This page lists examples, resources, strategies regarding capacity-building to support aboriginal school health promotion:

System Capacity (National/Federal/Tribal/Research/Knowledge Brokers)

Many Hands, One Dream, New Perspectives on the health of First Nations, Inuit, and Métis children and youth, is a national collaborative initiative focused on building a new, Aboriginal-centered vision of health. It is a partnership of 11 national Aboriginal organizations concerned with health and wellbeing. It receives funding support from the National Collaborating Centre for Aboriginal Health, and is coordinated through the Canadian Paediatric Society. The group provides resources, literature, as well as a clear statement and background on the need for dialogue and collaboration on Aboriginal children’s health.

The National Collaborating Centre for Aboriginal Health (NCCAH) is one of six national collaborating centres established by PHAC to provide a national focal point for specific public health issues. NCCAH is based at the University of Northern BC, and develops partnerships and collaborations to improve knowledge synthesis, knowledge translation and knowledge exchange on First Nations, Inuit, and Métis health.

The Canadian Institute for Health Research, in conjunction with the Institute of Aboriginal Peoples’ Health (IAPH), have created the CIHR Guidelines for Health Research Involving Aboriginal People (see the section below). Another initiative of IAPH was to establish Aboriginal Capacity and Developmental Research Environments (ACADRE) centres across Canada, focused on supporting Aboriginal capacity to conduct health research.

The Aboriginal Learning Knowledge Centre (ALKC) is another knowledge centre at the Canadian Council on Learning (CCL). The ALKC was created to provide a collaborative national forum to develop new perspectives and solutions to the challenges faced by First Nations, Métis, and Inuit learners. ALKC looks at holistic, lifelong learning. One example is: Redefining How Success is Measured in First Nations, Inuit, and Métis Learning. Acknowledging that Aboriginal communities are now administering educational programs formerly delivered by non-Aboriginal governments, this report presents three new conceptual models for measuring the success of First Nations, Inuit, and Métis learners who are taking the new culturally relevant curricula, studying in Aboriginal languages, and participating in cultural programs. The models in the report can be sued to help identify more appropriate measurement tools.

The Health and Learning Knowledge Centre (HLKC) is one of five knowledge centres under the Canadian Council on Learning (CCL). The HLKC is based in British Columbia and the Yukon, and is hosting a Northern Health and Learning Symposium in Whitehorse in September 2008. The symposium will bring together First Nation school and health administrators, counsellors and community arts, cultural and recreational organizers, among others, to share ideas and success stories.

The Society for the Advancement of Excellence in Education (SAEE) conducts research and policy analysis of achievement in Canada’s schools and supports research into whole school approaches that may benefit Aboriginal students. This includes grants to support a pilot project of action research for school improvement in four band-operated schools in Manitoba and Alberta, and a case study of 6 Community Schools in Manitoba and Saskatchewan, to analyze the community schools approach in schools with a high proportion of First Nation and Métis students.

The Canada Northwest FASD Partnership includes ministersfrom Alberta, British Columbia, Saskatchewan, Manitoba, Northwest Territories, Nunavut and Yukon collaborating to provide information and support services and discuss the development of the Canada Northwest FASD Research Network.
The Centre of Excellence for Children and Adolescents with Special Needs (COE Special Needs) is one of five Centres of Excellence focused on Children’s Wellbeing in Canada that was established by Health Canada in 2000. The COE Special Needs also focuses on the health and well-being of children in rural and northern communities, respecting Aboriginal culture and language. It is a partnership between Lakehead University, University of Northern British Columbia, Memorial University, and Mount Saint Vincent University, as well as the Government of Nunavut and over 200 community and other organizations. The COE Special Needs has an extensive resource library, and conducts current research in the areas of: nutrition, substance abuse, mental health, early intervention, learning and communication.

