A Holistic Approach to Support Indigenous Children’s Social-Emotional Well-Being

• In Event: It Takes a Village: Supporting Diverse Children’s Social-Emotional Well-Being Through Community-Engaged Research

Abstract

Objective and Theoretical Framework
Indigenous communities practice survivance, deriving strengths from their language, culture, and values (Vizenor, 2008). Survivance is active resistance against colonialism and systemic oppression (Sabzalian, 2019). As a legacy of the Indian boarding schools, public schools today often perpetuate assimilation to remove Indigenous identities (Brayboy & Lomawaima, 2018). How can schools draw upon Indigenous survivance to promote children's wellbeing against systemic racism and oppression? To address this issue, an Indigenous community in the [name of tribes] and a university-based team co-designed and implemented a social-emotional learning (SEL) program named using community-based participatory research (Authors et al., 2021, 2022). The current study examines how the SEL program supported children's social-emotional development, as reflected in their cultural resilience and wellbeing.

Cultural resilience is integral for Indigenous children to thrive across contexts. Indeed, Indigenous children’s development, like those of other minoritized groups, is embedded within ecological contexts (García Coll et al., 1996). As highlighted in tribal critical race theory (TribalCrit; Brayboy, 2005), understanding these contexts is imperative. Further, to counteract such impact, we draw on transformative SEL (Jagers et al., 2019) that uses critical citizenship as a framing to understand social-emotional competencies beyond the Eurocentric values. Informed by TribalCrit and transformative SEL, the current study investigated children’s experiences during two waves of the SEL implementation (Authors et al., 2022). Using Indigenous and Western paradigms (Bartlett et al., 2012), we ask: 1) How did children respond to the community-engaged SEL program? 2) How did this SEL program foster children’s cultural resilience and wellbeing?

Methodology and Findings
Upon approval from the Tribal IRB, all students from grades 3-6 in the elementary school participated in the SEL (only those with consent and assent were included). For Wave 1 (AY20-21), 60 students participated (Mage = 10.3; 47% girls; 60% Indigenous). For Wave 2 (AY21-22), 63 students with similar demographics participated. All students received free or reduced lunch.

We used thematic analysis (Braun & Clarke, 2006) to examine students’ reflective journals. Relating to our first research question, the primary theme was children’s enhanced sense of belonging and cultural representation within the classroom context. As one child stated, “we should have a class that teaches nature, and how to hunt … have tiny powwows (cultural celebrations).” Relating to our second research question on how to foster cultural resilience and wellbeing, two primary themes emerged where children appreciated learning about 1) personal wellbeing and coping strategies and 2) ways to develop Cultural identity and values.

Significance
The study is innovative in integrating Indigenous voices throughout the research, which is critical for culturally sustained schooling for Indigenous children (Garcia, 2019). Emphasizing Indigenous survivance, this study draws upon the strengths of the Indigenous community to support children’s social-emotional development (Vizenor, 2008). Children in both waves discussed how the SEL allowed them to deepen knowledge about their core values, explore ways to honor these values while connecting to culture and land. It contributes to a new understanding of how community-engaged transformative SEL supports children’s cultural resilience and wellbeing.

Authors

• Jingjing Sun, University of Montana

• Anisa Goforth, University of Montana

• Ronda Howlett

• Debbie Hogenson

• Sisilia Novena Kusumaningsih, University of Montana - Missoula

• Niki Graham, University of Montana