines/examples, assessment/evaluation tools, training tools and other resources such as key web sites or organizations.

Please add to this toolbox in any of these ways: Add a comment or a question about specific or general points using the "thread" tool at the bottom of the page or the "Discussions" tool found in the top navigation bar. Invite your colleagues to join this CoP by using the "invite" tool in the top navigation bar. Add to this listing of research and resources by using the "easy edit" tool found at the top of the page. Create new or expanded sub-sections as well. Don't worry about losing any content because the system keeps records of all changes. Don't worry about formatting, we can clean ip up later. Learn more about how to edit, add and move pages as well as make comments within this wiki in our video/web tour. Comment on, edit or initiate one of our "mini-summaries" that we are creating at the start of each sub-section of this toolbox. (See the examples of these on our draft mini-summaries page). These concise statements help to explain different parts of the toolbox, the problem and school programs addressing the problem. These mini-summaries will be elaborated upon through webinars and in an international glossary, encyclopedia and handbook project as time and funds permit.

The following framework is used to list research, reports and resources to describe populations and sub-populations such as young children, adolescents, young adults, aboriginal students and schools, males, children with disabilities, gifted students etc.

A. Defining the Population
B. Issues of Urgent or Significant Concern to this Population, Interventions of More Relevance to this population
C. Impact of Effective Interventions on the health, learning and social development of this Population
D. How to Implement Interventions with this Population
E. Research Issues and Questions

Framework for Listing Research, Reports and Resources on Populations
(Defined by Proximity to Risk, Geography, Community Characteristics, Gender, Culture etc)

A. Defining the Population

A-1 Overview

Research	Reports/Resources
Principles and Values that Should Guide Us Stockburger J. Substance Abuse Related Special Needs in Canada: Best Practices for Prevention. Centre of Excellence for Children & Adolescents with Special Needs. University of Norther British Columbia. (Monograph) de Leeuw S, Greenwood M. Recognizing Strength, Building Capacity: Addressing Substance Abuse Related Special Needs in First Nations Communities of British Columbia's Hinterlands. Centre of Excellence for Children & Adolescents with Special Needs. University of Norther British Columbia. (Monograph)	Tagalik S, McCall D, Corless G (2009) A Framework for Indigenous School Health: Foundations in Cultural Principles, National Collaborating Centre on Aboriginal Health, CCL Aboriginal Learning Knowledge Centre, Canadian Association for School Health This consensus statement presents essential principles and a new understanding of how school health promotion and social development should be undertaken through schools serving indigenous nations and communities CIHR and the Institute for Aboriginal Peoples’ Health have created the CIHR Guidelines for Health Research Involving Aboriginal People. These comprehensive guidelines are to assist researchers and institutions in carrying out ethical and culturally competent research involving Aboriginal people. The intent is to promote health through research that is in keeping with Aboriginal values and traditions. The First Nations Centre at the National Aboriginal Health Organization recognized the need for Aboriginal people to protect all information concerning themselves, their traditional knowledge and culture, including information resulting from research. The Centre laid out the principles of Ownership Control Access and Possession (OCAP) to enable self-determination over all research concerning First Nations. It offers a way for First Nations to make decisions regarding what research will be done, for what purpose information or data will be used, where the information will be physically stored and who will have access. OCAP has been was sanctioned by the First Nations Information Governance Committee (FNIGC) and the First Nations Regional Longitudinal Health Survey (RHS) and is in wide use today. Report: Redefinig how success is measured in First Nations, Inuit, and Metis Learning (October 2007) From the Canadian Council on Learning (CCL) and its Aboriginal Learning Knowledge Centre, in partnership with Aboriginal organizations in Canada. This report outlines an innovative approach to measuring Aboriginal learning—one that should lead to more effective lifelong learning and contribute to a higher quality of life for Aboriginal Peoples across Canada. It provides - background on key issues in aboriginal learning - orientation to strengths-based approach and the need for aboriginal ownership and control of data - overview of promising practices - three holistic lifelong learning models, which include access to aboriginal history and programming in schools, interaction with extended family and intergenerational learning, outdoor programs on traditional knowledge and practices related to land and community. Landscapes of Indigenous Health (From the National Collaborating Centre on Aboriginal Health) This report provides a comprehensive picture of existing knowledge and current directions in Indigenous peoples’ health research and priorities in Canada. This work also identifies gaps and shortfalls in research and data that might require attention. The document, completed in 2007, assessed 649 peer-reviewed documents and 242 reports, studies and discussion papers published since 2001 by Aboriginal organizations, federal and provincial governments, health regions, professional organizations, and other non-governmental organizations (NGOs). The scan also assessed 243 projects undertaken by the Canadian Institutes of Health Research (CIHR)that were devoted to the study of Aboriginal health. Together, these assessments pointed to key themes in the field.

A-2 Strengths and Weaknesses of the Population

Research	Reports/Resource
Strength-based Approaches Greenwood, Margo, Shirley Tagalik and Sarah de Leeuw. (2005). “Beyond Deficit: Exploring Capacity Building in Northern and Indigenous Youth Communities Through Strength-Based Approaches”. Eds. R. Tonkin and L. Foster. The Youth of British Columbia: Their Past and Their Future. Victoria:Western Geographical Press, University of Victoria. 175 – 188. Battiste, M. (2002), Indigenous Knowledge and Pedagogy in First Nations Education, a Literature Review with Recommendations, and Annotated Aboriginal Education Resource Materials, Apamuwek Institute, prepared for the National Working Group on Education and the Minister of Indian and Northern Affairs Canada (INAC). Kavanagh, B. (2003). The role of parental and community involvement in the success of First Nations learners: A review of the literature. A Report to the Minister’s National Working Groups on First Nations Education, Indian and Northern Affairs, Canada.	Supporting Aboriginal Parents: Teachings for the Future National Collaborating Centre on Aboriginal Health (2009) A strengths-based summary and review ofreports and literature on Aboriginal parenting practices Reclaiming the Learning Spirit: Learning from our ExperienceA collaborative project of the Aboriginal Learning Knowledge Centre and the Adult Learning Knowledge Centre, Reclaiming the Learning Spirit: Learning from our Experience took place in Saskatoon, Saskatchewan in March 2008. The report based on this landmark event offers up highlights of successful learning strategies for Aboriginal adult learners that are community-based, holistic, strength-based, transformative and anti-colonization. Asset Building (Thrive Canada-LionsQuest) Developmental Assets are 40 opportunities, skills, relationships, values and self-perceptions that all young people need to succeed. The Developmental Asset Framework was created by the Search Institute, a nonprofit, nonsectarian organization whose mission is to provide leadership, knowledge, and resources to promote healthy children, youth, and communities. The Framework is a research-based tool that encouages all individuals to make a difference.
Nature, Prevalence of Health, Social and Learning Problems	The National Collaborating Centre on Aboriginal Health is commissioning, with the support of Health Canada and in collaboration with NEAHRs, a background report on health inequalities and social determinants of Aboriginal Peoples’ health, helping to increase awareness of the issue and the degree to which inequalities act as barriers to addressing health disparities. This report will inform the Chief Public Health Officer of Canada’s first report to Parliament. Talking Back to Grownups: Healthy Children, Healthy Communities. A report on the Social Determinants of Health and Middle Childhood in Canada 2007. From the United Nations Association in Canada Aboriginal young people are twice as likely to live in poverty compared to other young people and more likely to experience stressors that lead to poor health outcomes. The Aboriginal young people who participated in the HC² survey were far more likely to indicate lower health status, worry more about their life and family’s health and engage in risky behaviour. While these issues are well documented in other research studies, these self-perceptions further intensify the need for greater attention to health in these communities starting at a young age. (From page 8 of the report) State of Aboriginal Learning. From the Canadian Council on Learning (CCL) A background paper for the National Dialogue on Learning, Marie Battiste, November 2005. This paper was produced to support the development of the Aboriginal Learning Knowledge Centre within CCL and provides useful context and perspectives on learning, presented in three parts, forFirst Nations, Inuit, and Metis. The foundational priciples included in the report describea holistic and inclusiveapproach to learning, and also establish the right of Aboriginal people to develop and control all aspects of their education. International Research Examples from Australia 1. Indigenous Culture & Curriculum Meeting Kids at the School Gate: The Literacy and Numeracy Practices of a Remote Indigenous Community Jennifer Rennie, Monash University December 2006 This is an interesting, small-scale qualitative exploration of culture knowldege and curriculum, oral tradition versus written in an isolated indigenous community school. 2. Iniquities in Indigenous Education The government of Australia's remote Northern Territory conducted a comprehensive review of secondary education in 2004. The executive summaryof the study by Gregor Ramsay provides findings. Also on the government website www.betterschools.net.gov.au are links to new programs and research in Australian indigenous education, including exploring new ways to support remote indigenous schools, and developing models of collaboration between indigenous schools and communities. 3. From the Australian Association for Active Educational Researchers,aNovember 2003 study by Rhonda G. Craven and Adrian Parente of the University of Western Australia entitled Unlocking Indigenous Educational Disadvantage,explores identity and self concept as a determinant of aboriginal education outcomes.

A-3 Linkages, connections to other populations

Research	Reports/Resources

A-4 Understanding Key Characteristics of the Population and How they Interact with Risk or Protective Factors

Research	Reports/Resources
Redressing Colonialism/Cultural Revival	The Aboriginal Healing Foundation (AHF), is focused on abuse of Aboriginal people in the Residential School system, including intergenerational impacts, and on helping Aboriginal people heal themselves. The foundation provides funding to Aboriginal healing programs based on the Government of Canada’s Final Settlement Agreement. Healing Approach in Prisons Chapter VII of a report to the Solicitor General of Canada deals specifically with the ways in which a healing approach can apply with victims of crime and offenders. Many community members suggested that such an approach can effectively respond to certain concerns about the criminal justice system and provide an ideal community Correction Services Canada has an aboriginal strategy that has several elements that emphasize working with and within aboriginal families and communities. This strategy includes these programs: · The Tupiq Program for Inuit Sexual Offenders: A Preliminary Investigation · The "In Search of Your Warrior" Program for Aboriginal Offenders: A Preliminary Evaluation · Manitoba: An Examination of the Program Needs of Métis Offenders in Federal Correctional Facilities · The Needs of Inuit Offenders in Federal Correctional Facilities · First Nations, Métis, Inuit and Non-Aboriginal Federal Offenders: A Comparative Profile · An Examination of Healing Lodges for Federal Offenders in Canada · Exploring the Profiles of Aboriginal Sexual Offenders: Contrasting Aboriginal and Non-Aboriginal Sexual Offenders to Determine Unique Client Characteristics and Potential Implications for Sex Offender Assessment and Treatment Strategies · An Examination of Youth and Gang Affiliation within the Federally Sentenced Aboriginal Population · Release Potential of Federally-Sentenced Aboriginal Inmates to Communities: A Community-based Research Project · The Relevance of a Cultural Adaptation for Aboriginals of the Reintegration Potential Reassessment Scale (RPRS) The Australian Centre for Health Promotion, out of the University of Sydney, is focused on Indigenous health and health promotion based on the principles of self-determination and reconciliation. With strong Indigenous leadership, and in partnership with community organisations, the Centre conducts research, provides education, and contributes to the professional development of Indigenous and non-Indigenous health promotion practitioners, and provides policy advice to managers, researchers and policy-makers. The Centre contributes to the design and teaching of the Graduate Diploma in Indigenous Health Promotion in the School of Public Health at the University of Sydney
Community Control of Institutions	Control of Institutions/Representation at all levels The[d1] World Health Organization (WHO) convened an Aboriginal Dialogue with its Canadian Reference Group in 2006 to explore the social determinants of health for First Nations, Inuit, and Métis people. Participants included Aboriginal and non-Aboriginal people, representatives from government and non-governmental organizations, researchers and practitioners in Aboriginal health (Raincoast 2006). Discussion centered around self-determination as a social determinant of health and the need to bring indigenous-specific knowledge into the work of the WHO. Recommendations include ‘whole of government’ approaches to fully address the Aboriginal context in Canada. As well, the WHO and its Canadian Reference Group will explore this issue with indigenous situations globally in an international scan of indigenous health, and the conditions where self-determination supports better health. The groups will also convene a think tank to ensure indigenous participation in defining future work. [d1] National Level In Australia, the establishment of Aboriginal Community-Controlled Health Services is seen as a major development in indigenous health promotion. The National Aboriginal Community Controlled Health Organisation (NACCHO) is the national peak Aboriginal health body representing Aboriginal Community Controlled Health Services throughout Australia. An Aboriginal Community Controlled Health Service (ACCHS) is a primary health care service initiated and operated by the local Aboriginal community to deliver holistic, comprehensive, and culturally appropriate health care to the community which controls it. Local Agency Level Kativik School Board oversees 14 schools in Nunavik (northern Quebec); its mission is to provide the people of Nunavik with educational services that will guide and enable learners to develop the qualities, skills and abilities that are necessary to achieve their well-being and self-actualization. Key principles are lifelong learning, Inuit control over Inuit education, the importance of languages and culturally responsive curriculum. Cree School Board oversees 3,600 students in 9 schools in Northwestern Quebec, near James bay. Under the philosophy that children have the right to be taught in their Mother tongue, the Cree language and culture are the root of the Cree education system in Cree schools. Schools have Cree curriculum in geography, history, and economics, and there is in-service training for Cree teachers. A land based Cree hunting and trapping vocational option is being developed. School/Neighbourhood Level There are 87 First Nation Schools in Ontario. The majority of these schools have curriculum content that includes Aboriginal values and world view, Grandfather teachings, Aboriginal history, spirituality, ceremonies, and language. However, due to a lack of funding, materials, and First Nations teachers, not all First Nations schools have Aboriginal curriculum. Partnerships with 7 Native Friendship Centres support delivery of Native Alternative School Programs The Eskasoni Elementary and Middle School is a band-owned school in the Eskasoni First Nation in Cape Breton, with students from Kindergarten to Grade 9. The school follows provincial curriculum, and offers a Mi’kmaq language immersion program from Kindergarten to Grade 3 that has been positively evaluated. The school has tailored the PATHS (Promoting Alternative Thinking Strategies) program from the US, to work with its Aboriginal students. Called the EMPATHIC program at Eskasoni, it is based upon the medicine wheel and was developed to reflect Aboriginal culture and language. This comprehensive program promotes emotional and social competencies and reduces aggression and behaviour problems while simultaneously enhancing the educational process in the classroom. Piqqusilirivvik, Nunavut’s Cultural School, will be the first non-secondary cultural school in Canada. Rather than teaching a standard curriculum, the school will be focused on preserving Inuit culture and heritage amongst its students. The location of Clyde River has been selected by a government-led interagency committee; planning continues. It is focused on bringing First Nations, Inuit and Métis students back to school by offering cultural programs, counselling, and engaging Elders. Aboriginal Independent Community Schools in Western Australia is a group of 15 independent, community-led schools that reflect indigenous education practices and culturally appropriate education. Beginning in 1976 when the first community received government support to set up its own school at a rural farming station, the group has grown and is now receiving some recognition: The Nyikina Mangala Community School received the National Award for Excellence in Family School Partnerships in 2007. Kura Kaupapa Maori Schools in New Zealand, are total immersion Maori language schools that feature active participation by Māori in planning, development and delivery of education to ensure that services are appropriate and effective for Māori. Māori provider development is one key mechanism for participation. Other mechanisms include Māori representation on Boards of Trustees, and Māori workforce development. The number of kura kaupapa Māori Schools jumped from 13 in 1992, to 73 schools in 2007. Hawaiian Charter Schools were established to focus on native Hawaiian students in response to recognition that they were underachieving and being underserved by the public school system. The schools are culturally-driven, family-oriented, and community-based public charter schools aimed at delivering the highest level of education while preserving Hawaiian language, culture, and traditions. Fourteen of Hawaii’s 27 public charter schools have a native Hawaiian cultural focus. The motto for Chief Jimmy Bruneau Regional High School in Behchokö is “strong like 2 people”. The school is named after Chief Bruneau who began pressing the Government of Canada for a school in the community in 1938. The school uses Alberta’s core curriculum, with an additional focus on spirituality, and a program called Gonawok’e, which builds traditional land skills. The school has a high attendance record, which staff attribute to its cultural and trades programming. It also has the highest graduation rate in the territory. Inclusive schooling is mandated throughout the Northwest Territories and is a based on the philosophy that builds on strengths of individual students, supporting individual achievement through Program Support Teachers in addition to homeroom teachers.
Culture-based Ways of Knowing	CIHR and the Institute for Aboriginal Peoples’ Health have created the CIHR Guidelines for Health Research Involving Aboriginal People. These comprehensive guidelines are to assist researchers and institutions in carrying out ethical and culturally competent research involving Aboriginal people. The intent is to promote health through research that is in keeping with Aboriginal values and traditions. The First Nations Centre at the National Aboriginal Health Organization recognized the need for Aboriginal people to protect all information concerning themselves, their traditional knowledge and culture, including information resulting from research. The Centre laid out the principles of Ownership Control Access and Possession (OCAP) to enable self-determination over all research concerning First Nations. It offers a way for First Nations to make decisions regarding what research will be done, for what purpose information or data will be used, where the information will be physically stored and who will have access. OCAP has been was sanctioned by the First Nations Information Governance Committee (FNIGC) and the First Nations Regional Longitudinal Health Survey (RHS) and is in wide use today. Report: Redefinig how success is measured in First Nations, Inuit, and Metis Learning (October 2007) From the Canadian Council on Learning (CCL) and its Aboriginal Learning Knowledge Centre, in partnership with Aboriginal organizations in Canada. This report outlines an innovative approach to measuring Aboriginal learning—one that should lead to more effective lifelong learning and contribute to a higher quality of life for Aboriginal Peoples across Canada. It provides - background on key issues in aboriginal learning - orientation to strengths-based approach and the need for aboriginal ownership and control of data - overview of promising practices - three holistic lifelong learning models, which include access to aboriginal history and programming in schools, interaction with extended family and intergenerational learning, outdoor programs on traditional knowledge and practices related to land and community. Landscapes of Indigenous Health (From the National Collaborating Centre on Aboriginal Health) This report provides a comprehensive picture of existing knowledge and current directions in Indigenous peoples’ health research and priorities in Canada. This work also identifies gaps and shortfalls in research and data that might require attention. The document, completed in 2007, assessed 649 peer-reviewed documents and 242 reports, studies and discussion papers published since 2001 by Aboriginal organizations, federal and provincial governments, health regions, professional organizations, and other non-governmental organizations (NGOs). The scan also assessed 243 projects undertaken by the Canadian Institutes of Health Research (CIHR)that were devoted to the study of Aboriginal health. Together, these assessments pointed to key themes in the field.