Aboriginal Education Research Centre
The Centre is a new and unique initiative planned and implemented by the College of Education in response to an identified need to create and coordinate research activity on Aboriginal education. Directed by Dr. Marie Battiste, AERC is a growing research centre that seeks to explore and develop success strategies for learning and education of the largest growing population in Saskatchewan. Through partnerships with scholars, faculty, students, community-based organizations, schools, federal and provincial governments, AERC is working to build stronger inclusive relationships among those involved with Aboriginal education. AERC contributes to the College of Education’s academic leadership in teacher education, Integrated Masters Program in the Department of Educational Foundations, capacity building, and making transformations in education. The Aboriginal Education Research Centre is positioned to help advance aspirations among Aboriginal Peoples with collaborations, capacity-building, and research that will ensure Aboriginal voices are heard, understood, and translated into innovative and exemplary and ethical practices.
First Nations Adult and Higher Education Consortium (FNAHEC)
The Consortium nurtures, fosters, and protects First Nations' peoples to their own particular identity through the collective, cooperative and mutually beneficial efforts of our member institutions, while sharing and promoting indigenous based initiatives to maintain and perpetuate our ways of knowing. Values Respect the autonomy of our member institutions and communities. We are committed to decolonization of our minds and souls.

Information Centre on Aboriginal Health (ICAH), a service provided by the National Aboriginal Health Organization (NAHO), is "a database of information on bibliographic and Web-based resources, programs and services, health careers, and scholarships and bursaries. The goal of ICAH is to provide information to improve and promote health, to promote understanding of health issues affecting Aboriginal Peoples, to facilitate and promote research, and to foster participation of Aboriginal Peoples in delivery of health care, and to affirm and protect Aboriginal traditional healing practices. See their section on Schools and health promotion.

The Assembly of First Nations (AFN) is taking a partnered approach to Aboriginal health with the First Nations Regional Longitudinal Health Survey (RHS). The RHS provides a snapshot of the health and living conditions in First Nations communities across Canada. The national survey began in 2006 with a Memorandum of Understanding between the Assembly of First Nations, the First Nations Information Governance Committee (FNIGC), and the Canadian Institutes of Health Research (CIHR) Institute of Aboriginal Peoples' Health (IAPH). AFN promotes the interest of First Nations nationally in many policy areas, including Education, Language, Residential Schools, Health, Youth, Housing, and others.

Inuit Tapirisat Kanatami (ITK) is the national Inuit Organization, representing four Inuit regions in Canada. ITK is an established organization that has been effective at advancing Inuit interests by working co-operatively with different levels of government in Canada. Examples of success in supporting Inuit self-determination are the comprehensive land claim settlements, including: Nunavut (April 1, 1999), and the new claims for Nunatsiavut (Labrador), Nunavik (northern Quebec), and the Inuvialuit claim region of the Northwest Territories. ITK also conducts strategic planning and communications in the areas of Health & Environment, and Socio-economic Development.

The Métis National Council (MNC) receives its mandate and direction from the democratically elected leadership of the Métis Nation's governments from Ontario westward, including: the Métis Nation of Ontario, the Manitoba Métis Federation, the Métis Nation - Saskatchewan, the Métis Nation of Alberta and the Métis Provincial Council of British Columbia. MNC represents these Métis governments at national and international levels. Areas of focus are represented with national cabinet portfolios, including: Education & Health, Culture, Language, Social Development, Self-Government, and others. MNC’s Métis Health & Wellbeing Research Portal provides access to a National Holistic Health & Wellbeing Framework that considers health determinants, lists currently available programs, services, and existing needs.

