10.3. Checklist

Learning for First Nations people is indelibly rooted in their ancestral languages, traditions and cultures. For many First Nations people, language is an important part of their sense of self. Language is embedded with the distinctive history, culture and identity of family, community, the land, and traditional knowledge.

There is a strong link between adequate housing and the well-being of individuals, and the communities they live in. Crowded housing contributes to a host of physical and mental-health problems, including the increased risk of transmission of several infectious diseases like tuberculosis and Hepatitis A. Overcrowding can also increase the risk of physical injuries, mental health issues, family tensions and violence.

Schools have always played a pivotal role in the lives of children, families and communities. From kindergarten through high school, schools equip children with a range of skills that provide a foundation for lifelong learning. Schools teach skills and knowledge while working to instill a love of learning, a sense of responsibility, community values and citizenship.

Historically, the traditional First Nation classroom was made up of the community and the natural environment surrounding it. Adults were responsible for ensuring that every child learned the specific skills, attitudes and knowledge they needed to function in everyday life. Given the importance of the natural world in everyday life, learning from the land will always be a critical part of the First Nations “classroom.”

Informal learning opportunities that occur in the home and community often complement the formal learning of many young First Nation students. These activities range from participation in clubs and community groups, cultural and recreational activities (such as sports, music, dance) and volunteer work.

For many youth, these informal learning activities foster the desire to learn and reinforce positive attitudes about learning as a lifelong process. Participation in recreational and cultural activities are linked to increased expectations for young people about their future education.

We are living in a constantly evolving digital world where ICT has impacts our lives in nearly every way – from working to socializing, learning to playing. ICT has transformed the way students communicate, network, seek help, access information and learn. Dstance education―or the use of ICTs to support formal learning―is increasingly being looked to as a means of supporting First Nations people living in remote areas. Distance education provides learners with a virtual classroom in their homes and communities, enabling students to learn at their own pace and on their own time.

Children’s early learning experiences affect their health, well-being and skill development, and lay the foundation for reading, writing, mathematics and science aptitudes over the long term. Effective early childhood education programs can help prepare First Nations children for school and provide a foundation for continuous development.

Parents and family have diverse roles to play in their children’s learning. They are the first educators in the home, the central partners with the school and the chief advocates and key decision-makers for children and youth. The quality of family relationships can significantly affect a child’s development and educational outcomes, largely because parenting styles and practices bear a strong influence on a child’s attitudes and efforts in school.

It is important to recognize that community health conditions can impede the learning opportunities available to First Nations people—to a much greater extent than for non-Aboriginal Canadians. On average, the rates of disease, hunger and suicide are significantly higher among First Nations people than for the general Canadian population.

There are strong interconnections between learning and societal, economic and environmental well-being. Integrated within a single system, these relationships are mutually beneficial and affect all aspects of community life. One of the best examples of this is the relationship between employment rates and educational attainment in Canada. Employment rates for First Nations and non-Aboriginal people alike increase dramatically with the completion of high-school certification—and continues to rise with the completion of post-secondary education.

Post-secondary education is increasingly considered a key ingredient to economic and social success with a high-school diploma no longer being considered sufficient to equip young people with the advanced training, skills and credentials demanded by the workplace.

Elders play a key role as facilitators of lifelong learning in First Nations communities. They teach about responsibilities and relationships among family and community―reinforcing intergenerational connections and identities. Elders transmit the community’s culture and play an important role in fostering culturally affirming school environments.

Leadership is one of the essential conditions for student success. The experience gained from a leadership role will be valuable for a lifetime, focusing on skills such as planning, decision making, communicating, and working as a teammate. Student leadership gives First Nations youth the opportunities and support to find their voices, to participate in decision-making, and to understand their rights and responsibilities as First Nations citizens.

Informal learning opportunities that occur in the home and community often complement the formal learning of many young First Nation students. These activities range from participation in clubs and community groups, cultural and recreational activities (such as sports, music, dance) and volunteer work.

For many youth, these informal learning activities foster the desire to learn and reinforce positive attitudes about learning as a lifelong process. Participation in recreational and cultural activities are linked to increased expectations for young people about their future education.

Employment for adults leads to greater opportunities for the community as a whole. This impacts community wellness which then impacts student success.

Many First Nations people and communities have been harmed by the intergenerational impacts of residential schools. Building trust and establishing positive relationships with families is critical to the success of the student.

Students need to see themselves reflected in their role models so that they can connect their dreams and aspirations to goals that are realistic and achievable.