B. Issues and Interventions that are More Relevant to this Population

B-1 Listing of Key Problems/Opportunities Most Relevant to the Population

Research	Reports/Resources

B-2 Listing of Interventions Most relevant to the Population

Research

Reports/Resources

This sub-section lists resources (programs, policies, services and practices) that have been developed for aboriginal students, schools and communities. The items are listed by the many health and social topics that address the needs of the whole child, but many of these programs are focused on only one or two aspects of health or social development. Related to Decolonization and Cultural Renaissance 1. Truth & Healing The Aboriginal Healing Foundation (AHF), is focused on abuse of Aboriginal people in the Residential School system, including intergenerational impacts, and on helping Aboriginal people heal themselves. The foundation provides funding to Aboriginal healing programs based on the Government of Canada’s Final Settlement Agreement. The Australian Centre for Health Promotion, out of the University of Sydney, is focused on Indigenous health and health promotion based on the principles of self-determination and reconciliation. With strong Indigenous leadership, and in partnership with community organisations, the Centre conducts research, provides education, and contributes to the professional development of Indigenous and non-Indigenous health promotion practitioners, and provides policy advice to managers, researchers and policy-makers. The Centre contributes to the design and teaching of the Graduate Diploma in Indigenous Health Promotion in the School of Public Health at the University of Sydney. 2. Control and Representation National Level Local Agency Level Kativik School Board oversees 14 schools in Nunavik (northern Quebec); its mission is to provide the people of Nunavik with educational services that will guide and enable learners to develop the qualities, skills and abilities that are necessary to achieve their well-being and self-actualization. Key principles are lifelong learning, Inuit control over Inuit education, the importance of languages and culturally responsive curriculum. Cree School Board oversees 3,600 students in 9 schools in Northwestern Quebec, near James bay. Under the philosophy that children have the right to be taught in their Mother tongue, the Cree language and culture are the root of the Cree education system in Cree schools. Schools have Cree curriculum in geography, history, and economics, and there is in-service training for Cree teachers. A land based Cree hunting and trapping vocational option is being developed. School/Neighbourhood Level There are 87 First Nation Schools in Ontario. The majority of these schools have curriculum content that includes Aboriginal values and world view, Grandfather teachings, Aboriginal history, spirituality, ceremonies, and language. However, due to a lack of funding, materials, and First Nations teachers, not all First Nations schools have Aboriginal curriculum. Partnerships with 7 Native Friendship Centres support delivery of Native Alternative School Programs The Eskasoni Elementary and Middle School is a band-owned school in the Eskasoni First Nation in Cape Breton, with students from Kindergarten to Grade 9. The school follows provincial curriculum, and offers a Mi’kmaq language immersion program from Kindergarten to Grade 3 that has been positively evaluated. The school has tailored the PATHS (Promoting Alternative Thinking Strategies) program from the US, to work with its Aboriginal students. Called the EMPATHIC program at Eskasoni, it is based upon the medicine wheel and was developed to reflect Aboriginal culture and language. This comprehensive program promotes emotional and social competencies and reduces aggression and behaviour problems while simultaneously enhancing the educational process in the classroom. Piqqusilirivvik, Nunavut’s Cultural School, will be the first non-secondary cultural school in Canada. Rather than teaching a standard curriculum, the school will be focused on preserving Inuit culture and heritage amongst its students. The location of Clyde River has been selected by a government-led interagency committee; planning continues. It is focused on bringing First Nations, Inuit and Métis students back to school by offering cultural programs, counselling, and engaging Elders. Aboriginal Independent Community Schools in Western Australia is a group of 15 independent, community-led schools that reflect indigenous education practices and culturally appropriate education. Beginning in 1976 when the first community received government support to set up its own school at a rural farming station, the group has grown and is now receiving some recognition: The Nyikina Mangala Community School received the National Award for Excellence in Family School Partnerships in 2007. Kura Kaupapa Maori Schools in New Zealand, are total immersion Maori language schools that feature active participation by Māori in planning, development and delivery of education to ensure that services are appropriate and effective for Māori. Māori provider development is one key mechanism for participation. Other mechanisms include Māori representation on Boards of Trustees, and Māori workforce development. The number of kura kaupapa Māori Schools jumped from 13 in 1992, to 73 schools in 2007. Hawaiian Charter Schools were established to focus on native Hawaiian students in response to recognition that they were underachieving and being underserved by the public school system. The schools are culturally-driven, family-oriented, and community-based public charter schools aimed at delivering the highest level of education while preserving Hawaiian language, culture, and traditions. Fourteen of Hawaii’s 27 public charter schools have a native Hawaiian cultural focus. The motto for Chief Jimmy Bruneau Regional High School in Behchokö is “strong like 2 people”. The school is named after Chief Bruneau who began pressing the Government of Canada for a school in the community in 1938. The school uses Alberta’s core curriculum, with an additional focus on spirituality, and a program called Gonawok’e, which builds traditional land skills. The school has a high attendance record, which staff attribute to its cultural and trades programming. It also has the highest graduation rate in the territory. Inclusive schooling is mandated throughout the Northwest Territories and is a based on the philosophy that builds on strengths of individual students, supporting individual achievement through Program Support Teachers in addition to homeroom teachers. Professions To be added - Examples of Native Teacher Education Programs Aboriginal Nutrition Network – promotes careers in nutrition provide a forum for registered dieticians working in Aboriginal communities or those with a general interest in Aboriginal nutrition issues to: o Network and share resources with communities o Be informed and participate in continuing education opportunities o Further develop dietetic training opportunities with a focus on Aboriginal nutrition o Be identified as a resource group for governing bodies, communities and others o Raise awareness of Aboriginal nutrition needs o Promote nutrition as a career choice among Aboriginal students Also under FNIHB, the Community Action Resources for Inuit, Métis and First Nations: Toolbox and Introduction to Health Promotion Program Planning support Aboriginal communities to implement their own health promotion programs. Production and Transmission of Knowledge/Funding of Research As mentioned above, CIHR and the Institute for Aboriginal Peoples’ Health have created the CIHR Guidelines for Health Research Involving Aboriginal People. These comprehensive guidelines are to assist researchers and institutions in carrying out ethical and culturally competent research involving Aboriginal people. The intent is to promote health through research that is in keeping with Aboriginal values and traditions. The First Nations Centre at the National Aboriginal Health Organization recognized the need for Aboriginal people to protect all information concerning themselves, their traditional knowledge and culture, including information resulting from research. The Centre laid out the principles of Ownership Control Access and Possession (OCAP) to enable self-determination over all research concerning First Nations. It offers a way for First Nations to make decisions regarding what research will be done, for what purpose information or data will be used, where the information will be physically stored and who will have access. OCAP has been was sanctioned by the First Nations Information Governance Committee (FNIGC) and the First Nations Regional Longitudinal Health Survey (RHS) and is in wide use today. The Canadian Population Health Initiativeidentified several examples of successful knowledge translation, three of which were from aboriginal communities: See ABORIGINAL HEALTH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Developing a community health tool kit with Indigenous health organizations . .11 The Manitoba First Nations Centre for Aboriginal Health Research: Knowledge translation with Indigenous communities . . . . . . . . . . . . . . . . . . .15 Understanding knowledge translation in an urban Inuit community . . . . . . . . . .19 With the creation of Nunavut, the territorial government began redesigning curriculum to be based upon Inuit Qaujimajatuqangit or Inuit worldview. The new curriculum has been designed to be more relevant and culturally appropriate. o A key focus is the Inuktitut first language curriculum, Uqausiliriniq. o The Aulajaaqtut program of studies deals with wellness, traditional values, and leadership, is based upon traditional Inuit values and incorporates the knowledge of Elders. It provides an overview of social history over the past decades and celebrates the resiliency and persistence of the Inuit. o Student assessment requires the demonstration of attitudes and innovative thinking in collaborative and strategic solution-seeking. Assessment involves student portfolios, achievement rubrics and self and peer assessment activities The Manitoba Aboriginal Education Branch has developed the Manitoba Curriculum Framework of Outcomes for Kindergarten to Grade 12 Aboriginal Languages and Cultures. This document was developed in collaboration with elders and community advisors, and dedicated to the preservation, revitalization, and maintenance of Aboriginal languages and cultures. A companion document is the resource Helping Your Child Succeed in School: A Guide for Parents and Families of Aboriginal Students, which provides suggestions on how parents and families can support student learning. Manitoba, Saskatchewan, Alberta, British Columbia, Northwest Territories, Yukon, and Nunavut are partners in the Western and Northern Canadian Protocol (WNCP) and Aboriginal Languages Protocol that promotes a The Common Curriculum Framework for Aboriginal Language and Culture Programs: Kindergarten to Grade 12. The framework reflects the universal values and beliefs inherent in Aboriginal cultures, and is based on revitalization, preservation, and maintenance of these languages. The Saskatchewan First Nations and Métis Education Branch, in collaboration with education partners, is currently developing Cree curricula. 3. Recognition & Pride Rediscovery is a wilderness cultural heritage camp program that draws on the strengths of indigenous cultures and the wisdom of the elders. With a philosophy of respect and love for each other and the earth, Rediscovery aims to empower youth of all ages to discover the world within themselves, the world between cultures, and the natural world. It began with one camp in Haida Gwaii, BC in 1978. Today there are rediscovery camps across Canada, and other countries. Camps in Canada are independent, but connected through the central Rediscovery philosophy of building pride in identity, leadership, resiliency, and offering youth a rite of passage experience with local Elders. Some examples are: o Ghost River Rediscovery in Alberta offers outdoor and cultural education programs that promote cultural awareness, leadership, through summer and winter camps. Ghost River also partners with the Calgary Board of Education to offer a Cultural and Outdoor Education Program customized to work with school curriculum. o Uu-a-thluk Rediscovery on western Vancouver Island, and Swan Bay Rediscovery near Skidigate, Queen Charlotte Islands are two examples from BC. In the Yukon, a Rediscovery Wilderness Camp is run by the Skookum Jim Friendship Centre. Te Kohanga Reo or Maori language nets, is a total immersion Mäori whänau (family) programme for young children from birth to six years of age. The goal is to impart culture and language to children by raising them in an environment where the language of communication will be Mäori to ensure the survival of the language. Knud Rasmussen High School, in Sisimiut opened in 1962. Its students study Greenlandic, history, social sciences, literature, mathematics, Danish and English, but also take courses in tanning, handicraft, beadwork, and stone polishing. In the spring, students head out on the land, hunting and camping. During the summer and autumn, short-term courses on current social or cultural issues are offered. Pirurvik is a centre of excellence for Inuit language, culture and well-being. Founded in 2003, and based in Nunavut’s capital, Iqaluit, Pirurvik offers a range of specialized services grounded in the Inuktitut language and the Inuit way of life, including: o Inuktitut online courses, grammar, and conversations at http://www.tusaalanga.ca/, winner of 2007 Nunavut Literacy Award o CD of children’s songs and songbooks in Inuktitut o On the land programs, cultural programs with elders and youth The Inullariit Society of Elders in Igloolik hosts a regular spring and summer camp program for disadvantaged Inuit youth, to teach traditional gender roles, land skills, and provide mentoring and support Métis Jigging: Beverly Lambert’s program of Proud to be Métis jigging workshops in BC Schools, Recreation Centres, and Friendship Centres. Lau-Wel-New Tribal School in Saanich, is attended by children from 5 communities, and focuses on children reclaiming culture. School buildings include Little Raven Nursery School, gymnasium, Cultural Building, High School, Language Development Centre, Heritage Society building and Administration building which also houses adult education, a day care and infants’ and toddlers’ nursery. Core curriculum is offered as well as locally developed language and culture curriculum. Classes are offered from preschool to Grade 9. The school is supported by 4 First Nation bands. 4. Reconciliation The Australian Centre for Health Promotion, out of the University of Sydney, is focused on Indigenous health and health promotion based on the principles of self-determination and reconciliation. With strong Indigenous leadership, and in partnership with community organisations, the Centre conducts research, provides education, and contributes to the professional development of Indigenous and non-Indigenous health promotion practitioners, and provides policy advice to managers, researchers and policy-makers. The Centre contributes to the design and teaching of the Graduate Diploma in Indigenous Health Promotion in the School of Public Health at the University of Sydney. Ghost River Rediscovery – partnering with the Calgary School Board to deliver a school program of outdoor education and sharing of cultural traditions between Aboriginal and non-Aboriginal school students. The Inclusive Schools and Valuing Diversity Workshop[d1] is sponsored by the First Nations Education Steering Committee and is made available to schools and organizations working with Aboriginal and non-Aboriginal youth. The overall intent of the workshop is to provide participants with the knowledge, tools and skills that can be used to prevent discrimination and create schools and communities that welcome and value diversity. (Related to Physical Health) 1. General Health/Growth & Development/Child Development/ Puberty 2. Infectious Disease/ Personal Hygiene / Handwashing/ Pandemics/Epidemics 3. First Aid 4. Home Economics/Family Studies/Child Welfare/Family Welfare The Centre of Excellence on Child Welfare has sponsored four publications on aboriginal children in foster care and child welfare programs. They are; Bennett, M. & Blackstock, C. (2002). Literature Review and Annotated Bibliography Focusing on Aspects of Aboriginal Child Welfare in Canada. Winnipeg, MB: First Nations Research Site, Centre of Excellence for Child Welfare Blackstock, C., Cross, T., George, J., Brown, I., & Formsma, J.(2006). Reconciliation in Child Welfare: Touchstones of Hope for Indigenous Children, Youth and Families Blackstock, C., & Bennett, M. (2002). Affirming and Promoting Indigenous Knowledge and Research, presentation. Winnipeg, MB: First Nations Child and Family Caring Society, Centre of Excellence for Child Welfare Blackstock, C., & Trocmé, N. (2005) Community-based child welfare for Aboriginal children: Supporting resilience through structural change. In Ungar, M. (Ed.). Pathways to resilience: A handbook of theory, methods and interventions. Thousand Oaks, CA: Sage 5. Child Abuse-Child Neglect/Sexual Abuse of Children / Family Violence Nuluaq Project, a National Inuit Strategy for Abuse Prevention produced by Pauktuutit applies Inuit cultural approaches to the prevention of violence and abuse. RespectEd, a Canadian Red Cross violence prevention program that promotes healthy relationships, alternatives to physical punishment of children, offers Aboriginal-specific programming called Walking the Prevention Circle, and hosts a national No Hitting Day on April 30. The Healthy Families model, which is based on the Healthy Families America program, was tested in five sites across Canada: three sites in Edmonton (Norwood Child and Family Resource Centre, Bent Arrow Traditional Healing Society, and Terra Association), the Kwanlin Dun First Nation Healthy Families Program in Whitehorse, Yukon, and Best Start Healthy Families in Charlottetown, Prince Edward Island. The Kwanlin Dun First Nation Healthy Families Program (Yukon site) focused primarily on Aboriginal children. Each site targeted parents with children aged 0-6 who were considered at high risk for future criminal ehavior and victimization. The aim was to reduce the risk factors associated with anti-social ehavior, such as delinquency and criminal ehavior, child abuse and neglect, poor parenting skills, exposure to domestic violence and parental criminality. 6. Vision, Hearing, Genetic Defects 7. Parasites See also worms, head lice, etc 8. Diabetes The First Nations and Inuit Health Branch (FNIHB) of Health Canada announced the Aboriginal Diabetes Initiative and the Aboriginal Urban Diabetes Initiative in 1999. The program provides a range of diabetes care and treatment, diabetes prevention and health promotion, and lifestyle support services that are community-based, culturally appropriate, holistic in nature, and more accessible. The program is delivered in partnership with Aboriginal organizations and communities and is mandated to be inclusive of traditional practices and methods. The program is available across Canada. The Aboriginal Section of the Canadian Diabetes Association targets First Nations and Inuit with resources such as a Diabetes Bingo game, and recipes using traditional foods. The National Aboriginal Diabetes Association provides Aboriginal themed games that reinforce the importance of healthy eating and active living for school-aged children. The Kahnawake Schools Diabetes Prevention Project, is committed to prevent type 2 diabetes in Kahnawake by empowering community members to care for their personal and family health through a diabetes prevention model based on Kanien’keha values. The project has community training components, research activities, and a school-based intervention program. The goal is to decrease the onset of Type 2 diabetes among present and future generations. The approach is community-based, holistic, and focused on daily physical activity and healthy eating habits among Kahnawake children. The Southern Ontario Aboriginal Diabetes Initiative (SOADI) provides financial assistance for the development, and enhancement of programs and services focusing on the education, prevention, and management of diabetes in Aboriginal communities, both on and off-reserve. Health Canada’s Aboriginal Urban Diabetes Initiative (AUDI) is delivered by the Alberta Native Friendship Centres , through newsletters and activities promoting culturally-based positive messages to youth on diabetes risk factors, healthy lifestyles, and the importance of diabetes screening. The program is run in friendship centres and in partnership with schools. The Kahnawake Schools Diabetes Prevention Project, is committed to prevent type 2 diabetes in Kahnawake by empowering community members to care for their personal and family health through a diabetes prevention model based on Kanien’keha values. The project has community training components, research activities, and a school-based intervention program. The goal is to decrease the onset of Type 2 diabetes among present and future generations. The approach is community-based, holistic, and focused on daily physical activity and healthy eating habits among Kahnawake children. Cargo et al. (2003) studied the program and presented their results in the journal Health Promotion International, showing that the project was in keeping with Mohawk culture, and used a mode of governance based shared decision-making between all project partners. The Sandy Lake Health and Diabetes Project developed, implemented and evaluated several community-based intervention strategies focusing on the prevention of diabetes among First Nations in the Sandy Lake, Ontario community. One significant strategy is the School-Based Diabetes Prevention Program (SBDPP), a culturally sensitive school curriculum developed using Aboriginal North American learning styles for grades 3 and 4. The curriculum consists of information on diabetes, healthy eating and daily physical activity. Results from the original pilot and feasibility study reported a significant association with an increase in nutritional knowledge, specifically concerning foods low in fat, health food choices and daily recommendations of dietary fibre intake. 