The National Aboriginal Health Organization (NAHO) is an Aboriginal-designed and -controlled non-governmental organization committed to influencing and advancing the health and well-being of Aboriginal Peoples by carrying out knowledge-based strategies. With Aboriginal communities as its primary focus, NAHO gathers, creates, interprets, disseminates, and uses both traditional Aboriginal and contemporary western healing and wellness approaches. At all times, the organization reflects the values and principles contained in traditional knowledge and traditional knowledge practices. NAHO publishes the Journal of Aboriginal Health, hosts the federally funded National Aboriginal Role Model Program, and conducts research and specialized programming under three departments:

• First Nations Centre generates and shares health information on priority topics for First Nations, including producing seminal work on research ethics, conducting research with elders on traditional health, and providing information on understanding health indicators.
• Ajunnginiq (Inuit) Centre – focused on improving and promoting Inuit health by conducting research and developing resources such as Ikajurniq, Basic Couselling Skills: Inuit Voices, Modern Methods, a handbook that specialized and traditional Inuit helping values and beliefs with modern counselling and mental health approaches.
• Métis Centre is working to improve the knowledge base in Métis health. The centre provides resources such as the Métis Cookbook and Guidebook to Healthy Living.

The federalgovernment created the Aboriginal Canada Portal for single window access to First Nations, Métis, and Inuit online resources, government programs and services through the internet. It is a partnership between the Government of Canada and six national Aboriginal organizations. The portal provides information, resources and links, including the following specifically related to education and health:
o Aboriginal schools in each jurisdiction in Canada
o Aboriginal learning resources for teachers, including arithmetic, literature, culture, lesson plans and activities,
o education and training opportunities specifically geared to Aboriginal students to support lifelong learning
o scholarships and bursaries for Aboriginal students
o government and non-government health and social services programs In Australia, the establishment of Aboriginal Community-Controlled Health Services is seen as a major development in indigenous health promotion. The National Aboriginal Community Controlled Health Organisation (NACCHO) is the national peak Aboriginal health body representing Aboriginal Community Controlled Health Services throughout Australia. An Aboriginal Community Controlled Health Service (ACCHS) is a primary health care service initiated and operated by the local Aboriginal community to deliver holistic, comprehensive, and culturally appropriate health care to the community which controls it.

Canada Research Chair in Indigenous Knowledge and Learning - Dr. Lorna Williams, based at the University of Victoria, is Lil’wat from the St’at’yem’c First Nation. At UVIC, she is the Director of Aboriginal Teacher Education. Her research interests are: Aboriginal Language Revitalization, Curriculum Development, Teacher Development, Mediated Learning, Cognitive education, effects of colonization on learning, and Indigenous ways of knowing

Canada Research Chair in Aboriginal Health – Dr. Sylvia Abonyi is an anthropologist, based at the University of Saskatchewan, and working at the Population Health and Evaluation Research Unit, where she is focused on Aboriginal health. She will lead a research program on Cultural Vitalization as a Health Determinant among Aboriginal Canadians. This program will explore the role of culture in health, generally, and in the health and wellness of Aboriginal peoples, specifically. Her research will focus on Aboriginal health in northern and remote contexts, specifically northern Saskatchewan. Projects within this program of study will be community-based, capacity-building and participatory.

Canada Research Chair in Social Justice and Aboriginal Education – Dr. Carol Schick Director of the Centre for Social Justice and Anti-Oppressive Education at the University of Regina, is focused on examining inequality in Canadian schools, and developing anti-racist discourse and practice among education partners and providers.

Dr. Marie Battiste, Academic Director of the Aboriginal Education Research Centre, at the University of Saskatchewan, and co-director of the CCL Aboriginal Learning Knowledge Centre. She is a Mi'kmaq educator from Potlo’tek First Nations, and some of her current interests are: Aboriginal Life Long learning; Decolonizing Aboriginal education; Research and ethics involving Indigenous Peoples. Dr. Battiste is the 2008 recipient of the National Aboriginal Achievement Award for Education, from the National Aboriginal Achievement Foundation.

Dr. Eileen Antone, a member of the Oneida of the Thames First Nation is a faculty member in the department of Adult Education, Community Development, and Counseling Psychology at the Ontario Institute for Studies in Education at the University of Toronto. Dr. Antone is interested in Aboriginal knowledge and traditional ways of being, Aboriginal health literacy, and Aboriginal adult literacy.

