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The case follows Star, an Indigenous Student Success Coordinator, as she works within policies framed as supporting student success, health, and wellness during a pandemic. It highlights how Westernized health and wellness models can limit both Indigenous and non-Indigenous educators’ ability to sustain well-being. Teaching notes propose a holistic Indigenous model linking health to life domains through relationships with families, communities, nations, and land.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/still-thriving-a-case-illustrating-how-covid-19-affected-indigenous-health-and-wellness/596978/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/still-thriving-a-case-illustrating-how-covid-19-affected-indigenous-health-and-wellness/596978.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the case?","Question",{"text":112,"@type":113},"The case examines how COVID-19 exacerbated ongoing inequities affecting Indigenous health and wellness, through Star’s experiences navigating education-related policies during the pandemic.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the case describe the limitations of Westernized wellness models?",{"text":117,"@type":113},"It shows that Westernized models can restrict what educators—both Indigenous and non-Indigenous—are able to do in maintaining their own and their students’ well-being.",{"name":119,"@type":110,"acceptedAnswer":120},"What alternative does the teaching notes propose?",{"text":121,"@type":113},"They present a more holistic and integrated Indigenous health and wellness model that connects individuals’ well-being relationally to families, communities, nations, and the land.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596978,1793050191,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Still Thriving: A Case Illustrating How COVID-19 Affected Indigenous Health and Wellness  \nJerome Cranston1 & Rina Whitford2  \n¹ University of Regina, 2 University of Manitoba  \nAbstract  \nThe myriad of social, financial, material health, and educational inequities that continue to plague Indigenous communities was exacerbated by COVID-19. In order to place on spotlight on them, this case follows Star, an Indigenous Student Success Coordinator, as she navigated the policies and practices couched in the rhetoric of supporting the success, health and wellness of students and families during a global pandemic. The case and teaching notes that follow illustrate the limitations that Westernized models of health and wellness create for Indigenous and non-Indigenous educators when it comes to maintaining their students’ and own well-being. As an alternative to the dominant Westernized models, the teaching notes offer a more holistic and integrated model of Indigenous health and wellness. The elements of the model situate health and wellness as encompassing all aspects of an individual’s life by connecting them relationally to their families and communities, nations, and the land.  \nKeywords: Teacher health and wellness, Indigenous health and wellness, educational leadership  \nCase Narrative  \nIt’s not really about the French roast. Nor is it about the caramel the barista pours into the macchiato or the pumpkin scones or the “it sounds familiar, but I just can’t name it” music that plays in the background. The reality is that Cree Coffee’s success is all about place. The franchises’ success is about creating coffee bars that feel grounded in their neighbourhoods. Places that lure all kinds of people to hangout for a wide spectrum of reasons.  \nSomehow the thought of a conversation over a coffee makes some people think of Cree Coffee. The genius behind the allure is that Cree Coffee was designed to strategically fill a void; becoming, for so many people, a “third place” – a familiar physical and psychosocial space existing apart from home and work. A space in which they can either be alone surrounded by others or actually in relationship with others.  \nStar and Santy were sitting at a window booth in the half-full Cree Coffee, eating breakfast, drinking coffee, and talking. Normally, or at least every few months before COVID-19 thrust people on a global scale into the utter disruption of their lives, they tried to get together to touch base and see how the other was doing. They had been doing this for a few years as a way of staying connected; however, the pandemic stretched the few into many months. After eighteen months and a number of waves and health restrictions imposed, lifted, and then re-imposed differently, Star and Santy felt a distance between them and knew they had a lot of catching up to do.  \n“So, how’s it going?” Asked Santy as he looked up from his breakfast plate.  \nThey both broke out in laughter as soon as he said it because they knew how loaded that question really was.“How’s it going?” had been the launching point of the conversations around what they would have called the “Gong-show” in the privacy of their coffee shop booth.  \nThe question: “How’s it going?” was situated within the reality that they lived and worked in as mar-  \nginalized people. One Indigenous and one racialized person who worked within the exact system that had historically been designed and continued to marginalize them and others like them.  \nStar was born and raised in a First Nation Community and had attended an on-reserve school before transitioning into urban life as a teenager. In the city, Star attended a high school that was part of the provincial school system and experienced education in a manner that was quite different and challenging for her. After a decade-long stint in university and a relatively smooth teaching career, Star had found herself in a leadership position within a large urban school district. Answering directly to an","cbCaiiGAdmegPCd5","https://ap.wps.com/l/cbCaiiGAdmegPCd5","pdf",291660,"English","# Abstract\n# Case Narrative","[{\"question\":\"What is the central focus of the case?\",\"answer\":\"The case examines how COVID-19 exacerbated ongoing inequities affecting Indigenous health and wellness, through Star’s experiences navigating education-related policies during the pandemic.\"},{\"question\":\"How does the case describe the limitations of Westernized wellness models?\",\"answer\":\"It shows that Westernized models can restrict what educators—both Indigenous and non-Indigenous—are able to do in maintaining their own and their students’ well-being.\"},{\"question\":\"What alternative does the teaching notes propose?\",\"answer\":\"They present a more holistic and integrated Indigenous health and wellness model that connects individuals’ well-being relationally to families, communities, nations, and the land.\"}]","Still Thriving: A Case Illustrating How COVID-19 Affected Indigenous Health and Wellness | PDF",1792084127]