9. Oral/Dental Health The Children's Oral Health Initiative (COHI) was developed to address the disparity between the oral health of First Nations and Inuit and that of the general Canadian population. COHI was launched on a test basis in Fall 2004. The initiative focuses on the prevention of dental disease and promotion of good oral health practices. The goal is to shift the emphasis from a primarily treatment based approach to a more balanced prevention and treatment focus. The initial focus for oral health promotion will be directed at three target groups, including pregnant women and primary caregivers, pre-school children, 0-4 years of age, and school children, 5-7 years of age. 10. Natural Disasters, Emergency Preparedness 11. Immunizations and vaccines FNIHB has developed a Targeted Immunization Strategy to decrease the higher rates of vaccine-preventable diseases in Aboriginal people. The goal of the program is to provide a strategy that integrates with the Canadian national immunization strategy, resulting in the reduced incidence of vaccine-preventable diseases by March 2008. (Related to social behaviours/social development/social health) 1. Physical Activity/Sports/Active Living-Recreation Kugluktuk Grizzlies – This is a successful community-based, high school athletics association, promoting physical activity, team sports, identity, pride, suicide prevention, school attendance, youth employment, and substance abuse prevention. To participate, students must maintain good attendance records and keep a log showing their effort in school (not their academic record), they must also maintain a healthy and respectable community life. All Native Tournaments - Since 1960s, across BC, promotes physical activity, team sports, youth exchange, staying in school - pay tribute to players who have gone on to post secondary education. This program is linked to the Native American Basketball Tournaments across Alaska, Hawaii, and the rest of the US. The tournaments promote positive values and teaching life skills, which players are practicing their basketball skills. The program is successful because of player dedication, parent involvement and our simple teaching philosophy: an athletic training program encourages our youth to acquire self discipline, develop strong self esteem, foster a positive attitude, promote teamwork and to plan for the future. Action Schools! BC is a model for promoting healthy living in BC elementary and middle schools. Action Schools! BC offers teaching resources and equipment, as well as professional development, to participating schools. It helps educators develop customized action plans to provide more opportunities for more children to make healthy choices more often. The Saskatchewan In Motion program promoting physical activity has an aboriginal component. Aboriginal Sport Circle, is Canada’s national voice for Aboriginal sport, which brings together the interests of First Nations, Inuit and Metis peoples. Established in 1995, the Aboriginal Sport Circle was created through a national consensus-building process, in response to the need for more accessible and equitable sport and recreation opportunities for Aboriginal peoples. Aboriginal Sport Circle offers coaching development, athlete support, youth programs, and partners on Aboriginal sport programs in all jurisdictions. The Ministry of Tourism, Sport and the Arts, Aboriginal Programs mandate to increase recreation and sport opportunities to Aboriginal people in BritishColumbia by providing support to Aboriginal organizations in sport performance, sport participation, and capacity. Arctic Winter Games, is a circumpolar sport competition for northern and arctic athletes. The Games provide an opportunity to strengthen amateur sport development in the participants’ jurisdictions, to promote the benefits of sport, to build partnerships, and to promote culture and values. The Games celebrate sport, social exchange and cultures.The Games provide an opportunity for the developing athlete to compete in friendly competition while sharing cultural values from northern regions around the world. The Arctic Winter Games provide a series of coaching resources for traditional games that promote health, culture, and participation. National Aboriginal Hockey Championships – Aboriginal Team BC North American Indigenous Games – are a multi-sport Aboriginal pan-North American Games, with sport and cultural participants. By encouraging Indigenous youth to participate in athletic competition, these Games have become a vehicle for promoting healthier lifestyles and strengthened relationships between Indigenous and non-Indigenous peoples of North America. Cowichan Tribes, the Government of Canada, and the Government of BC are partnering to host the Games on Vancouver Island in August 2008. Team Spirit: Aboriginal Girls in Sport is a national, multi-year project to increase community sport opportunities for Aboriginal girls and young women (ages 9-18). Over the course of the Project (until March 2008), nine communities in eight provinces/territories across Canada will receive funding to develop and implement community sport programs for Aboriginal girls and young women, increase their capacity to address the needs and interests of this target group, and raise the profile of female Aboriginal leaders and role models. Aboriginal Girls on the Move, is a collaboration with communities to develop and implement On the Move physical activity programs for Aboriginal girls and young women. Programs provide a variety of physical activity and educational sessions (e.g. healthy eating, tobacco prevention and cessation, self-esteem, media awareness, healthy living-themed arts projects) with the goal of promoting the importance of healthy, active living. 2. Healthy Eating/Nutrition/ Obesity/Eating Disorders/Food Security/Food Safety/ Body Image Health Canada released Eating Well with Canada’s Food Guide – First Nations, Inuit and Métis, a national food guide that has been tailored to reflect the values, traditions and food choices of First Nations, Inuit and Métis. The new guide includes both traditional foods and store-bought foods that are generally available, affordable and accessible across Canada and provides images and content that are culturally relevant to Aboriginal communities. Pathways is a school-based obesity prevention program targeted at American Indian children in Arizona, New Mexico, and South Dakota, that includes culturally-appropriate classroom curriculum focused on healthy eating and lifestyle, and a family involvement program. The program was reviewed by Caballero (2003) in the American Journal of Clinical Nutrition. Drop the Pop, is a program in schools in all three territories: Nunavut, Northwest Territories, and Yukon, which helps students to make healthier drink choices by going pop-free for 5 days. In Nunavut, the program has broadened to include the wider community as well as students in schools. DIAND’s Food Mail Program pays part of the cost of shipping nutritious perishable food and other essential items by air to isolated northern communities that are not accessible year-round by road, rail or marine service. This subsidy makes it possible for retailers in these communities to sell fresh food at lower prices. Individuals may also order food directly from southern retailers, which is shipped north at subsidized prices. The program supports nutrition, food security and improved food quality in northern and remote communities. School Meal Pilot Program - the Assembly of First Nations is partnering with the One X One Foundation to conduct a national environmental scan of school nutrition programs for First Nations students. Aboriginal Nutrition Advisory Committee, raises awareness of Breakfast for Learning, to facilitate Aboriginal school and community applications to the program. Breakfast for Learning helps communities to start and sustain successful school nourishment programs. The program works on a model of public, private and volunteer sector partnerships, working to provide nutritious food in caring, family-centred programs. 3. Injury Prevention/ 4. Substance Abuse/Addictions/ Alcohol/ Drugs/ Gambling/ Medications/ Inhalants/FASD Children, children of Add The National Native Alcohol and Drug Abuse Program (NNADAP) is a program now largely controlled by First Nations communities and organizations. Since its origins in the 1970s, the program's goal has been to help First Nations and Inuit communities set up and operate programs aimed at reducing high levels of alcohol, drug, and solvent abuse among on-reserve populations. The program supports a national network of 52 residential treatment centres and provides over 550 prevention programs with over 700 workers - almost all employed by First Nations and Inuit communities. Program activities vary, based on the size and needs of each community for prevention, intervention, and aftercare activities. The National Youth Solvent Abuse Program (NYSAP) is a national residential in-patient treatment program that compliments community-level activities aimed at preventing youth solvent abuse. Run through a network of ten Youth Solvent Addictions Centres, the program provides culturally appropriate treatment, specialized treatment and recovery programs for First Nations and Inuit youth with chronic solvent abuse problems. FNIHB/Health Canada has announced an increase in funding to its National Anti-Drug Strategy to reach out to First Nations and Inuit communities The Building Healthy Communities program is designed to assist First Nations and Inuit communities to develop community-based approaches to youth solvent abuse and mental health crises, the two components of the program. First Nations and Inuit communities have the flexibility to determine which program component(s) to provide community-based programs, services and/or activities. Nechi Training, Research, and Health Promotions Institute – Integrated Tobacco Recovery for Urban Aboriginal Adults and Adolescents, a culturally appropriate self-help guide to smoking cessation; and Tobacco: Addiction & Recovery – a Spiritual Journey, a manual to support recovery from nicotine addiction. Canada Northwest FASD Partnership includes ministers from Alberta, British Columbia, Saskatchewan, Manitoba, Northwest Territories, Nunavut and Yukon collaborating to provide information and support services and discuss the development of the Canada Northwest FASD Research Network. FNIHB provides information on FAE/FAS as it affects Aboriginal communities and links to programs with funding, including the Early Childhood Development Strategy, and other strategies, including the terms of reference for a National First Nations and Inuit Canada Prenatal Nutrition Program (CPNP) / Fetal Alcohol Syndrome/Effects (FAS/E) Steering Committee. It will be a partnership of the Assembly of First Nations, Inuit Tapiriit Kanatami and FNIHB to expand and enhance programs that can create conditions where best possible fetal and child development and health can flourish. Young Warriors Network – partners with schools and communities to deliver first-hand information about substance abuse, including workshops: Scared Straight and the Path with Honour to teach youth about options to drugs, and having pride in their identity. Street Tour is a five day program where Aboriginal youth come to Vancouver and tour the Vancouver Eastside, and learn about choices and consequences. After participating in workshops, youth are encouraged to become Young Warriors, join the group, and promote healthy living. 5. Mental Health/ Mental Illness/ Suicide/ School Psychologists/ Role of MH workers working with schools FNIHB provides resources related to general mental health, including the Aboriginal Youth Network and the Canadian Mental Health Association; on suicide prevention including the resources: Aboriginal Youth: A Manual of Promising Suicide Prevention Strategies, Acting on What We Know: Preventing Youth Suicide in First Nations, Assessment and Planning Tool Kit for Suicide Prevention in First Nations Communities, and the Centre for Suicide Prevention; on residential schools, including links to the Indian Residential Schools (IRS) Resolution Health Support Program, and the Aboriginal Healing Foundation. Acting On What We Know: Preventing Youth Suicide in First Nations (Health Canada) In 2001, the National Chief of the Assembly of First Nations, Matthew **** Come, and former Minister of Health, Allan Rock, appointed a panel of eight Aboriginal and non-Aboriginal researchers and health practitioners to make recommendations regarding the prevention of suicide among First Nations youth. The Westerman Aboriginal Symptom Checklist for Youth (WASC-Y) is a psychological instrument developed specifically for Aboriginal Australians, developed by an Aboriginal Australian medical researcher. The WASC-Y is a self-report tool that provides a culturally validated measure for identifying young Aboriginal people at risk of depression, suicidal behaviours, drug and alcohol use, impulsivity, anxiety and cultural resilience. Canadian Association of Suicide Prevention (CASP) facilitates information sharing on intervention and suicide research and promotes the development of a national suicide prevention strategy. Handbook on Resilience The Inuit branch, Ajunnginiq Centre, of the National Aboriginal Health Organization (NAHO) produced a handbook called Resilience, overcoming challenges and moving on positively. Primarily in the voice of Inuit Elders from across Canada's Arctic, this handbook gives personal encouragement and is recommended as a suicide prevention resource. "You are going to live through hard times, difficulties... We were told never to give up..." (Elder from Kangiqsualujjuaq, quoted in the Introduction). The handbook can be dowloaded or ordered through NAHO. v Mcgill University work with the Dene and northern communities; which may include the Aboriginal Mental Health Research Team, working out of the Culture and Mental Health Research Unit, and the Centre for Indigenous Peoples’ Nutrition and Environment 6. Sexual Health/ HIV-AIDS/ Sexually Transmitted Infections/ Reproductive Health/ Young Parents Finding our way: a sexual and reproductive health sourcebook for Aboriginal communities Describes a tool for service providers and educators working on sexual and reproductive health in an Aboriginal cultural context. The sourcebook looks at traditional teachings, and covers sexuality education for children and youth, healthy pregnancies, teen pregnancies, menopause and sexual abuse. Includes ordering instructions. Source: Canadian Federation for Sexual Health Young Parents Stay Learning is a program offered by the Government of Nunavut Department of Education to provide childcare for parents under the age of 17 so that they can return to school. This program links to the Daycare Subsidy program, which is available to residents of Nunavut whose parents (age 18 and over) are either employed, or who are going to school. 7. Tobacco Use National Indian and Inuit Community Health Representatives Organization (NIICHRO) – Taking the Lead for Change, tobacco prevention and cessation community empowerment guide, training manual, and visual aids. The Aboriginal Cancer Care Unit of Ontario developed the Aboriginal Tobacco Strategy with input from youth and guidance from community Elder. The strategy is part of a movement to create tobacco wise media messages with and for Aboriginal youth. Part of the strategy is the Tobacco Wise website and information campaign: “Do you know the difference? Traditional tobacco is sacred. Commercial tobacco is a killer”. The website provides an extensive and regularly updated resource list of Aboriginal tobacco control programs in Canada and beyond, Honouring Our Health , Aboriginal tobacco strategy, recommends health promotion in schools, with elders visiting schools to educate youth about the traditional uses of tobacco, the strategy includes community programs to educate on tobacco and culture, misuses, and health consequences FNIHB provides a factsheet on tobacco use, smoking rates in Aboriginal populations, and effects. Most Aboriginal tobacco reduction strategies are focused on differentiating between traditional and non-traditional uses of tobacco. 8. Bullying/ Violence/ Delinquency & Crime/ Students with Behaviour Disorders-ADHD/ Security/ Role of police working with schools 9. Social Development-Responsibility/Civics/ Service Learning/ Relationships/ Social-Emotional Learning/ Aboriginal Youth Network, which provides information, quizzes, and resources geared to youth. Roots of Empathy, a classroom program that has shown dramatic effects in reducing levels of aggression and violence among school children, and increasing empathy. The program is available from Kindergarten to Grade 8. In 2006/2007, Roots of Empathy plans to expand into Aboriginal classrooms, both on and off reserve, and in both urban and rural locations. ROE will also form an Aboriginal Advisory Working Group who will provide program advice on implementing Roots of Empathy in Aboriginal communities. v Prince Albert Tribal Council and Bonnie Jeffery, working with Sylvia Abonyi at the Saskatchewan Population Health and Evaluation Research Unit. Bonnie Jeffery is currently working on a CIHR- multi-year funded Aboriginal health project Ocanku duta amani: Paths to living well for Aboriginal youth,led by Pammla Petrucka in the College of Nursing at the University of Saskatchewan Aboriginal Health. 10. Gender Equity 11. Racism/Multicultural Awareness/Diversity/ Human Rights Related to Personal/Moral/Spiritual Development 1. Personal Development/ Ethics/Character/ Decision-making/ Critical Thinking Skills/ Spirituality/ Religious Beliefs Ilisaqsivik Wellness Society is a leader in Nunavut for community health and well-being programming. Ilisaqsivik provides after school programs, prental programs, counselling, oral history, elders and youth programs, suicide prevention, wellness, crime prevention, peer counselling, parenting and more to all ages in the community of Clyde River. Ilisaqsivik partners with community schools to support attendance and school engagement. 2. Self-Knowledge/ Self-esteem 3. Life Planning/ Career Planning/ Work-Life Balance (Related to natural and built environments, environmental sustainability) 1. Environmental Health/ Allergies/ Asthma/ Lung Health/ Air Quality The ACADRE called Nasivvik - the Centre for Inuit Health and Changing Environments, based at the Public Health Research Unit of Laval University. 2. Environmental Hazards &Health - Sun Safety/ Pesticides, Pollution FNEHIN is a virtual network to link First Nations and Environmental Health researchers to build capacity within First Nations communities to participate in environmental health research and to make use of data and knowledge regarding environmental health issues and concerns for decision making that will lead to health improvements.It has a network of researchers and research projects, most of which tale a community-based approach. It is sponsored by the NCC on Aboriginal Health. 3. Environmental Citizenship/Stewardship/ C Sub-Populations-Groups (Different types of students, see also different local community contexts) Note: Some specific sub-populations will be covered within specific health or social issues (eg FASD and children of addicts are covered within the section on substance abuse) 1. Students with severe physical or learning disabilities or intellectual disabilities/Inclusive Schools 2. Students with genetic problems 3. Females, including girls education Canadian Association for the Advancement of Women and Sport and Physical Activity (CAAWS) has several programs that promote participation in sport to Aboriginal girls: Team Spirit: Aboriginal Girls in Sport is a national, multi-year project to increase community sport opportunities for Aboriginal girls and young women (ages 9-18). Over the course of the Project (until March 2008), nine communities in eight provinces/territories across Canada will receive funding to develop and implement community sport programs for Aboriginal girls and young women, increase their capacity to address the needs and interests of this target group, and raise the profile of female Aboriginal leaders and role models. Aboriginal Girls on the Move, is a collaboration with communities to develop and implement On the Move physical activity programs for Aboriginal girls and young women. Programs provide a variety of physical activity and educational sessions (e.g. healthy eating, tobacco prevention and cessation, self-esteem, media awareness, healthy living-themed arts projects) with the goal of promoting the importance of healthy, active living. The Native Women’s Association of Canada (NWAC) collective goal to enhance, promote, and foster the social, economic, cultural and political well-being of First Nations and Métis women within First Nation, Métis and Canadian societies. NWAC is an established aggregate of thirteen Native women's organizations from across Canada, to provide a national voice and conduct research and analysis of strategic policy issues. The Health Unit considers a holistic approach to Aboriginal women’s health, looking beyond illness. It provides information and perspective on national programs in early childhood development, maternal health, Aboriginal diabetes, cancer, and more. Pauktuutit is the national voice for Inuit women in Canada. It develops and provides resource materials such handbooks and information kits, conducts research and strategic planning in areas of interest to Inuit women, including: tobacco, teen pregnancy, sexual health, fetal alcohol spectrum disorder, early childhood development, and abuse, among others. Pauktuutit partners with other national and regional Inuit and Aboriginal organizations, and federal government departments. Resources include Before I was Born, an information package on FAS and FAE available in Inuktitut, Inuinnaqtun, and Inuvialuktun, as well as English and French. 