Dr. Clyde Hertzman, based at University of British Columbia, is Director of the Human Early Learning Partnership (HELP), which is a collaboration between six universities in BC, and oversees the School Readiness to Learn Project, and the Early Development Instrument in the province. To partner more effectively with Aboriginal schools and communities in BC, the work of HELP is guided by an Aboriginal Steering Committee. HELP has been designated the knowledge hub on early childhood development by the World Health Organization.

Provincial/territorial

Mi’kmaq Services, within the Nova Scotia Department of Education, oversees 9 First Nation Schools in 7 communities. Located within the Public Schools Branch, the Mi'kmaq Services Division was established to develop language and culture curriculum and integrate it with public education. Mi’kmaq Services is responsible for providing leadership, direction and planning to ensure that Mi'kmaq Nova Scotians benefit from a fully supportive learning environment in public schools, with access to Aboriginal learning resources.

The Aboriginal Education Enhancements Branch of BC Ministry of Education, is responsible for developing initiatives related to the education of Aboriginal students in British Columbia.

The BC Ministry of Health partnered with NCCAH in 2006 to develop a First Nations/Aboriginal-specific ActNow BC

The First Nations Education Steering Committee (FNESC) facilitates discussion about education matters affecting First Nations in BC by disseminating information and soliciting input from First Nations. FNESC partners with the federal government on several programs and has developed its own approach to community and family engagement in school, support for youth, and First Nations teacher recruitment and retention.

First Nations, Métis, and Inuit Education , within the Alberta Department of Education, is conducting research into case studies of promising practises in Aboriginal education in the province, considering factors such as community engagement and curriculum resources, and how which are successful with Aboriginal students. Alberta is focused on deliberate actions to ensure that the diversity of students in their classrooms is embraced in order for every child to have a chance for school success. Policy recommendations include:
o Ensure that at-risk Aboriginal children are identified early and get the support they need before they begin school.
o Take steps to ensure that First Nations and Métis youth are well prepared for post secondary education and the workforce.
o Establish parenting centres to make a positive link with parents and to reinforce the strong parenting skills required to help their children come to school ready to learn.
v Develop and implement expanded Aboriginal language and cultural programs.

The First Nations and Métis Education Branch[d2] of Saskatchewan Learning engages in partnerships and provides leadership to build capacity within the provincial education system - provincially, regionally and locally in actualizing the goals of Aboriginal Education.
v Through their Aboriginal Education Provincial Advisory Committee (AEPAC), Saskatchewan has embraced its shared responsibility to establish respect for Indigenous knowledge, to champion developments in Aboriginal languages, and to build broad understanding of the role of elders in education. AEPAC's 2005-2007 Action Plan priorities in the areas of Cultural Affirmation and School Climate, Shared Decision Making, Curriculum Actualization, Life Long Learning and School PLUS include:
o Expanding and improving Aboriginal teacher education programs, managing transitions holistically to improve retention and identifying success factors for mathematics and the sciences
o Strengthening school boards Aboriginal representation, providing partnership models and guidelines reflective of community realities and supporting professional development and capacity building at the school level
o Building administrator and teacher commitment and capacity to integrate Aboriginal knowledge and perspectives in all areas of study, designing comprehensive plans to chart progress in Aboriginal languages and culture programs in schools and classrooms and strengthening teacher education programs to include Aboriginal knowledge and perspectives
Structuring a community of learning aimed at adoption of Aboriginal thought and practice and preparing a comprehensive report on Aboriginal education initiatives in Saskatchewan

Within the Manitoba[d3] Ministry of Education, Citizenship, and Youth, the Aboriginal Education division, and Aboriginal Education Directorate, provide leadership and co-ordination for departmental initiatives in Aboriginal education and training. The Directorate works within government, as well as with administrators, teachers, parents, students and Aboriginal organizations to support the success of Aboriginal students in all areas of education and training. The Directorate co-ordinates the Aboriginal Education Action Plan, which sets clear objectives to increase high school graduation rates, and improve access to post secondary education through increased financial support.

