Educators’ Experiences Working in Remote First Nation Schools Influence How They Teach Mental Health Literacy
Tracks
Diamond Ballroom III: In-Person Only
| Thursday, June 5, 2025 |
| 11:05 AM - 11:35 AM |
Overview
Anna Wilson, University of Alberta
Presenter
Ms. Anna Wilson
PhD Psychiatry Student
University Of Alberta
Educators’ Experiences Working in Remote First Nation Schools Influence How They Teach Mental Health Literacy
Abstract
Anna Wilson PhD Student Supervisors Dr. Andrew Greenshaw, Dr. Yifeng Wei
Department of Psychiatry, University of Alberta, Edmonton, Alberta, Canada
Introduction: This paper discusses how the experiences of ten educators working in First Nation schools, influence how they teach mental health literacy. Research participants work in six schools in the KEE TAS KEE NOW (KTCEA) Tribal Council Education Authority in Alberta. Interviews consisted of nine research questions asked in private online Google meetings.
Objectives: Educators discussed what they thought should be in a National Indigenous Youth Mental Health Literacy Resource for improving Indigenous youths’ mental health. Mental Health Literacy is: Developing and maintaining positive mental health, recognizing “mental disorders, and their treatments [while] destigmatizing mental illness and accessing professional help” (Wei, et al., 2015, p. 2).
Methods: Data was collected using Indigenous Research Methodologies (IRM). IRM honors the “cultural protocols, values and beliefs of the Indigenous group” following “respect, reciprocity and relationality” (Weber-Pillwax, 1999, as cited in Steinhauer, 2001, p.73). Data was coded using content analysis and thematic analysis. Codes were combined into five themes according to their frequencies.
Results: The data indicated 102 code frequencies in Cree speaking building positive student relationships. Land-based learning with Elders and Equine Assisted Therapy (EAT) scored 78, while sports scored 58. Training mental health professionals from First Nation reserves for consistency of mental health services and funding scored 51. Healing circles for intergenerational grief scored 28.
Conclusion: Teachers improve student relationships by speaking Cree. Land-based learning with Elders builds students’ identity while EAT improved their social skills. Sports engages parents, teachers, and students to collaborate. Localizing Indigenous Mental Health Professionals, workshops, Indigenized resources and funding are needed for sustainability of students’ mental wellness.
Three Key Learnings:
1. Teachers improve student relationships by speaking their Indigenous language.
2. Land-based learning with Elders builds students’ identity.
3. Localizing Indigenous Mental Health Professionals, workshops, Indigenized resources and funding are needed for sustainability of students’ mental wellness.
Department of Psychiatry, University of Alberta, Edmonton, Alberta, Canada
Introduction: This paper discusses how the experiences of ten educators working in First Nation schools, influence how they teach mental health literacy. Research participants work in six schools in the KEE TAS KEE NOW (KTCEA) Tribal Council Education Authority in Alberta. Interviews consisted of nine research questions asked in private online Google meetings.
Objectives: Educators discussed what they thought should be in a National Indigenous Youth Mental Health Literacy Resource for improving Indigenous youths’ mental health. Mental Health Literacy is: Developing and maintaining positive mental health, recognizing “mental disorders, and their treatments [while] destigmatizing mental illness and accessing professional help” (Wei, et al., 2015, p. 2).
Methods: Data was collected using Indigenous Research Methodologies (IRM). IRM honors the “cultural protocols, values and beliefs of the Indigenous group” following “respect, reciprocity and relationality” (Weber-Pillwax, 1999, as cited in Steinhauer, 2001, p.73). Data was coded using content analysis and thematic analysis. Codes were combined into five themes according to their frequencies.
Results: The data indicated 102 code frequencies in Cree speaking building positive student relationships. Land-based learning with Elders and Equine Assisted Therapy (EAT) scored 78, while sports scored 58. Training mental health professionals from First Nation reserves for consistency of mental health services and funding scored 51. Healing circles for intergenerational grief scored 28.
Conclusion: Teachers improve student relationships by speaking Cree. Land-based learning with Elders builds students’ identity while EAT improved their social skills. Sports engages parents, teachers, and students to collaborate. Localizing Indigenous Mental Health Professionals, workshops, Indigenized resources and funding are needed for sustainability of students’ mental wellness.
Three Key Learnings:
1. Teachers improve student relationships by speaking their Indigenous language.
2. Land-based learning with Elders builds students’ identity.
3. Localizing Indigenous Mental Health Professionals, workshops, Indigenized resources and funding are needed for sustainability of students’ mental wellness.
Biography
Anna Wilson has a Masters Degree in Library and Information Studies, from University of Alberta. She also has a Masters Degree in Theoretical, Cultural and International Education Policy Studies. She is currently a PhD student in the Department of Psychiatry studying Indigenous Mental Health and working with Dr. Andrew Greenshaw, Dr. Yifeng Wei, and Dr. Noella Steinhauer on a nationwide Indigenous Youth Mental Health Literacy Resource written by Indigenous youth for Indigenous youth.