4. Males, including programs to improve school retention rates among boys Related to Learning, Literacy and School Effectiveness 1. Transitions (Home to School, Elementary(Band) school to Public High School, From community to community, Residential Schools) Aboriginal Children’s Circle of Early Learning (ACCEL) is a web-based clearinghouse and network about the early childhood development of First Nations, Inuit and Métis children. The site provides hands on resources such as handbooks and lesson plans on health and learning for child care workers, nutritionists, teachers, Elders and parents. The ACCEL website aims to provide opportunities for ECD service providers in Aboriginal communities to access information on best and promising practices and on current research and to identify and respond to the emerging needs of their children and families with timely, culturally-sensitive solutions. Brighter Futures and Building Health Communities Programs – assist First Nations and Inuit communities to develop community-based approaches to better health. Brighter Futures is a community-based health promotion program. The program is made up of five components: mental health, child development, parenting, healthy babies and injury prevention. Communities have the flexibility to determine which areas they want to focus on. The program funds projects that take a holistic approach, are inclusive of community members and coordinated with other community services, towards a comprehensive health program for health promotion. The Building Healthy Communities program complements Brighter Futures, but is designed to respond to crisis situations in youth solvent abuse and mental health, assisting communities to develop local approaches to handling crises. Aboriginal Head Start – established in 1995 to enhance school readiness of Aboriginal children on reserve and assist parents by supporting healthy child development. Funding is provided through this program for locally-run projects help meet the emotional, social, health, nutritional and psychological needs of school-aged Aboriginal children. This initiative encourages projects that have components of: culture and language, education, health promotion, nutrition, social support and parental involvement. The program funds locally controlled projects to instil a sense of pride and a desire to learn; provide parenting skills and improve family relationships; foster emotional and social development and increase confidence. Under their School Readiness to Learn project, the Offord Centre for Child Studies, linked to McMaster University and McMaster Children’s Hospital, developed the Early Development Instrument (EDI) as a group measurement tool for Kindergarten teachers to assess the school readiness level of Kindergarten students.It measures: o Physical health and well-being. o Social knowledge and competence o Emotional health and maturity. o Language and cognitive development. o Communication skills and general knowledge. EDI is a group measure to assess how ready the children in a school community are for formal schooling at the school entry (kindergarten) level. The data collected from the EDI is used by schools and partnering agencies in planning programs for children and families. Human Early Learning Partnership, Early Development Instrument (EDI) and mapping. HELP is an interdisciplinary network, based at UBC, which implements the Early Development Instrument (EDI) to measure a child’s readiness to learn in school. Data are reported at the provincial and neighborhood level, children’s privacy is protected and information is not reported at the individual level. HELP has an Aboriginal Steering Committee and Community Liaison to support delivery of the program in Aboriginal schools and communities. This annual study is conducted kindergarten teachers across BC and supports the development of maps to indicate where Aboriginal children are thriving and where the gaps are to help direct programs and services on the regional and community level. Home Instruction for Parents of Preschool Youngsters (HIPPY) addresses poverty, literacy, and children at risk through a home instruction program that recognizes the parent as their child's first and best teacher. The program empowers parents with a fun, flexible and easy-to-follow format that helps them teach their children and prepare them for the demands of primary school. Aboriginal HIPPY Programs are run through a partnership with the Chief Dan George Centre for Advanced Education that supports the implementation of HIPPY in Aboriginal and First Nations communities in a way that honours and respects Aboriginal cultures, languages, and unique circumstances. Aboriginal Community leaders work with the program to strengthen the nation and re-educate families as a whole. Aboriginal HIPPY programs are run in BC in Vancouver, Kitamaat, Bella Bella, and more are planned for Manitoba and Ontario. The Whole Child Program is a health promotion and prevention program that supports families by establishing links to services and programs such as parenting skills, recreation opportunities, and child development. Nunavut Sivuniksavut (“Our Land is Our Future”) – this transition program is based in Ottawa, giving Nunavut students their first experience living in southern Canada, and bridging the gap between high school and university. The program is centered on Inuit culture, language, history, politics, and the land claims agreement, courses are accredited by Algonquin College. For an evaluation see Thomas Berger’s The Nunavut Project, 2006. 2. Literacy, including instruction in aboriginal languages and cultures Se't A'newey First Nations School has developed a Mi'kmaq studies program of Mi'kmaq Language, history, cultural values, legends, stories, and current events. The Mi’kmaq program is offered alongside core provincial curriculum. Mi’kmaq Services, within the Nova Scotia Department of Education, oversees 9 First Nation Schools in 7 communities. Located within the Public Schools Branch, the Mi'kmaq Services Division was established to develop language and culture curriculum and integrate it with public education. Mi’kmaq Services is responsible for providing leadership, direction and planning to ensure that Mi'kmaq Nova Scotians benefit from a fully supportive learning environment in public schools, with access to Aboriginal learning resources. With the creation of Nunavut, the territorial government began redesigning curriculum to be based upon Inuit Qaujimajatuqangit or Inuit worldview. The new curriculum has been designed to be more relevant and culturally appropriate. o A key focus is the Inuktitut first language curriculum, Uqausiliriniq. o The Aulajaaqtut program of studies deals with wellness, traditional values, and leadership, is based upon traditional Inuit values and incorporates the knowledge of Elders. It provides an overview of social history over the past decades and celebrates the resiliency and persistence of the Inuit. o Student assessment requires the demonstration of attitudes and innovative thinking in collaborative and strategic solution-seeking. Assessment involves student portfolios, achievement rubrics and self and peer assessment activities The Manitoba Aboriginal Education Branch has developed the Manitoba Curriculum Framework of Outcomes for Kindergarten to Grade 12 Aboriginal Languages and Cultures. This document was developed in collaboration with elders and community advisors, and dedicated to the preservation, revitalization, and maintenance of Aboriginal languages and cultures. A companion document is the resource Helping Your Child Succeed in School: A Guide for Parents and Families of Aboriginal Students, which provides suggestions on how parents and families can support student learning. Manitoba, Saskatchewan, Alberta, British Columbia, Northwest Territories, Yukon, and Nunavut are partners in the Western and Northern Canadian Protocol (WNCP) and Aboriginal Languages Protocol that promotes a The Common Curriculum Framework for Aboriginal Language and Culture Programs: Kindergarten to Grade 12. The framework reflects the universal values and beliefs inherent in Aboriginal cultures, and is based on revitalization, preservation, and maintenance of these languages. The Saskatchewan First Nations and Métis Education Branch, in collaboration with education partners, is currently developing Cree curricula. The Alberta Aboriginal Languages Programs are optional programs available in a wide variety of Aboriginal languages, including Blackfoot and Cree from elementary to high school level. Performance standards and assessment materials are provincially developed. Kura Kaupapa Maori Schools in New Zealand, are total immersion Maori language schools that feature active participation by Māori in planning, development and delivery of education to ensure that services are appropriate and effective for Māori. Māori provider development is one key mechanism for participation. Other mechanisms include Māori representation on Boards of Trustees, and Māori workforce development. The number of kura kaupapa Māori Schools jumped from 13 in 1992, to 73 schools in 2007. Kua O Ka La Hawaiian Culture School - is designed to educate and nurture native Hawaiian youth who are not adequately served by the educational system. Students who are academically and socially challenged are empowered through culturally congruent, community based, hands-on learning. Programs are designed to meet or exceed state standards. Students learn different approaches to solving complex problems, work collaboratively, take responsibility of their own actions, and evaluate their own performance. The Native American Community Academy, is a school for grade 6-12 in New Mexico, that blends core curriculum with Native American culture, language, and wellness philosophy. Curriculum is developed in collaboration with the University of New Mexico. Another charter school taking this approach is the Minneapolis Charter School / Heart of the Earth Centre for American Indian Education, created in 1992 to serve grates K-12, and is linked to the University of Minnesota. The Eskasoni Elementary and Middle School is a band-owned school in the Eskasoni First Nation in Cape Breton, with students from Kindergarten to Grade 9. The school follows provincial curriculum, and offers a Mi’kmaq language immersion program from Kindergarten to Grade 3 that has been positively evaluated. The school has tailored the PATHS (Promoting Alternative Thinking Strategies) program from the US, to work with its Aboriginal students. Called the EMPATHIC program at Eskasoni, it is based upon the medicine wheel and was developed to reflect Aboriginal culture and language. This comprehensive program promotes emotional and social competencies and reduces aggression and behaviour problems while simultaneously enhancing the educational process in the classroom. The motto for Chief Jimmy Bruneau Regional High School in Behchokö is “strong like 2 people”. The school is named after Chief Bruneau who began pressing the Government of Canada for a school in the community in 1938. The school uses Alberta’s core curriculum, with an additional focus on spirituality, and a program called Gonawok’e, which builds traditional land skills. The school has a high attendance record, which staff attribute to its cultural and trades programming. It also has the highest graduation rate in the territory. Inclusive schooling is mandated throughout the Northwest Territories and is a based on the philosophy that builds on strengths of individual students, supporting individual achievement through Program Support Teachers in addition to homeroom teachers. 3. School Dropout Inuksuk Pirurvik project (place to grow), a pilot project at the Iqaluit High School, is targeted at non-attenders and students at risk of non-attending. The objective is to engage youth in school again with a meaningful program offering welding and jewelry-making. There is a life skills component and a career-path component. The program received multi-year funding from the National Crime Prevention Center. Seventh Generation Club, sponsored by the First Nations Schools Association, and partly funded by INAC, the club’s mandate is to promote healthy living and staying in school. It offers attendance incentives in partnership with the Vancouver Canucks hockey team, regular newsletters with recipes and exercise suggestions, it hosts parent’s clubs, sports days, and science days. The Club helps youth with career planning, and promotes local First Nations Goal Models. There is a First Nations Parents Club and annual conference for parents, to support them in helping their children attend school. The Native Youth Centre in Vancouver, provides more than 19 programs including: partnership with Vancouver School Board to provide academic and social support, stay in school program, mentoring and tutoring, computer lab for homework Drop in centre, child minding, young parents support, community kitchen, drug and alcohol counselling, the Aries Project is a partnership with Child and Family Services and the Vancouver School Board to provide an alternative school for Aboriginal youth with lifeskills, cultural enrichment, and one on one education support. ABSTUDY, is a bursary program to support Australian Aborigines to stay in school and enrol in post-secondary studies. It consists of a fortnightly living allowance as well as additional components to help with the costs associated with attending school. 4. Alternative school/programs Knud Rasmussen High School, in Sisimiut opened in 1962. Its students study Greenlandic, history, social sciences, literature, mathematics, Danish and English, but also take courses in tanning, handicraft, beadwork, and stone polishing. In the spring, students head out on the land, hunting and camping. During the summer and autumn, short-term courses on current social or cultural issues are offered. Kiwaytinook Internet High School (KiHS) provides online access to high school for students in Ontario’s northern communities, delivering grade 9 to 12 Ontario Ministry credit courses. KiHS offers a full grade 9 and 10 program as well as courses in grade 11 English and Math, and Grade 12 English. 5. Access to Post secondary education The Aboriginal Health Human Resources Initiative (AHHRI) has three objectives o To increase the number of Aboriginal people working in health careers. o To improve the retention of health care workers in Aboriginal communities. o To adapt current health care educational curricula to improve cultural competence in Aboriginal health care. AHHRI is coordinated by the National Aboriginal Health Organization (NAHO), in partnership with the Canadian Institute for Health Information (CIHI) and the First Nations and Inuit Health Branch (FNIHB). The RBC Aboriginal Student Awards Program assists Aboriginal students to complete post secondary education. Selected students are awarded up to $4,000 each academic year for a maximum of four years to use towards tuition, textbooks, supplies and living expenses. There are five awards per year for students studying in the financial field, and three per year for other fields of study. Chief Dan George Centre for Advanced Education is a partnership between the Tsleil-Waututh Nation and Simon Fraser University in Vancouver. The centre was established in June 2001, to offer programs incorporating First Nations content and perspective and provide Aboriginal students with enhanced access to university level education, at the undergraduate and graduate levels. The Centre partners with the City of Vancouver to provide its building in downtown Vancouver. Programs include: Lifelong Learning - where students and parents can re-enter the education system together; Aborginal-e, high school program - starting from grade 8 – 12 and including adult learning, this is a distance learning program to support youth and adults to achieve grade 12 equivalency; University level - the Centre partners with Simon Fraser University to offer courses on Aboriginal Leadership Management and Communications, and business skills. The Aboriginal Multimedia Society provides information on scholarships and bursaries for Aboriginal students on its website, including: Dalhousie, St. Frances Xavier, University College of Cape Breton, University of Kings College, and awards from Hydro Quebec, KPMG, Canadian Space Agency, Department of National Defence, Toyota, the Weather Network, Imperial Oil. INAC’s Post Secondary Student Support Program provides tuition support, living and travel expenses for Inuit and First Nations students. National Aboriginal Achievement Awards program promotes self esteem by providing fourteen annual awards for outstanding career achievement, including a youth award, to First Nations, Métis, and Inuit recipients. Building Brighter Futures program: provides awards to over 600 First Nations, Inuit, and Métis student annually across a diverse range of disciplines. In the 2007-2008 fiscal year $3.2 million was awarded to907 recipients across Canada. In total, NAAF has disbursed over $27.5 million since its inception. NAAF offers financial assistance (scholarships and bursaries) throughfour major categories: Post-Secondary Education, Fine Arts, Health Careers, andOil & Gas Aboriginal Trades & Technology The National Aboriginal Achievement Foundation partners with government and corporate organizations and is the largest supporter of Aboriginal education outside of the Government of Canada. v The Canada Millennium Scholarship Foundation and the University of Victoria have a new pilot project that will measure ways of improving the success rates of Aboriginal students in post-secondary education. The LE,NONET project is the first of its kind in Canada, and will provide financial, academic and cultural support to Aboriginal students at the university during each of the next four academic years. LE,NONET means “success after enduring hardships.” 6. Adult basic education/ Return to formal schooling Rivers to Success program: This initiative was created to inspire, motivate and facilitate the return to school of Aboriginal at-risk youth who have left school within a three year period prior to entering the program. Our primary target group is Aboriginal youth aged 15 to 19 but we recognize the needs of students under the age of 15 and those over age 19. 7. Vocational training Blueprint for the Future program: This is a series of national career fairs and trade shows designed to attract First Nation, Métis and Inuit high school students to the wide array of potential careers available in all employment sectors. Industry in the Classroom program: is a series of 2.5 hour curriculum modules designed to increase awareness amongst Aboriginal youth about the various career opportunities in the Canadian workforce and open doors to employment. Through these curriculum modules students are recruited to careers in various industries and are motivated to stay in school. To date modules have been produced on the Railway, Transportation, Justice, and Health industries, including a separate module on Inuit Health. 8. School Improvement/Effectiveness Aboriginal School Improvement Grants Program, run by the Society for the Advancement of Excellence in Education (SAEE) – accepts applications from schools which identify learning challenges they wish to address with a school-wide initiative. Grants are awarded to support school interventions to improve learning outcomes, and improve in literacy and math skills amongst students. Through two major research projects, the Society for Advancement in Education has identified 20 case studies of schools in Canada that are showing positive achievement for Aboriginal students. There are a number of key common characteristics shared by these schools, and a common focus on building a positive sense of Aboriginal cultural identity while delivering the highest possible level of education. Schools were nominated for the study by officials from each jurisdiction’s Department of Education, school districts, First Nations groups, universities, and the federal government. To be selected, schools also had to meet several criteria demonstrating significant progress for Aboriginal students, including strong attendance and student engagement. The research plan was approved by the University of Saskatchewan Research Ethics Committee, and was focused on bringing the Aboriginal voice and ways of knowing to the findings. Although schools differed in their governance structures, percentage of Aboriginal students, and approach to student assessment, the findings show that all schools share the following common characteristics: o Strong leadership and governance structures o High expectations for students o Focus on academic achievement and long-term success o Secure and welcoming climates for children and families o Respect for Aboriginal culture and traditions to make learning relevant o Quality staff development o Provision of a wide range of programs/supports for learning The studies selected the following schools from across Canada: 2004 Schools Location Authority Alert Bay Elementary Alert Bay, BC SD #85, Vancouver Island North Atikameg School Whitefish FN Reserve, AB Whitefish Lake First Nation and Northland School Division Chalo Ementary Fort Nelson FN Reserve, BC Fort Nelson First Nation Elijah Smith Elementary Whitehorse, YK Yukon Department of Education Gift Lake School Gift Lake Métis Settlement, AB Northland School Division Merritt Secondary School Merritt, BC SD #58, Nicola-Similkameen Peguis Central School Peguis Reserve, MB Peguis Band Princess Alexandra Community School Saskatoon, SK Saskatoon School District Reindeer Lake School Southend, SK Peter Ballantyne Cree Nation Southeast Collegiate Winnipeg, MB Southeast Tribal Council 2007 Tsi Snaihne School Tsi Snaihne, QC Akwesasne Mohawk Board of Education Chief Jimmy Bruneau High School Behchoko, NT Tilcho Community Services Agency Écoles Winibekuu & Annie Whiskeychan Waskaganish, QC Cree School Board Eskasoni Elementary/Middle School Eskasoni, NS Eskasoni School Board Kitigan Zibi School Maniwaki, QC Kitigan Zibi Education Council Mount Carmel Elementary School Kenora, ON Kenora District Catholic School Board N’Swakamok Alternative School Sudbury, ON Rainbow District School Board Nuiyak School Sanikiluaq, NU Nunavut Education School Services Se’t A’newey Kina’matino’kuom Conne River, NL Miawpukek First Nation of Conne River Wapakohk Community School Thompson, MB Mystery Lake School Division (Bell 2004, 21;Fulford 2007, 17) A sample of several of these schools follows to provide a deeper understanding of what is working and why: Tsi Snaihne School is on the Akwesasne First Nation, which straddles the border between Ontario, Quebec, and New York State. Band members have dual citizenship in Canada and the US, as well as citizenship in the Akwesasne Mohawk First Nation. Tsi Snaihne is one of three elementary schools under the responsibility of the Akwesasne Board of Education. Akwesasne schools focus on cultural identity through Mohawk language immersion as well as delivering core elementary curriculum. The school is linked to a recreation centre with programming for children (Aboriginal Head Start, and a preschool) through to elders, and is open year round. Tsi Snaihne has high student attendance. Tsi Snaihne School is on the Quebec portion of the reserve. On the US side, is the Akwesasne Freedom School, which was founded by Mohawk parents in 1979. The school is dedicated to the preservation of Mohawk Language and culture with Mohawk language immersion school until Grade 6, when English is introduced to help students make the transition to high school. The school focuses on instilling pride by protecting traditions, and was originally founded as a cultural survival school, which won recognition as a promising Aboriginal school by the Royal Commission on Aboriginal Peoples (1995). Students can begin at the Akwesasne Freedom School at the age of 5, pre K through 8th grade. The school is administered by a parent advisory committee, the principal, and the Mohawk Nation Council of Chiefs. Also on the US side, the St. Regis Mohawk School (preschool, Kindergarten, Grades 1-6) is under the jurisdiction of New York State. The school has a 93% attendance rate, and a teacher/student ration of 1:11. These case studies from Akwesasne demonstrate that while school governance may differ, even within one community, a common approach that supports Aboriginal identity works to engage students and improve school attendance. 9. Teacher education and development 10 Development of public health & allied professions Aboriginal Nutrition Network – promotes careers in nutrition provide a forum for registered dieticians working in Aboriginal communities or those with a general interest in Aboriginal nutrition issues to: o Network and share resources with communities o Be informed and participate in continuing education opportunities o Further develop dietetic training opportunities with a focus on Aboriginal nutrition o Be identified as a resource group for governing bodies, communities and others o Raise awareness of Aboriginal nutrition needs o Promote nutrition as a career choice among Aboriginal students Also under FNIHB, the Community Action Resources for Inuit, Métis and First Nations: Toolbox and Introduction to Health Promotion Program Planning support Aboriginal communities to implement their own health promotion programs. Indigenous Physicians Association of Canada (IPAC), promotes the health and wellbeing of Indigenous nations, communities, families and individuals through advocacy to support indigenous medical professionals. IPAC works in collaboration with the Royal College of Physicians and Surgeons of Canada, and with the Association of Faculties of Medicine of Canada to raise awareness and bring about change in the recruitment and retention practices of the medical schools, including a National Aboriginal Health Curriculum Framework for the undergraduate medical education level. It is also working to support a learning environment that is more culturally safe for First Nations, Inuit and Métis medical learners and will increase the cultural competence of all physicians in Canada once implemented. IPAC receives financial support from the National Aboriginal Health Organization (NAHO).