In NWT, the Department[d4] of Education, Culture, and Employment offers Aboriginal Teaching Resources on culture camps, traditional knowledge, Aboriginal history. Information on culture-based schooling for Aboriginal students and communities is also available. The department offers a Teacher Mentorship Program where new teachers are paired with experienced northern teachers for training and transition.

Operating under the principles[d5] of the Nunavut Land Claims Agreement, the Nunavut Government has committed to a goal of a workforce that is reflective of its population, which is 85% Inuit.
o The government has a human resources policy that puts a priority on hiring and promoting Inuit staff at all levels of government.
o The NNI policy gives priority to Inuit owned businesses for government contracts.
o The government is currently developing several new pieces of legislation to support Inuit culture and language, and education, including a new Nunavut Education Act, and the Inuit Language Protection Act, based on the aspirations of Inuit in Nunavut.
v A council of elders is appointed by the Premier to sit on an external committee called the Inuit Qaujimajatuqangit Katimajiit, which advises government on how to integrate Inuit culture and ways of knowing into its operations. A supporting body, Tuttarviit, is made up of Inuit leaders who are government staff and represent each department. Tuttarviit is responsible for implementing the work of the Katimajiit.
v Nunavut’s Promise to Children and Youth, is an interdepartmental working group streamlining programs and services across government to promote the wellbeing of children and youth. The coordinator is based in the Department of Education, and contributes to school health promotion by working across all departments concerned with children in government.

Ontario's Aboriginal Education Strategy was launched in January 2007 with the release of the First Nation, Métis and Inuit Education Policy Framework . Its purpose is to help close the educational gap between Aboriginal and non-Aboriginal students and to increase knowledge and awareness about Aboriginal histories, cultures and perspectives among allstudents. The Strategy includes initiatives designed for schools and school boards. It also contains initiatives to encourage and sustain Aboriginal student success, suchas:
o Establishing an Aboriginal Education Office to support the learning and achievement of Aboriginalstudents.
o Increasing the number of Aboriginal staff working in school boards.
o Encouraging parents to get more involved in their children's education.
o Integrating information about Aboriginal culture, histories and perspectives throughout the Ontario curriculum to increase knowledge and awareness among allstudents.

The Ontario Ministry of Health Promotion is partnering with Aboriginal communities, organizations and agencies to implement culturally appropriate initiatives that will best address particular challenges facing the Aboriginal population. The Ministry is providing funding and giving Aboriginal communities the lead to identify their own approaches to addressing their disease prevention and health promotion needs.

Quebec
In December, 2007 the Government[d6] of Quebec, the Government of Canada and Makivik Corporation signed an agreement-in-principle on the creation of the Nunavik Regional Government in northern Quebec, a new form of regional government adapted to the needs of Nunavik and the assumption of greater responsibility by Inuit communities.The Government[d7] of Quebec has created a program to support school board activities that promote the success of Aboriginal students enrolled in public schools. Policies include:
o Interventions with students as soon as they enrol in a public school (be it at the preschool, elementary or secondary level)
o Identification measures at critical periods throughout the K-12 years when students are particularly vulnerable: for example, the first year in public school and the transition year from elementary to secondary school
o Compilation of effective overall approaches to Aboriginal Education
o Gathering of specific Aboriginal student performance data

New Brunswick
When Kids Come First[d8], the strategic plan to improve education in New Brunswick makes a commitment to promote cultural identity and linguistic growth, and to improve education programs and services for First Nations students. In April 2008, INAC, the Federal Interlocutor, New Brunswick Chiefs, and the provincial government signed an agreement to work in partnership to close the gap for First Nation students in New Brunswick.
v The province[d9] is partnering with FNIHB, Université de Sherbrooke, Beauséjour Regional Health Authority, and the Elsipogtog First Nation on a project to improve access to health services. Elsipogtog is a Mi’kmaq community, and the largest First Nation in the province. The community identified a need for improved access to culturally appropriate community-based services. This project focuses on combining community-based services, particularly mental health services, with those provided by the Beauséjour Regional Health Authority. This approach means physicians and nurse-practitioners will work with the community-based health programs to improve primary health care at the community and regional levels.

