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Practical solutions include cultural sensitivity training, compassionate strength-based teaching, and ongoing collaboration with Elders and Indigenous resource workers in lesson 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\nAbstract  \nProviding pathways to Indigenous student success in Canada has proven difficult for educators over the past decade. Many Indigenous voices have been heard since the Truth and Reconciliation has become headline news, but most Western educators do not yet have the knowledge and understanding to properly teach culturally accurate and appropriate lessons, including the current and historical implications of residential schools. On a daily basis, Indigenous students face barriers such as mental illness, disengagement from the educational system, and a loss of culture. As such, providing school staff with cultural sensitivity training, focusing on the strengths ofour Indigenous students with compassion and love, and inviting Elders and Indigenous resource workers to collaborate in lesson planning are all viable solutions to increase the success of our Indigenous students.  \nThe work of teaching Indigenous students in Canada is a work of history reborn. How to accommodate the success of Indigenous students in Canada has been a debated topic for educators, parents, and community groups for the past decade (Dion, 2016) . To add to this dilemma, school policy, legislation, and media further convolute our preconceived notions of how Indigenous students look, speak, behave, and learn (Gebhard, 2018) . We are at a societal crossroads: a path of oppression crossing a path of transparency. Our action (or inaction) can increase or inhibit the success of our Indigenous students. Educators, administrators, and people of power have the means to investigate colonial oppression and the inherent racism on which our country was built, and thrives (Dion, 2016) . It is imperative that teachers address the following problem areas for Indigenous students: mental illness, disengagement from the educational system, and loss of culture by way of the Indian Act, perpetuated by current teaching practices (Mancuso, 2018) . These problems influence educators' ability to help these students reach their full potential. Fortunately, there are several solutions to these educational problems, not limited to sensitivity training for school staff, providing compassion and love for Indigenous students, and inviting Elders and Indigenous resource workers to take part in school-based program-planning and teaching opportunities on a continuous basis.  \nMental Health  \nMental illness is a barrier to the success of contemporary Indigenous students. Industrial and residential schools have created terrifying and long-lasting physical and mental-health implications for Indigenous Peoples in Canada. Although the students in my 3rd grade class have a diluted understanding of the implications of Truth and Reconciliation, some have been brought up by parents who witnessed the pain and suffering of their own mothers and fathers. The historical effects of colonial oppression are linked to higher rates of substance abuse, domestic violence, PTSD, and suicidality in Indigenous families (Mancuso, 2018) . When children experience family trauma and illness, their ability to perform academically is diminished (Mancuso, 2018) . I can speak to this first hand through the lived experiences of my own family and upbringing. The cycle of pain has lasted four generations and, although I pray it ends with me, I know that my children will hear the stories of their great-grandmother and grandfather, question our familial illness, and fear its emergence in themselves and in their own children of mixed Indigenous and European heritages. Mental illness as a result of cultural genocide goes beyond an educational problem; it is an educational epidemic.  \nA solution to the problem of poor mental-health in Indigenous students is sensitivity training for administrators, counsellors, resource teachers, and teachers. It would invite school staff to recognize issues that our students present and how to r","cbCaie47jV1l3ZYG","https://ap.wps.com/l/cbCaie47jV1l3ZYG","pdf",223167,"English","# Solutions to Indigenous Personal Barriers\n## Mental Health\n## Disengagement","[{\"question\":\"What barriers prevent Indigenous students from succeeding in Canada’s education system?\",\"answer\":\"The document identifies mental illness, disengagement from the educational system, and loss of culture as key barriers affecting Indigenous students’ success.\"},{\"question\":\"What training is proposed to improve outcomes for Indigenous students?\",\"answer\":\"Sensitivity training for administrators, counsellors, resource teachers, and teachers is proposed to help staff recognize issues students present and learn how to remedy them.\"},{\"question\":\"How can Elders and Indigenous resource workers support lesson planning?\",\"answer\":\"The document recommends inviting Elders and Indigenous resource workers to collaborate in lesson planning and to participate in ongoing school-based program planning and teaching opportunities.\"}]","Solutions to Indigenous Personal Barriers - From the Author’s Perspective | PDF",1792080005,13]