C) Impact of the Intervention/Examples of Programs with this Population

C-1 On Health & Social Development Overall

Research	Reports/Resources

C-2 On Specific Health and Social Problems/Behaviours or Protective Factors/Behaviours

Research	Reports/Resources

C-3 On Learning and School Effectiveness

Research	Reports/Resources

C-4 Landmark Evaluated Examples or Reviews of Successful Interventions with the Population

Research	Reports/Resources
	Sharing Our Success, 10 Case Studies in Aboriginal Schooling (Dr. David Bell 2004) The first of two volumes that provide concrete examples of successful programs for aboriginal students. Sharing Our Success, More Case Studies in Aboriginal Schooling (George Fulford 2007) Building on the 2004 study, this current collection profiles 10 additional case studies from schools across Canada, asking: What do schools in which Aboriginal students are experiencing success have in common? What practises and characteristics appear to promote success? What can be learned from these sites that might be transferred to other situations? What are the broader implications for policy and practise? Conference: Sharing Our Success Conference November 2007, a national two day research conference showcasing the twenty case studies profiled in the two documents above. Conference proceedings coming soon to: http://www.saee.ca/successconference/
Comprehensive Approaches, Coordinated Agency-School Programs, Whole School Strategies	Comprehensive Approaches MNC’s Métis Health & Wellbeing Research Portal provides access to a National Holistic Health & Wellbeing Framework that considers health determinants, lists currently available programs, services, and existing needs. Coordinated School-Agency-Community Programs Whole School Programs The Eskasoni Elementary and Middle School is a band-owned school in the Eskasoni First Nation in Cape Breton, with students from Kindergarten to Grade 9. The school follows provincial curriculum, and offers a Mi’kmaq language immersion program from Kindergarten to Grade 3 that has been positively evaluated. The school has tailored the PATHS (Promoting Alternative Thinking Strategies) program from the US, to work with its Aboriginal students. Called the EMPATHIC program at Eskasoni, it is based upon the medicine wheel and was developed to reflect Aboriginal culture and language. This comprehensive program promotes emotional and social competencies and reduces aggression and behaviour problems while simultaneously enhancing the educational process in the classroom.
Evidence-based Individual Interventions
Policy Interventions	Policy Frameworks, Guidelines, Statements The following list provides a sample of the policy frameworks found in anEnvironmental Scan of Canadian websites of current school health strategies and initiatives to promote the health of aboriginal children and youth, produced by Lori Baugh Littlejohn,June 2006. For the full report, please see the attachment at the foot of this page. Pan-Canadian Sample: Drop the Pop is a school-based health promotion challenge to limit intake of soft drinks, provide public education on nutrition, and support students to choose healthier alternatives. What began initially in Nunavut has grown and there are now Drop the Pop programs in all three territories. See the NWT website for an example. National First Nations and Inuit Injury Prevention Working Group Vision: to unite in creating injury free and safe communities for today and tomorrow. Mission: to develop and guide a coordinated injury prevention journey. http://www.hc-sc.gc.ca/fnih-spni/promotion/injury-bless/wg-gt-prevent/inj_prevent_blessures_e.html Aboriginal Literacy Summit (Yukon) http://www.yukonliteracy.ca/activities/Aboriginal.html Aboriginal Blueprint: Saskatchewan Approach http://www.health.gov.sk.ca/aboriginal_sk_approach.pdf Saskatchewan's First Nations and Metis Branch, Learning department. The First Nations and Métis Education Branch provides leadership for the actualization of the goals of Aboriginal education in all aspects of the Learning Program - curriculum, instructional strategies and resources, learning environments and assessment. http://www.sasked.gov.sk.ca/branches/fn-me/learning.shtml The Aboriginal Youth Network provides a link to the Kahnawake Schools Diabetes Prevention Project This school-based community lifestyle intervention project is undertaken by the Mohawk people of the Kahnawake community near Montreal, and provides Kahnawake children basic knowledge, skills and family and community support to engage in lifestyle changes that will prevent diabetes as they grow into adulthood. Ontario's Royal Commission on Learning Report The world of aboriginal education. "We made a special effort to hear about aboriginal issues from aboriginals themselves. We heard from Native organizations and individuals in about one third of our hearings, we visited a number of their schools, and we established a working group with representatives of First Nations and Native service organizations. http://www.edu.gov.on.ca/eng/general/abcs/rcom/short/short9.html Healthy Ontarians in a Healthy Ontario: A Strategic Framework While many Ontarians are getting healthier, others are being left behind. Certain higher risk communities, for example, Aboriginal peoples, face urgent health challenges such as high rates of diabetes and increased risk of heart disease http://www.mhp.gov.on.ca/english/strategicframework/default.asp Learning for Life II (Nova Scotia) The plan focuses on helping all students reach their full potential by encouraging them to live active, healthy lives, by providing more support for smaller class sizes and special education, and continuing to target resources to areas that need support, like literacy and math. Examining First Nation learners experience will be done through best practice demonstration sites and specifically focusing on Mi'Kmaw language curriculum. Learning for Life II: Brighter Futures Together Aboriginal Education and Training Framework (AETF) 2004-2007 Manitoba's Department of Education framework "… to further the educational goals of Aboriginal education and training. Aboriginal Education Directorate The Directorate coordinates the Aboriginal Education and Training Framework and provides leadership for departmental initiatives in Aboriginal Education and Training and Advanced Education." Aboriginal Education Action Plan Aboriginal Languages in Manitoba Consultation Reports "… to assist in planning for the development of a provincial curriculum in Aboriginal Languages." Healthy Kids, Healthy Futures Task Force, First Nations Communities (Manitoba) The task force recommends that the government increase accessibility to traditional and nutritious foods, and to culturally-focused physical activity and recreational programs. http://www.gov.mb.ca/healthykids/docs/finalreport.pdf Aboriginal Education Enhancement Agreements (BC) An EA is a working agreement between a school district, all local Aboriginal communities, and the BC Ministry of Education. EAs are designed to enhance the educational achievement of Aboriginal students http://www.bced.gov.bc.ca/abed/agreements/ "Modern pathways and evolving definitions: Reframing "Aboriginal school drop out" in a northern Canadian context." Research and Policy Brief, Centre for Health and Policy Studies, University of Calgary http://www.chaps.ucalgary.ca/Davison.pdf Alberta Child and Youth Initiative The ACYI provides a forum for dealing with children and youth issues from a broad-based perspective by using the expertise of the partnering ministries, communities, and Aboriginal people in developing strategies and initiatives. Strategies provide practical opportunities for organizations and individuals to work together for children, youth and their families. http://www.aand.gov.ab.ca/PDFs/final_strengthrelations.pdf Creative Newfoundland and Labrador: The Blueprint for Development and Investment in Culture Possible links to comprehensive school health through to strategic directions: Aboriginal peoples and communities and Creative Education. In the Blueprint document – health and well-being, improved test scores, and learning skills are considered benefits to the plan. Fetal Alcohol Spectrum Disorder: An Integrated Approach (November 2003) (Newfoundland and Labrador) Indicates Children and Youth as a target and includes school health curriculum, school support funding and Healthy Children's Initiative. http://www.hlthss.gov.nt.ca/content/Publications/Brochures/PDF/HP/integratedresponseNov182003.pdf Nunavut’s Promise to Children and Youth An interdepartmental initiative that links four departments with a mandate for children and youth, including: Education, Health & Social Services, Justice, and Culture Language Elders & Youth. Nunavut’s Promise works to streamline policies, programs and services for children and youth across government. The group also supports community projects and engages Inuit Elders and youth in an advisory role. http://www.gov.nu.ca/education/eng/index.htm The Nunavut Adult Learning Strategy, 2007 A coordinated approach to support literacy and skill development. Towards Literacy: A Strategic Framework (2001-2005) (NWT) One key goal for school age children and youth: All students will acquire the literacy skills that prepares them for productive work, responsible citizenship, creative lives and lifelong learning. 55% of aboriginal youth leave school early http://www.ece.gov.nt.ca/Publications/PDF%20Publications%20Files/Publications%20New/3-Towards%20Literacy%20A%20Strategy%20Framework%202001-2005.pdf Youth in Action (PEI) To promote cultural awareness and tolerance and to develop a healthy sense of community and co-operation among aboriginal and non-aboriginal youth. Aboriginal Education Committee (PEI) "… meets regularly to discuss strategies to assist Aboriginal students in the Prince Edward Island school system to achieve their potential. " http://www.gov.pe.ca/educ/index.php3?number=79867 Health Canada. Acting on what we know: Preventing Youth Suicide in First Nations "The literature on youth suicide prevention emphasizes that schools should provide a health education curriculum for all students that builds basic skills useful for managing a variety of health and social issues rather than focusing exclusively on the topic of suicide http://www.hc-sc.gc.ca/fnih-spni/alt_formats/fnihb-dgspni/pdf/pubs/suicide/prev_youth-jeunes_e.pdf
Instructional Interventions	Miyupimaatisiiuwin Wellness Curriculum "… a comprehensive school-based approach to health promotion and, by extension, to long-term suicide prevention. It has been developed for the Cree Public Health Module to be used in the James Bay region; is comprehensive, covering a wide range of wellness issues in a practical, teacher-friendly format, including ready-to-use lessons and preparatory material. It is a preventive program with an emphasis on wellness through health promotion for kindergarten to grade 8." http://www.niichro.com/mental%20health/men_6.html#anchor555055 Alberta Teachers Association Developed the following resources to inform teachers and schools about Aboriginal curriculum outcomes Education Is Our Buffalo—A Teachers’ Resource for First Nations, Métis and Inuit Education in Alberta First Nations, Métis and Inuit—Taking Root, Branching Out Aboriginal Education, BC Ministry of Education What makes teaching effective for Aboriginal students? There are no simple answers. Certainly, caring and committed teachers are essential. So are programs which have clear goals and objectives and are strongly research-based. There are also other factors, such as cultural relevancy and strong family and community involvement http://www.bced.gov.bc.ca/abed/ BC First Nations Health Handbook Helpful guide that provides a short history of First Nation social and economic circumstances and relates the prevalence of preventable injury as a key factor that influences the health of young First Nations people. http://www.bchealthguide.org/first_nations_healthguide.pdf Aboriginal Education Incorporating Aboriginal Perspectives: A Theme-Based Curricular Approach ( Manitoba) Awareness and recognition of the rapidly expanding Aboriginal population in provincial schools in 1995 prompted Manitoba Education, Citizenship and Youth to request that all schools in Manitoba incorporate Aboriginal Perspectives into all curricula. To support the incorporation of Aboriginal Perspectives, the Aboriginal Education Directorate, through the Aboriginal Education and Training Framework has established goals that are based on the premise that school environments inclusive of Aboriginal knowledge and perspectives will improve student success and completion rates, increase employability skills and reduce transiency. http://www.edu.gov.mb.ca/ks4/abedu/perspectives/ Nova Scotia's Education Reform "… was introduced in 1998 as part of Gathering Strength - Canada's AboriginalAction Plan. Resources are intended to improve the quality of education of First Nation schools and the academic achievement of First Nations students. Millbrook First Nation has incorporated Gathering Strength initiatives within the provincial school curriculum at the Truro Junior High School. Students within the Family Studies and Technical Education classes, as well as Service Learning Projects, have benefited tremendously with the assistance of Gathering Strength. Many new initiatives were created." http://www.millbrookfirstnation.net/strength.html Manitoba First Nations Education Resource Centre The purpose of MFNERC is to provide education specialist service delivery to First Nation schools.The vision of the MFNERC is: "Support First Nations to develop and implement a comprehensive holistic educational system inclusive of First Nations languages, world views, values, beliefs and traditions with exemplary academic standards, under First Nation jurisdiction." http://www.mfnerc.org/ WNCP Aboriginal Languages and Cultures WNCP Common Curriculum Framework for Aboriginal Languages and Culture programs provides a framework for further development in Aboriginal languages and culture programs http://www.mfnerc.org/ Aboriginal Studies (Manitoba) The study of Aboriginal people focuses on an understanding of Aboriginal philosophies and creates an awareness of issues and events that relate to Aboriginal history. Aboriginal Perspectives(Manitoba) Aboriginal perspectives apply to learning experiences for all students. Each subject area will address the perspectives and accomplishments of Aboriginal people. Curriculum and Instruction for Northern Schools Reference list of health (e.g., nutrition, alcohol and drugs, wellness) and cultural topics (e.g., language renewal). http://www.ece.gov.nt.ca/Divisions/kindergarten_g12/Annotated%20BibLiography/Year%202%20PDF/440.212.3%20%20Curriculum%20and%20Instruction%20for%20Northern%20Schools.pdf Course Profile. Current Aboriginal Issues in Canada (Ontario) http://www.curriculum.org/csc/library/profiles/11/html/NDA3MP4.htm Suicide Prevention (Nunavut) Departments of Education and Health & Social Services have collaborated to produce a Suicide Response Manual for Schools as a handbook for school personnel. This protocol will be finalized and in schools this winter. The Department of Education’s website also hosts a Grade 6-8 suicide prevention program called “It’s Cool to be Alive in Nunavut”, a program presented at the annual conference of the Canadian Association for Suicide Prevention. Aulajaaqtut – Curriculum for Empowerment (Nunavut) Nunavut schools follow the Alberta curriculum. Aulajaaqtut was developed to respond to the need for more culturally relevant curriculum for physical education and health. The modules were developed in consultation with communities and Inuit Elders and focus on physical, emotional and cultural well-being. Aulajaaqtut is currently being offered in high school Grades 10 and 11, and is being developed for Grade 12. Inuktitut Curriculum – Grade 12 (Nunavut) This new Inuktitut High School curriculum is designed to support a positive sense of cultural identity amongst Inuit youth. This curriculum looks at traditional Inuit games and their design to purposefully build the mental, physical and spiritual strength of the individual. It poses questions for youth to consider about lifestyle decisions and healthy living. RCMP Drug Awareness Services: Aboriginal Shield Program Downloadable brochure available on this culturally specific program designed in partnership with the Nechi Institute on Alcohol and Drug Education. Links to program mission, coordinator contacts, and partnering programs are also provided. http://www.rcmp-grc.gc.ca/das/aboriginal_e.htm This web site from Arviat in Nunavut, details different aspects of traditional shelters such as the iglu. The project involved local Elders and youth working together using both traditional knowledge and modern technology. This is the second of the Arviat District Education Authority's projects designed to promote Inuktitut literacy and the use of syllabics. http://collections.ic.gc.ca/arviat/enghome.html Resources, Databases, and Clearinghouses Food and Nutrition April 2007: Health Canada has adapted the Canada Food Guide: Eating Well with Canada's Food Guide, First Nations, Inuit and Metis. This guide incorporates traditional foods and food available in remote communities into the food guide. Aboriginal Children’s Circle of Early Learning This site provides a wealth of links to sites related to the health and well being of aboriginal peoples- not only in the early years but also across the lifespan. Resource databases, e-bulletins, downloadable resources, calendar of events, and more are available through this site. http://www.accel-capea.ca/index_en.php Aboriginal Learning Knowledge Centre, Canadian Council on Learning Newly established at the Aboriginal Education Research Centre at the University of Saskatchewan, this site provides a national forum with links to reports on the current state of aboriginal learning in Canada. As this site grows and develops further, it promises to become a useful a resource for current information. http://www.ccl-cca.ca/CCL/AboutCCL/KnowledgeCentres/AboriginalLearning/index.htm Aboriginal Education Research Centre AERC is based at the College of Education at the University of Saskatchewan, and aims to improve the understanding of education for Aboriginal peoples through establishing networks and the fostering of educational research. The link to the brochure at the bottom of the web page gives an overview of the centre and its goals, accomplishments, and research initiatives http://www.usask.ca/education/aerc/
Health, Social and Other Services	National Association of Friendship Centres represents over 100 Friendship Centres and 7 Provincial Territorial Associations across Canada. Friendship Centres offer cultural programs, education and training, employment counselling, and: o health programs such as nutrition, healing, alcohol and drug counselling o child and youth programs, such as day care centres, summer camps, youth and peer counselling, youth drop in centres, organized sports and leagues, wilderness training Sandy Lake First Nation School Diabetes Prevention Program " was created during the 1998 school year to help students in grades 3 and 4 learn about and practice healthy eating and physical activity behaviours: the only known ways to prevent diabetes. Developing healthy behaviors at a young age should give students the skills and motivation to continue these behaviors into adulthood. http://www.sandylakediabetes.com/ Native Womens Association of Canada "As a national organization, NWAC presently offers programming in support of Aboriginal youth through the position and associated activities of the youth intervener. The youth intervener program is funded by Human Resources and Skills Development Canada (HRSDC) aiming at providing Aboriginal youth across Canada with access to government youth employment programs and other youth initiatives … promoting the well being of young Aboriginal women" http://www.nwac-hq.org/youth.htm Aboriginal Scholarships and Bursaries Awards Guide This online directory provided by Indian and Northern Affairs Canada (INAC) lists scholarships and bursaries for Aboriginal students. Whole Child Program (Yukon) Linking students and families with integrated health services. Aboriginal Support Worker (BC) Over the years British Columbia educators recognized that Aboriginal students require a special support system to succeed in school. A staff position, Aboriginal Support Worker, was created to provide this support .
Social Support	Student/School Activities Social Work Through HipHop - an innovative intensive program that celebrates traditional Culture through the youthful voice of Hiphop. http://BluePrintForLife.ca has completed 11 projects in remote Cree, Dene and Inuit communities. They become the school cirriculum for 5 day programs ( 8 hours a day.) A national documentary on their work will be shown on APTN next month in English, French and Inuktituk, and Global TV will feature a one hour documentary special on their recent project in Cambridge Bay in the spring.http://www.canada.com/globaltv/globalshows/globalcurrents/video.html Parent Involvement/Family Support Families & Schools Together (Aboriginal Guide) This guide was produced with the supportive direction and leadership of the Family Service Canada F&ST Aboriginal Advisory Group and FSC staff. It is a companion document that will support making culturally appropriate adaptations and changes to the F&ST core curriculum. This will help to ensure the program delivered in Aboriginal communities is relevant and culturally suitable. People using this guide will come from the Aboriginal community and may be used by non-Aboriginal partners working collaboratively in the delivery of the F&ST Program in your communities.
Physical Environment

