How the Experiences of Education Professionals Working in Remote First Nations Schools Influence Their Interest in, and Their Capacity to Teach Indigenous Mental Health Literacy (IYMHL)
Abstract:
This study explores how the experiences of education professionals working in remote First Nations schools influence their interest in and capacity to teach Indigenous Youth Mental Health Literacy (IYMHL). Grounded in Indigenous Research Methodologies (IRM), the research emphasizes respect, reciprocity, and relationality to understand the challenges and strategies educators employ in addressing mental wellness among Indigenous youth. Utilizing qualitative methods, interviews with education professionals from Cree First Nations schools in Northern Alberta revealed key themes such as the need for local Indigenous mental health professionals, land-based cultural learning, and the integration of Indigenous languages and practices in education. Findings highlight the critical role of culturally sensitive mental health literacy resources and the importance of co-creating curriculum with Indigenous educators. This research underscores the urgency of addressing mental health disparities among Indigenous youth through culturally informed educational practices.