Nova Scotia
v Nova Scotia[d10] has a Council of Mi’kmaq Education, made up of members of the Mi’kmaq community, which provides guidance to the Minister of Education and Culture on the development, implementation, evaluation and funding of educational programs and services to Mi'kmaq students in the public school and adult education systems. The Department also has an internal Mi'kmaq Services Division and Liaison Office.
v Under[d11] a Tripartite Forum, the government is negotiating treaty and rights issues with the Mi’kmaq to hand over greater control of the issues affecting them. The forum involves more than 100 representatives from Mi'kmaq communities, provincial and federal governments, and is working to address governance in justice, health, economic, social and cultural issues.

Newfoundland & Labrador
v As of December[d12] 2005, the Nunatsiavut Government is the new government for Labrador Inuit. Under the Land Claim Agreement, the Nunatsiavut Government has the authority to assume responsibility for the entire education system in Inuit communities. The government plans to fully review current curriculum to determine how it may be adapted to better reflect Labrador Inuitneeds. Under the Department of Health, the government inherited core programs from the Labrador Inuit Health Commission – Mental Health, Addictions, Community Health & Communicable Disease Control, Child Care & Child Development, Home & Community Care, Environmental Health, and Non-Insured Health Benefits. Under the new Land Claim Agreement, Nunatsiavut Government has the authority to assume a greater role in healthcare. The department is reviewing which services and program currently delivered by provincial and federal governments will be better delivered by NunatsiavutGovernment.

The Métis Addictions Council of Saskatchewan is a Métis-controlled health program operating treatment centres in three cities. It targets its services at Métis and First Nations, and has a mission to support clients to restore harmony and become whole. The program is government funded and adheres to provincial health care guidelines, while also incorporating traditional healing administered by community elders.

CIHR Institute on Aboriginal Health
We already know some of the reasons why the health of aboriginal people is worse than the health of other Canadians, but there is much that we still do not know. The Canadian Institutes of Health Research-Institute of Aboriginal Peoples' Health (CIHR-IAPH) was developed to help fill in the gaps in our knowledge. CIHR-IAPH is not only focused on illness, but on wellness too. For instance, we want to know how factors such as Aboriginal culture and spirituality can affect health and wellness.

Local Agency Capacity

Kativik School Board oversees 14 schools in Nunavik (northern Quebec); its mission is to provide the people of Nunavik with educational services that will guide and enable learners to develop the qualities, skills and abilities that are necessary to achieve their well-being and self-actualization. Key principles are lifelong learning, Inuit control over Inuit education, the importance of languages and culturally responsive curriculum.

Cree School Board oversees 3,600 students in 9 schools in Northwestern Quebec, near James bay. Under the philosophy that children have the right to be taught in their Mother tongue, the Cree language and culture are the root of the Cree education system in Cree schools. Schools have Cree curriculum in geography, history, and economics, and there is in-service training for Cree teachers. A land based Cree hunting and trapping vocational option is being developed.

School/Neighbourhood Capacity/Friendship Centres

There are 87 First Nation Schools in Ontario. The majority of these schools have curriculum content that includes Aboriginal values and world view, Grandfather teachings, Aboriginal history, spirituality, ceremonies, and language. However, due to a lack of funding, materials, and First Nations teachers, not all First Nations schools have Aboriginal curriculum. Partnerships with 7 Native Friendship Centres support delivery of Native Alternative School Programs

National Association of Friendship Centres represents over 100 Friendship Centres and 7 Provincial Territorial Associations across Canada. Friendship Centres offer cultural programs, education and training, employment counselling, and:
o health programs such as nutrition, healing, alcohol and drug counselling
o child and youth programs, such as day care centres, summer camps, youth and peer counselling, youth drop in centres, organized sports and leagues, wilderness training

Piqqusilirivvik, Nunavut’s Cultural School, will be the first non-secondary cultural school in Canada. Rather than teaching a standard curriculum, the school will be focused on preserving Inuit culture and heritage amongst its students. The location of Clyde River has been selected by a government-led interagency committee; planning continues. It is focused on bringing First Nations, Inuit and Métis students back to school by offering cultural programs, counselling, and engaging Elders.