D) Evidence on how to Implement, Sustain Interventions with this Population

Research	Reports/Resources

D-1 Use of Diffusion and Education Change Knowledge/Theory

Research	Reports/Resources

D-2 Use of Capacity-Building Knowledge/Theory and Sustainability

Research

Reports/Resources

System Capacity (National/Federal/Tribal/Research/Knowledge Brokers) Many Hands, One Dream, New Perspectives on the health of First Nations, Inuit, and Métis children and youth, is a national collaborative initiative focused on building a new, Aboriginal-centered vision of health. It is a partnership of 11 national Aboriginal organizations concerned with health and wellbeing. It receives funding support from the National Collaborating Centre for Aboriginal Health, and is coordinated through the Canadian Paediatric Society. The group provides resources, literature, as well as a clear statement and background on the need for dialogue and collaboration on Aboriginal children’s health. The National Collaborating Centre for Aboriginal Health (NCCAH) is one of six national collaborating centres established by PHAC to provide a national focal point for specific public health issues. NCCAH is based at the University of Northern BC, and develops partnerships and collaborations to improve knowledge synthesis, knowledge translation and knowledge exchange on First Nations, Inuit, and Métis health. The Canadian Institute for Health Research, in conjunction with the Institute of Aboriginal Peoples’ Health (IAPH), have created the CIHR Guidelines for Health Research Involving Aboriginal People (see the section below). Another initiative of IAPH was to establish Aboriginal Capacity and Developmental Research Environments (ACADRE) centres across Canada, focused on supporting Aboriginal capacity to conduct health research. The Aboriginal Learning Knowledge Centre (ALKC) is another knowledge centre at the Canadian Council on Learning (CCL). The ALKC was created to provide a collaborative national forum to develop new perspectives and solutions to the challenges faced by First Nations, Métis, and Inuit learners. ALKC looks at holistic, lifelong learning. One example is: Redefining How Success is Measured in First Nations, Inuit, and Métis Learning. Acknowledging that Aboriginal communities are now administering educational programs formerly delivered by non-Aboriginal governments, this report presents three new conceptual models for measuring the success of First Nations, Inuit, and Métis learners who are taking the new culturally relevant curricula, studying in Aboriginal languages, and participating in cultural programs. The models in the report can be sued to help identify more appropriate measurement tools. The Health and Learning Knowledge Centre (HLKC) is one of five knowledge centres under the Canadian Council on Learning (CCL). The HLKC is based in British Columbia and the Yukon, and is hosting a Northern Health and Learning Symposium in Whitehorse in September 2008. The symposium will bring together First Nation school and health administrators, counsellors and community arts, cultural and recreational organizers, among others, to share ideas and success stories. The Society for the Advancement of Excellence in Education (SAEE) conducts research and policy analysis of achievement in Canada’s schools and supports research into whole school approaches that may benefit Aboriginal students. This includes grants to support a pilot project of action research for school improvement in four band-operated schools in Manitoba and Alberta, and a case study of 6 Community Schools in Manitoba and Saskatchewan, to analyze the community schools approach in schools with a high proportion of First Nation and Métis students. The Canada Northwest FASD Partnership includes ministersfrom Alberta, British Columbia, Saskatchewan, Manitoba, Northwest Territories, Nunavut and Yukon collaborating to provide information and support services and discuss the development of the Canada Northwest FASD Research Network. The Centre of Excellence for Children and Adolescents with Special Needs (COE Special Needs) is one of five Centres of Excellence focused on Children’s Wellbeing in Canada that was established by Health Canada in 2000. The COE Special Needs also focuses on the health and well-being of children in rural and northern communities, respecting Aboriginal culture and language. It is a partnership between Lakehead University, University of Northern British Columbia, Memorial University, and Mount Saint Vincent University, as well as the Government of Nunavut and over 200 community and other organizations. The COE Special Needs has an extensive resource library, and conducts current research in the areas of: nutrition, substance abuse, mental health, early intervention, learning and communication. Aboriginal Education Research Centre The Centre is a new and unique initiative planned and implemented by the College of Education in response to an identified need to create and coordinate research activity on Aboriginal education. Directed by Dr. Marie Battiste, AERC is a growing research centre that seeks to explore and develop success strategies for learning and education of the largest growing population in Saskatchewan. Through partnerships with scholars, faculty, students, community-based organizations, schools, federal and provincial governments, AERC is working to build stronger inclusive relationships among those involved with Aboriginal education. AERC contributes to the College of Education’s academic leadership in teacher education, Integrated Masters Program in the Department of Educational Foundations, capacity building, and making transformations in education. The Aboriginal Education Research Centre is positioned to help advance aspirations among Aboriginal Peoples with collaborations, capacity-building, and research that will ensure Aboriginal voices are heard, understood, and translated into innovative and exemplary and ethical practices. First Nations Adult and Higher Education Consortium (FNAHEC) The Consortium nurtures, fosters, and protects First Nations' peoples to their own particular identity through the collective, cooperative and mutually beneficial efforts of our member institutions, while sharing and promoting indigenous based initiatives to maintain and perpetuate our ways of knowing. Values Respect the autonomy of our member institutions and communities. We are committed to decolonization of our minds and souls. Information Centre on Aboriginal Health (ICAH), a service provided by the National Aboriginal Health Organization (NAHO), is "a database of information on bibliographic and Web-based resources, programs and services, health careers, and scholarships and bursaries. The goal of ICAH is to provide information to improve and promote health, to promote understanding of health issues affecting Aboriginal Peoples, to facilitate and promote research, and to foster participation of Aboriginal Peoples in delivery of health care, and to affirm and protect Aboriginal traditional healing practices. See their section on Schools and health promotion. The Assembly of First Nations (AFN) is taking a partnered approach to Aboriginal health with the First Nations Regional Longitudinal Health Survey (RHS). The RHS provides a snapshot of the health and living conditions in First Nations communities across Canada. The national survey began in 2006 with a Memorandum of Understanding between the Assembly of First Nations, the First Nations Information Governance Committee (FNIGC), and the Canadian Institutes of Health Research (CIHR) Institute of Aboriginal Peoples' Health (IAPH). AFN promotes the interest of First Nations nationally in many policy areas, including Education, Language, Residential Schools, Health, Youth, Housing, and others. Inuit Tapirisat Kanatami (ITK) is the national Inuit Organization, representing four Inuit regions in Canada. ITK is an established organization that has been effective at advancing Inuit interests by working co-operatively with different levels of government in Canada. Examples of success in supporting Inuit self-determination are the comprehensive land claim settlements, including: Nunavut (April 1, 1999), and the new claims for Nunatsiavut (Labrador), Nunavik (northern Quebec), and the Inuvialuit claim region of the Northwest Territories. ITK also conducts strategic planning and communications in the areas of Health & Environment, and Socio-economic Development. The Métis National Council (MNC) receives its mandate and direction from the democratically elected leadership of the Métis Nation's governments from Ontario westward, including: the Métis Nation of Ontario, the Manitoba Métis Federation, the Métis Nation - Saskatchewan, the Métis Nation of Alberta and the Métis Provincial Council of British Columbia. MNC represents these Métis governments at national and international levels. Areas of focus are represented with national cabinet portfolios, including: Education & Health, Culture, Language, Social Development, Self-Government, and others. MNC’s Métis Health & Wellbeing Research Portal provides access to a National Holistic Health & Wellbeing Framework that considers health determinants, lists currently available programs, services, and existing needs. The National Aboriginal Health Organization (NAHO) is an Aboriginal-designed and -controlled non-governmental organization committed to influencing and advancing the health and well-being of Aboriginal Peoples by carrying out knowledge-based strategies. With Aboriginal communities as its primary focus, NAHO gathers, creates, interprets, disseminates, and uses both traditional Aboriginal and contemporary western healing and wellness approaches. At all times, the organization reflects the values and principles contained in traditional knowledge and traditional knowledge practices. NAHO publishes the Journal of Aboriginal Health, hosts the federally funded National Aboriginal Role Model Program, and conducts research and specialized programming under three departments: First Nations Centre generates and shares health information on priority topics for First Nations, including producing seminal work on research ethics, conducting research with elders on traditional health, and providing information on understanding health indicators. Ajunnginiq (Inuit) Centre – focused on improving and promoting Inuit health by conducting research and developing resources such as Ikajurniq, Basic Couselling Skills: Inuit Voices, Modern Methods, a handbook that specialized and traditional Inuit helping values and beliefs with modern counselling and mental health approaches. Métis Centre is working to improve the knowledge base in Métis health. The centre provides resources such as the Métis Cookbook and Guidebook to Healthy Living. The federalgovernment created the Aboriginal Canada Portal for single window access to First Nations, Métis, and Inuit online resources, government programs and services through the internet. It is a partnership between the Government of Canada and six national Aboriginal organizations. The portal provides information, resources and links, including the following specifically related to education and health: o Aboriginal schools in each jurisdiction in Canada o Aboriginal learning resources for teachers, including arithmetic, literature, culture, lesson plans and activities, o education and training opportunities specifically geared to Aboriginal students to support lifelong learning o scholarships and bursaries for Aboriginal students o government and non-government health and social services programs In Australia, the establishment of Aboriginal Community-Controlled Health Services is seen as a major development in indigenous health promotion. The National Aboriginal Community Controlled Health Organisation (NACCHO) is the national peak Aboriginal health body representing Aboriginal Community Controlled Health Services throughout Australia. An Aboriginal Community Controlled Health Service (ACCHS) is a primary health care service initiated and operated by the local Aboriginal community to deliver holistic, comprehensive, and culturally appropriate health care to the community which controls it. Canada Research Chair in Indigenous Knowledge and Learning - Dr. Lorna Williams, based at the University of Victoria, is Lil’wat from the St’at’yem’c First Nation. At UVIC, she is the Director of Aboriginal Teacher Education. Her research interests are: Aboriginal Language Revitalization, Curriculum Development, Teacher Development, Mediated Learning, Cognitive education, effects of colonization on learning, and Indigenous ways of knowing Canada Research Chair in Aboriginal Health – Dr. Sylvia Abonyi is an anthropologist, based at the University of Saskatchewan, and working at the Population Health and Evaluation Research Unit, where she is focused on Aboriginal health. She will lead a research program on Cultural Vitalization as a Health Determinant among Aboriginal Canadians. This program will explore the role of culture in health, generally, and in the health and wellness of Aboriginal peoples, specifically. Her research will focus on Aboriginal health in northern and remote contexts, specifically northern Saskatchewan. Projects within this program of study will be community-based, capacity-building and participatory. Canada Research Chair in Social Justice and Aboriginal Education – Dr. Carol Schick Director of the Centre for Social Justice and Anti-Oppressive Education at the University of Regina, is focused on examining inequality in Canadian schools, and developing anti-racist discourse and practice among education partners and providers. Dr. Marie Battiste, Academic Director of the Aboriginal Education Research Centre, at the University of Saskatchewan, and co-director of the CCL Aboriginal Learning Knowledge Centre. She is a Mi'kmaq educator from Potlo’tek First Nations, and some of her current interests are: Aboriginal Life Long learning; Decolonizing Aboriginal education; Research and ethics involving Indigenous Peoples. Dr. Battiste is the 2008 recipient of the National Aboriginal Achievement Award for Education, from the National Aboriginal Achievement Foundation. Dr. Eileen Antone, a member of the Oneida of the Thames First Nation is a faculty member in the department of Adult Education, Community Development, and Counseling Psychology at the Ontario Institute for Studies in Education at the University of Toronto. Dr. Antone is interested in Aboriginal knowledge and traditional ways of being, Aboriginal health literacy, and Aboriginal adult literacy. Dr. Clyde Hertzman, based at University of British Columbia, is Director of the Human Early Learning Partnership (HELP), which is a collaboration between six universities in BC, and oversees the School Readiness to Learn Project, and the Early Development Instrument in the province. To partner more effectively with Aboriginal schools and communities in BC, the work of HELP is guided by an Aboriginal Steering Committee. HELP has been designated the knowledge hub on early childhood development by the World Health Organization. Provincial/territorial Mi’kmaq Services, within the Nova Scotia Department of Education, oversees 9 First Nation Schools in 7 communities. Located within the Public Schools Branch, the Mi'kmaq Services Division was established to develop language and culture curriculum and integrate it with public education. Mi’kmaq Services is responsible for providing leadership, direction and planning to ensure that Mi'kmaq Nova Scotians benefit from a fully supportive learning environment in public schools, with access to Aboriginal learning resources. The Aboriginal Education Enhancements Branch of BC Ministry of Education, is responsible for developing initiatives related to the education of Aboriginal students in British Columbia. The BC Ministry of Health partnered with NCCAH in 2006 to develop a First Nations/Aboriginal-specific ActNow BC The First Nations Education Steering Committee (FNESC) facilitates discussion about education matters affecting First Nations in BC by disseminating information and soliciting input from First Nations. FNESC partners with the federal government on several programs and has developed its own approach to community and family engagement in school, support for youth, and First Nations teacher recruitment and retention. First Nations, Métis, and Inuit Education , within the Alberta Department of Education, is conducting research into case studies of promising practises in Aboriginal education in the province, considering factors such as community engagement and curriculum resources, and how which are successful with Aboriginal students. Alberta is focused on deliberate actions to ensure that the diversity of students in their classrooms is embraced in order for every child to have a chance for school success. Policy recommendations include: o Ensure that at-risk Aboriginal children are identified early and get the support they need before they begin school. o Take steps to ensure that First Nations and Métis youth are well prepared for post secondary education and the workforce. o Establish parenting centres to make a positive link with parents and to reinforce the strong parenting skills required to help their children come to school ready to learn. v Develop and implement expanded Aboriginal language and cultural programs. The First Nations and Métis Education Branch[d2] of Saskatchewan Learning engages in partnerships and provides leadership to build capacity within the provincial education system - provincially, regionally and locally in actualizing the goals of Aboriginal Education. v Through their Aboriginal Education Provincial Advisory Committee (AEPAC), Saskatchewan has embraced its shared responsibility to establish respect for Indigenous knowledge, to champion developments in Aboriginal languages, and to build broad understanding of the role of elders in education. AEPAC's 2005-2007 Action Plan priorities in the areas of Cultural Affirmation and School Climate, Shared Decision Making, Curriculum Actualization, Life Long Learning and School PLUS include: o Expanding and improving Aboriginal teacher education programs, managing transitions holistically to improve retention and identifying success factors for mathematics and the sciences o Strengthening school boards Aboriginal representation, providing partnership models and guidelines reflective of community realities and supporting professional development and capacity building at the school level o Building administrator and teacher commitment and capacity to integrate Aboriginal knowledge and perspectives in all areas of study, designing comprehensive plans to chart progress in Aboriginal languages and culture programs in schools and classrooms and strengthening teacher education programs to include Aboriginal knowledge and perspectives Structuring a community of learning aimed at adoption of Aboriginal thought and practice and preparing a comprehensive report on Aboriginal education initiatives in Saskatchewan Within the Manitoba[d3] Ministry of Education, Citizenship, and Youth, the Aboriginal Education division, and Aboriginal Education Directorate, provide leadership and co-ordination for departmental initiatives in Aboriginal education and training. The Directorate works within government, as well as with administrators, teachers, parents, students and Aboriginal organizations to support the success of Aboriginal students in all areas of education and training. The Directorate co-ordinates the Aboriginal Education Action Plan, which sets clear objectives to increase high school graduation rates, and improve access to post secondary education through increased financial support. In NWT, the Department[d4] of Education, Culture, and Employment offers Aboriginal Teaching Resources on culture camps, traditional knowledge, Aboriginal history. Information on culture-based schooling for Aboriginal students and communities is also available. The department offers a Teacher Mentorship Program where new teachers are paired with experienced northern teachers for training and transition. Operating under the principles[d5] of the Nunavut Land Claims Agreement, the Nunavut Government has committed to a goal of a workforce that is reflective of its population, which is 85% Inuit. o The government has a human resources policy that puts a priority on hiring and promoting Inuit staff at all levels of government. o The NNI policy gives priority to Inuit owned businesses for government contracts. o The government is currently developing several new pieces of legislation to support Inuit culture and language, and education, including a new Nunavut Education Act, and the Inuit Language Protection Act, based on the aspirations of Inuit in Nunavut. v A council of elders is appointed by the Premier to sit on an external committee called the Inuit Qaujimajatuqangit Katimajiit, which advises government on how to integrate Inuit culture and ways of knowing into its operations. A supporting body, Tuttarviit, is made up of Inuit leaders who are government staff and represent each department. Tuttarviit is responsible for implementing the work of the Katimajiit. v Nunavut’s Promise to Children and Youth, is an interdepartmental working group streamlining programs and services across government to promote the wellbeing of children and youth. The coordinator is based in the Department of Education, and contributes to school health promotion by working across all departments concerned with children in government. Ontario's Aboriginal Education Strategy was launched in January 2007 with the release of the First Nation, Métis and Inuit Education Policy Framework . Its purpose is to help close the educational gap between Aboriginal and non-Aboriginal students and to increase knowledge and awareness about Aboriginal histories, cultures and perspectives among allstudents. The Strategy includes initiatives designed for schools and school boards. It also contains initiatives to encourage and sustain Aboriginal student success, suchas: o Establishing an Aboriginal Education Office to support the learning and achievement of Aboriginalstudents. o Increasing the number of Aboriginal staff working in school boards. o Encouraging parents to get more involved in their children's education. o Integrating information about Aboriginal culture, histories and perspectives throughout the Ontario curriculum to increase knowledge and awareness among allstudents. The Ontario Ministry of Health Promotion is partnering with Aboriginal communities, organizations and agencies to implement culturally appropriate initiatives that will best address particular challenges facing the Aboriginal population. The Ministry is providing funding and giving Aboriginal communities the lead to identify their own approaches to addressing their disease prevention and health promotion needs. Quebec In December, 2007 the Government[d6] of Quebec, the Government of Canada and Makivik Corporation signed an agreement-in-principle on the creation of the Nunavik Regional Government in northern Quebec, a new form of regional government adapted to the needs of Nunavik and the assumption of greater responsibility by Inuit communities.The Government[d7] of Quebec has created a program to support school board activities that promote the success of Aboriginal students enrolled in public schools. Policies include: o Interventions with students as soon as they enrol in a public school (be it at the preschool, elementary or secondary level) o Identification measures at critical periods throughout the K-12 years when students are particularly vulnerable: for example, the first year in public school and the transition year from elementary to secondary school o Compilation of effective overall approaches to Aboriginal Education o Gathering of specific Aboriginal student performance data New Brunswick When Kids Come First[d8], the strategic plan to improve education in New Brunswick makes a commitment to promote cultural identity and linguistic growth, and to improve education programs and services for First Nations students. In April 2008, INAC, the Federal Interlocutor, New Brunswick Chiefs, and the provincial government signed an agreement to work in partnership to close the gap for First Nation students in New Brunswick. v The province[d9] is partnering with FNIHB, Université de Sherbrooke, Beauséjour Regional Health Authority, and the Elsipogtog First Nation on a project to improve access to health services. Elsipogtog is a Mi’kmaq community, and the largest First Nation in the province. The community identified a need for improved access to culturally appropriate community-based services. This project focuses on combining community-based services, particularly mental health services, with those provided by the Beauséjour Regional Health Authority. This approach means physicians and nurse-practitioners will work with the community-based health programs to improve primary health care at the community and regional levels. Nova Scotia v Nova Scotia[d10] has a Council of Mi’kmaq Education, made up of members of the Mi’kmaq community, which provides guidance to the Minister of Education and Culture on the development, implementation, evaluation and funding of educational programs and services to Mi'kmaq students in the public school and adult education systems. The Department also has an internal Mi'kmaq Services Division and Liaison Office. v Under[d11] a Tripartite Forum, the government is negotiating treaty and rights issues with the Mi’kmaq to hand over greater control of the issues affecting them. The forum involves more than 100 representatives from Mi'kmaq communities, provincial and federal governments, and is working to address governance in justice, health, economic, social and cultural issues. Newfoundland & Labrador v As of December[d12] 2005, the Nunatsiavut Government is the new government for Labrador Inuit. Under the Land Claim Agreement, the Nunatsiavut Government has the authority to assume responsibility for the entire education system in Inuit communities. The government plans to fully review current curriculum to determine how it may be adapted to better reflect Labrador Inuitneeds. Under the Department of Health, the government inherited core programs from the Labrador Inuit Health Commission – Mental Health, Addictions, Community Health & Communicable Disease Control, Child Care & Child Development, Home & Community Care, Environmental Health, and Non-Insured Health Benefits. Under the new Land Claim Agreement, Nunatsiavut Government has the authority to assume a greater role in healthcare. The department is reviewing which services and program currently delivered by provincial and federal governments will be better delivered by NunatsiavutGovernment. The Métis Addictions Council of Saskatchewan is a Métis-controlled health program operating treatment centres in three cities. It targets its services at Métis and First Nations, and has a mission to support clients to restore harmony and become whole. The program is government funded and adheres to provincial health care guidelines, while also incorporating traditional healing administered by community elders. CIHR Institute on Aboriginal Health We already know some of the reasons why the health of aboriginal people is worse than the health of other Canadians, but there is much that we still do not know. The Canadian Institutes of Health Research-Institute of Aboriginal Peoples' Health (CIHR-IAPH) was developed to help fill in the gaps in our knowledge. CIHR-IAPH is not only focused on illness, but on wellness too. For instance, we want to know how factors such as Aboriginal culture and spirituality can affect health and wellness. Surveillance & Monitoring Activities Aboriginal Learner Data Collection Initiative (ALDCI) On school registration form, there is a voluntary, self-identification question which asks Aboriginal students to identify themselves. Information is used for funding programs to improve Aboriginal student success. http://education.gov.ab.ca/aboriginal/aldci/pdf/Brochure.pdf How are we doing? Demographics and Performance of Aboriginal Students in BC Public Schools 2001 –2002. http://www.bced.gov.bc.ca/abed/perf2002.pdf Alberta Child Health Surveillance Report The first comprehensive report on the health of Alberta's child. http://www.health.gov.ab.ca/resources/publications/ACH_surveillance.pdf Local Agency Capacity Kativik School Board oversees 14 schools in Nunavik (northern Quebec); its mission is to provide the people of Nunavik with educational services that will guide and enable learners to develop the qualities, skills and abilities that are necessary to achieve their well-being and self-actualization. Key principles are lifelong learning, Inuit control over Inuit education, the importance of languages and culturally responsive curriculum. Cree School Board oversees 3,600 students in 9 schools in Northwestern Quebec, near James bay. Under the philosophy that children have the right to be taught in their Mother tongue, the Cree language and culture are the root of the Cree education system in Cree schools. Schools have Cree curriculum in geography, history, and economics, and there is in-service training for Cree teachers. A land based Cree hunting and trapping vocational option is being developed. School/Neighbourhood Capacity/Friendship Centres There are 87 First Nation Schools in Ontario. The majority of these schools have curriculum content that includes Aboriginal values and world view, Grandfather teachings, Aboriginal history, spirituality, ceremonies, and language. However, due to a lack of funding, materials, and First Nations teachers, not all First Nations schools have Aboriginal curriculum. Partnerships with 7 Native Friendship Centres support delivery of Native Alternative School Programs National Association of Friendship Centres represents over 100 Friendship Centres and 7 Provincial Territorial Associations across Canada. Friendship Centres offer cultural programs, education and training, employment counselling, and: o health programs such as nutrition, healing, alcohol and drug counselling o child and youth programs, such as day care centres, summer camps, youth and peer counselling, youth drop in centres, organized sports and leagues, wilderness training Piqqusilirivvik, Nunavut’s Cultural School, will be the first non-secondary cultural school in Canada. Rather than teaching a standard curriculum, the school will be focused on preserving Inuit culture and heritage amongst its students. The location of Clyde River has been selected by a government-led interagency committee; planning continues. It is focused on bringing First Nations, Inuit and Métis students back to school by offering cultural programs, counselling, and engaging Elders. Aboriginal Independent Community Schools in Western Australia is a group of 15 independent, community-led schools that reflect indigenous education practices and culturally appropriate education. Beginning in 1976 when the first community received government support to set up its own school at a rural farming station, the group has grown and is now receiving some recognition: The Nyikina Mangala Community School received the National Award for Excellence in Family School Partnerships in 2007. Kura Kaupapa Maori Schools in New Zealand, are total immersion Maori language schools that feature active participation by Māori in planning, development and delivery of education to ensure that services are appropriate and effective for Māori. Māori provider development is one key mechanism for participation. Other mechanisms include Māori representation on Boards of Trustees, and Māori workforce development. The number of kura kaupapa Māori Schools jumped from 13 in 1992, to 73 schools in 2007. Hawaiian Charter Schools were established to focus on native Hawaiian students in response to recognition that they were underachieving and being underserved by the public school system. The schools are culturally-driven, family-oriented, and community-based public charter schools aimed at delivering the highest level of education while preserving Hawaiian language, culture, and traditions. Fourteen of Hawaii’s 27 public charter schools have a native Hawaiian cultural focus. The motto for Chief Jimmy Bruneau Regional High School in Behchokö is “strong like 2 people”. The school is named after Chief Bruneau who began pressing the Government of Canada for a school in the community in 1938. The school uses Alberta’s core curriculum, with an additional focus on spirituality, and a program called Gonawok’e, which builds traditional land skills. The school has a high attendance record, which staff attribute to its cultural and trades programming. It also has the highest graduation rate in the territory. Inclusive schooling is mandated throughout the Northwest Territories and is a based on the philosophy that builds on strengths of individual students, supporting individual achievement through Program Support Teachers in addition to homeroom teachers. Aboriginal School Improvement Grants Program, run by the Society for the Advancement of Excellence in Education (SAEE) – accepts applications from schools which identify learning challenges they wish to address with a school-wide initiative. Grants are awarded to support school interventions to improve learning outcomes, and improve in literacy and math skills amongst students. Through two major research projects, the Society for Advancement in Education has identified 20 case studies of schools in Canada that are showing positive achievement for Aboriginal students. There are a number of key common characteristics shared by these schools, and a common focus on building a positive sense of Aboriginal cultural identity while delivering the highest possible level of education. Schools were nominated for the study by officials from each jurisdiction’s Department of Education, school districts, First Nations groups, universities, and the federal government. To be selected, schools also had to meet several criteria demonstrating significant progress for Aboriginal students, including strong attendance and student engagement. The research plan was approved by the University of Saskatchewan Research Ethics Committee, and was focused on bringing the Aboriginal voice and ways of knowing to the findings. Although schools differed in their governance structures, percentage of Aboriginal students, and approach to student assessment, the findings show that all schools share the following common characteristics: o Strong leadership and governance structures o High expectations for students o Focus on academic achievement and long-term success o Secure and welcoming climates for children and families o Respect for Aboriginal culture and traditions to make learning relevant o Quality staff development o Provision of a wide range of programs/supports for learning The studies selected the following schools from across Canada: 2004 Schools Location Authority Alert Bay Elementary Alert Bay, BC SD #85, Vancouver Island North Atikameg School Whitefish FN Reserve, AB Whitefish Lake First Nation and Northland School Division Chalo Ementary Fort Nelson FN Reserve, BC Fort Nelson First Nation Elijah Smith Elementary Whitehorse, YK Yukon Department of Education Gift Lake School Gift Lake Métis Settlement, AB Northland School Division Merritt Secondary School Merritt, BC SD #58, Nicola-Similkameen Peguis Central School Peguis Reserve, MB Peguis Band Princess Alexandra Community School Saskatoon, SK Saskatoon School District Reindeer Lake School Southend, SK Peter Ballantyne Cree Nation Southeast Collegiate Winnipeg, MB Southeast Tribal Council 2007 Tsi Snaihne School Tsi Snaihne, QC Akwesasne Mohawk Board of Education Chief Jimmy Bruneau High School Behchoko, NT Tilcho Community Services Agency Écoles Winibekuu & Annie Whiskeychan Waskaganish, QC Cree School Board Eskasoni Elementary/Middle School Eskasoni, NS Eskasoni School Board Kitigan Zibi School Maniwaki, QC Kitigan Zibi Education Council Mount Carmel Elementary School Kenora, ON Kenora District Catholic School Board N’Swakamok Alternative School Sudbury, ON Rainbow District School Board Nuiyak School Sanikiluaq, NU Nunavut Education School Services Se’t A’newey Kina’matino’kuom Conne River, NL Miawpukek First Nation of Conne River Wapakohk Community School Thompson, MB Mystery Lake School Division (Bell 2004, 21;Fulford 2007, 17) A sample of several of these schools follows to provide a deeper understanding of what is working and why: Tsi Snaihne School is on the Akwesasne First Nation, which straddles the border between Ontario, Quebec, and New York State. Band members have dual citizenship in Canada and the US, as well as citizenship in the Akwesasne Mohawk First Nation. Tsi Snaihne is one of three elementary schools under the responsibility of the Akwesasne Board of Education. Akwesasne schools focus on cultural identity through Mohawk language immersion as well as delivering core elementary curriculum. The school is linked to a recreation centre with programming for children (Aboriginal Head Start, and a preschool) through to elders, and is open year round. Tsi Snaihne has high student attendance. Tsi Snaihne School is on the Quebec portion of the reserve. On the US side, is the Akwesasne Freedom School, which was founded by Mohawk parents in 1979. The school is dedicated to the preservation of Mohawk Language and culture with Mohawk language immersion school until Grade 6, when English is introduced to help students make the transition to high school. The school focuses on instilling pride by protecting traditions, and was originally founded as a cultural survival school, which won recognition as a promising Aboriginal school by the Royal Commission on Aboriginal Peoples (1995). Students can begin at the Akwesasne Freedom School at the age of 5, pre K through 8th grade. The school is administered by a parent advisory committee, the principal, and the Mohawk Nation Council of Chiefs. Also on the US side, the St. Regis Mohawk School (preschool, Kindergarten, Grades 1-6) is under the jurisdiction of New York State. The school has a 93% attendance rate, and a teacher/student ration of 1:11. These case studies from Akwesasne demonstrate that while school governance may differ, even within one community, a common approach that supports Aboriginal identity works to engage students and improve school attendance. Community Capacity The Building Healthy Communities program is designed to assist First Nations and Inuit communities to develop community-based approaches to youth solvent abuse and mental health crises, the two components of the program. First Nations and Inuit communities have the flexibility to determine which program component(s) to provide community-based programs, services and/or activities. Aboriginal Capacity Development in Housing (Central Mortgage & Housing Authority) Aboriginal Capacity Development facilitates the acquisition of tools in terms of knowledge, skills, training and resources that will allow First Nations to work towards self-sufficiency in housing and take on more responsibility for the functioning of their community. Assistance is provided to First Nations housing institutions and individual housing providers to acquire the skills and knowledge to design, build, inspect and manage housing The concept of community policing has been adapted to the aboriginal context.See the List of RCMP First Nations Community Policing Services (FNCPS) The First Nations and Inuit Health Branch of Health has published the Community Action Resources for Inuit, Métis and First Nations: Toolbox [d1] and Introduction to Health Promotion Program Planning support Aboriginal communities to implement their own health promotion programs. Professional and inter-Professional Capacity Indigenous Physicians Association of Canada (IPAC), promotes the health and wellbeing of Indigenous nations, communities, families and individuals through advocacy to support indigenous medical professionals. IPAC works in collaboration with the Royal College of Physicians and Surgeons of Canada, and with the Association of Faculties of Medicine of Canada to raise awareness and bring about change in the recruitment and retention practices of the medical schools, including a National Aboriginal Health Curriculum Framework for the undergraduate medical education level. It is also working to support a learning environment that is more culturally safe for First Nations, Inuit and Métis medical learners and will increase the cultural competence of all physicians in Canada once implemented. IPAC receives financial support from the National Aboriginal Health Organization (NAHO). National Indian and Inuit Community Health Representatives Organization (NIICHRO) is a national organization representing Community Health Representatives in Canada. NIICHRO provides newsletters and resources on Aboriginal health and conducts research in tobacco cessation, Aboriginal health human resources, physical activity and nutrition, as well as hosting an annual national conference Aboriginal Healing Perspectives. The Aboriginal Circle of Educators, previously known as the Aboriginal Teacher's Circle and was formed in 1987 to support Aboriginal educators as contributors in the education system. The organization has an annual awards program and hosts Conferences and Annual Awards Banquets. The Native Women’s Association of Canada (NWAC) collective goal to enhance, promote, and foster the social, economic, cultural and political well-being of First Nations and Métis women within First Nation, Métis and Canadian societies. NWAC is an established aggregate of thirteen Native women's organizations from across Canada, to provide a national voice and conduct research and analysis of strategic policy issues. The Health Unit considers a holistic approach to Aboriginal women’s health, looking beyond illness. It provides information and perspective on national programs in early childhood development, maternal health, Aboriginal diabetes, cancer, and more. Pauktuutit is the national voice for Inuit women in Canada. It develops and provides resource materials such handbooks and information kits, conducts research and strategic planning in areas of interest to Inuit women, including: tobacco, teen pregnancy, sexual health, fetal alcohol spectrum disorder, early childhood development, and abuse, among others. Pauktuutit partners with other national and regional Inuit and Aboriginal organizations, and federal government departments. Resources include Before I was Born, an information package on FAS and FAE available in Inuktitut, Inuinnaqtun, and Inuvialuktun, as well as English and French. Aboriginal Children’s Circle of Early Learning (ACCEL) is a web-based clearinghouse and network about the early childhood development of First Nations, Inuit and Métis children. The site provides hands on resources such as handbooks and lesson plans on health and learning for child care workers, nutritionists, teachers, Elders and parents. The ACCEL website aims to provide opportunities for ECD service providers in Aboriginal communities to access information on best and promising practices and on current research and to identify and respond to the emerging needs of their children and families with timely, culturally-sensitive solutions.

