The First Nations Transition to High School Forum
Lakehead University
November 23 & 24, 2017
First Nations youth came together with members of community organizations and services, researchers, and other community stakeholders. The goal of the forum was to explore barriers and supports for student success and wellness as they transition out of their home communities to attend high school in either Sioux Lookout or Thunder Bay.
Our approach focused on making sure that the voices of youth were respected and heard.
In small working groups, youth addressed one of five themes to highlight factors that hindered or enhanced student success and wellness. These themes were drawn from previous reports that the youth had written to express their experiences and concerns. They included:
The five teams of youth presented their views on these issues, along with their strengths and needs to overcome the issues. Adults were engaged in listening circles. The adults focused on hearing what the youth had to say, without intervening.
With the help of a graphic facilitator, the students’ presentations were summarized, afterwhich they took up the pens and added their thoughts on bringing about change.
Our approach focused on making sure that the voices of youth were respected and heard.
In small working groups, youth addressed one of five themes to highlight factors that hindered or enhanced student success and wellness. These themes were drawn from previous reports that the youth had written to express their experiences and concerns. They included:
- Promoting mental health and choosing life
- Variability in students’ skills – staying in high school
- The continuity of supports from communities
- Lateral violence (bullying, gossip, sexual assault)
- Racism and creating a safe environment
The five teams of youth presented their views on these issues, along with their strengths and needs to overcome the issues. Adults were engaged in listening circles. The adults focused on hearing what the youth had to say, without intervening.
With the help of a graphic facilitator, the students’ presentations were summarized, afterwhich they took up the pens and added their thoughts on bringing about change.
Acknowledgements:
This project was supported by the Social Sciences and Humanities Research Council of Canada and the Mitacs Indigenous Communities Engagement Initiative.
We would also like to acknowledge the support of Nishnawbe Aski Nation, The Royal’s Institute of Mental Health Research, School Mental Health Assist, Sioux Lookout First Nations Health Authority, and the Multicultural Association of Northwestern Ontario.
Our graphic facilitator was Pam Hubbard.