Aboriginal Independent Community Schools in Western Australia is a group of 15 independent, community-led schools that reflect indigenous education practices and culturally appropriate education. Beginning in 1976 when the first community received government support to set up its own school at a rural farming station, the group has grown and is now receiving some recognition: The Nyikina Mangala Community School received the National Award for Excellence in Family School Partnerships in 2007.

Kura Kaupapa Maori Schools in New Zealand, are total immersion Maori language schools that feature active participation by Māori in planning, development and delivery of education to ensure that services are appropriate and effective for Māori. Māori provider development is one key mechanism for participation. Other mechanisms include Māori representation on Boards of Trustees, and Māori workforce development. The number of kura kaupapa Māori Schools jumped from 13 in 1992, to 73 schools in 2007.

Hawaiian Charter Schools were established to focus on native Hawaiian students in response to recognition that they were underachieving and being underserved by the public school system. The schools are culturally-driven, family-oriented, and community-based public charter schools aimed at delivering the highest level of education while preserving Hawaiian language, culture, and traditions. Fourteen of Hawaii’s 27 public charter schools have a native Hawaiian cultural focus.

The motto for Chief Jimmy Bruneau Regional High School in Behchokö is “strong like 2 people”. The school is named after Chief Bruneau who began pressing the Government of Canada for a school in the community in 1938. The school uses Alberta’s core curriculum, with an additional focus on spirituality, and a program called Gonawok’e, which builds traditional land skills. The school has a high attendance record, which staff attribute to its cultural and trades programming. It also has the highest graduation rate in the territory. Inclusive schooling is mandated throughout the Northwest Territories and is a based on the philosophy that builds on strengths of individual students, supporting individual achievement through Program Support Teachers in addition to homeroom teachers.

Aboriginal School Improvement Grants Program, run by the Society for the Advancement of Excellence in Education (SAEE) – accepts applications from schools which identify learning challenges they wish to address with a school-wide initiative. Grants are awarded to support school interventions to improve learning outcomes, and improve in literacy and math skills amongst students.

Through two major research projects, the Society for Advancement in Education has identified 20 case studies of schools in Canada that are showing positive achievement for Aboriginal students. There are a number of key common characteristics shared by these schools, and a common focus on building a positive sense of Aboriginal cultural identity while delivering the highest possible level of education. Schools were nominated for the study by officials from each jurisdiction’s Department of Education, school districts, First Nations groups, universities, and the federal government. To be selected, schools also had to meet several criteria demonstrating significant progress for Aboriginal students, including strong attendance and student engagement. The research plan was approved by the University of Saskatchewan Research Ethics Committee, and was focused on bringing the Aboriginal voice and ways of knowing to the findings. Although schools differed in their governance structures, percentage of Aboriginal students, and approach to student assessment, the findings show that all schools share the following common characteristics:
o Strong leadership and governance structures
o High expectations for students
o Focus on academic achievement and long-term success
o Secure and welcoming climates for children and families
o Respect for Aboriginal culture and traditions to make learning relevant
o Quality staff development
o Provision of a wide range of programs/supports for learning
The studies selected the following schools from across Canada:

2004
Schools	Location	Authority
Alert Bay Elementary	Alert Bay, BC	SD #85, Vancouver Island North
Atikameg School	Whitefish FN Reserve, AB	Whitefish Lake First Nation and Northland School Division
Chalo Ementary	Fort Nelson FN Reserve, BC	Fort Nelson First Nation
Elijah Smith Elementary	Whitehorse, YK	Yukon Department of Education