D-3 Consideration of Ecology and System Characteristics

Research	Reports/Resources

D-4 Consideration of Community or Cultural Contexts

Research	Reports/Resources

E Questions related to Future and Current Research

Research	Reports/Resources

E-1 Future Research Needs



E-1 Major knowledge/practice/policy questions and draft or existing research agendas

Research	Reports/Resources

E-2 Use of new research methods (beyond RCT’s)

Research	Reports/Resources

E-3 Methodological Issues and Questions

Research	Reports/Resources

Listing of Reports and Resources

A) Reports and Discussion/Position Papers/Status Reports on this Population



B) Resources

Examples of Comprehensive, coordinated or whole school programs with this population

Planning Guides/Manuals

Educational Programs/Curricula/Education Planning Guides

Health or Other Agency Service/Clinical Guidelines/Mandates to work with Schools

Policy Tools/Guidelines/Examples

Assessment and Evaluation Tools

Staff Training Tools

Other Resources (Key web sites, organizations)


Aboriginal Students Early Childhood Supplementary Community, Family, and Health Services Integrated with Schools

Stockburger J. Substance Abuse Related Special Needs in Canada: Best Practices for Prevention. Centre of Excellence for Children & Adolescents with Special Needs. University of Norther British Columbia. (Monograph)

de Leeuw S, Greenwood M. Recognizing Strength, Building Capacity: Addressing Substance Abuse Related Special Needs in First Nations Communities of British Columbia's Hinterlands. Centre of Excellence for Children & Adolescents with Special Needs. University of Norther British Columbia. (Monograph)

Adapted Curricula, Programs, Teaching Styles, and School Organization

de Leeuw S, Greenwood M. Recognizing Strength, Building Capacity: Addressing Substance Abuse Related Special Needs in First Nations Communities of British Columbia's Hinterlands. Centre of Excellence for Children & Adolescents with Special Needs. University of Norther British Columbia. (Monograph)

Alternative, Magnet, and Band Schools

de Leeuw S, Greenwood M. Recognizing Strength, Building Capacity: Addressing Substance Abuse Related Special Needs in First Nations Communities of British Columbia's Hinterlands. Centre of Excellence for Children & Adolescents with Special Needs. University of Norther British Columbia. (Monograph)

Supplementary and Adapted Health, Social, Student, and Other Services Adapted Social Support Programs (Elders, Cultural-based Programs and Events)

Kavanagh, B. (2003). The role of parental and community involvement in the success of First Nations learners: A review of the literature. A Report to the Minister’s National Working Groups on First Nations Education, Indian and Northern Affairs, Canada.

Work Training Programs "Active Pursuit" (Individualized Education and Health/Social Services Plans)