Gift Lake School	Gift Lake Métis Settlement, AB	Northland School Division
Merritt Secondary School	Merritt, BC	SD #58, Nicola-Similkameen
Peguis Central School	Peguis Reserve, MB	Peguis Band
Princess Alexandra Community School	Saskatoon, SK	Saskatoon School District
Reindeer Lake School	Southend, SK	Peter Ballantyne Cree Nation
Southeast Collegiate	Winnipeg, MB	Southeast Tribal Council
2007
Tsi Snaihne School	Tsi Snaihne, QC	Akwesasne Mohawk Board of Education
Chief Jimmy Bruneau High School	Behchoko, NT	Tilcho Community Services Agency
Écoles Winibekuu & Annie Whiskeychan	Waskaganish, QC	Cree School Board
Eskasoni Elementary/Middle School	Eskasoni, NS	Eskasoni School Board
Kitigan Zibi School	Maniwaki, QC	Kitigan Zibi Education Council
Mount Carmel Elementary School	Kenora, ON	Kenora District Catholic School Board
N’Swakamok Alternative School	Sudbury, ON	Rainbow District School Board
Nuiyak School	Sanikiluaq, NU	Nunavut Education School Services
Se’t A’newey Kina’matino’kuom	Conne River, NL	Miawpukek First Nation of Conne River
Wapakohk Community School	Thompson, MB	Mystery Lake School Division

(Bell 2004, 21;Fulford 2007, 17)
A sample of several of these schools follows to provide a deeper understanding of what is working and why:

Tsi Snaihne School is on the Akwesasne First Nation, which straddles the border between Ontario, Quebec, and New York State. Band members have dual citizenship in Canada and the US, as well as citizenship in the Akwesasne Mohawk First Nation. Tsi Snaihne is one of three elementary schools under the responsibility of the Akwesasne Board of Education. Akwesasne schools focus on cultural identity through Mohawk language immersion as well as delivering core elementary curriculum. The school is linked to a recreation centre with programming for children (Aboriginal Head Start, and a preschool) through to elders, and is open year round. Tsi Snaihne has high student attendance.

Tsi Snaihne School is on the Quebec portion of the reserve. On the US side, is the Akwesasne Freedom School, which was founded by Mohawk parents in 1979. The school is dedicated to the preservation of Mohawk Language and culture with Mohawk language immersion school until Grade 6, when English is introduced to help students make the transition to high school. The school focuses on instilling pride by protecting traditions, and was originally founded as a cultural survival school, which won recognition as a promising Aboriginal school by the Royal Commission on Aboriginal Peoples (1995). Students can begin at the Akwesasne Freedom School at the age of 5, pre K through 8th grade. The school is administered by a parent advisory committee, the principal, and the Mohawk Nation Council of Chiefs.

Also on the US side, the St. Regis Mohawk School (preschool, Kindergarten, Grades 1-6) is under the jurisdiction of New York State. The school has a 93% attendance rate, and a teacher/student ration of 1:11. These case studies from Akwesasne demonstrate that while school governance may differ, even within one community, a common approach that supports Aboriginal identity works to engage students and improve school attendance.

Community Capacity

The Building Healthy Communities program is designed to assist First Nations and Inuit communities to develop community-based approaches to youth solvent abuse and mental health crises, the two components of the program. First Nations and Inuit communities have the flexibility to determine which program component(s) to provide community-based programs, services and/or activities.

Aboriginal Capacity Development in Housing (Central Mortgage & Housing Authority)
Aboriginal Capacity Development facilitates the acquisition of tools in terms of knowledge, skills, training and resources that will allow First Nations to work towards self-sufficiency in housing and take on more responsibility for the functioning of their community. Assistance is provided to First Nations housing institutions and individual housing providers to acquire the skills and knowledge to design, build, inspect and manage housing

The concept of community policing has been adapted to the aboriginal context.See the List of RCMP First Nations Community Policing Services (FNCPS)
The First Nations and Inuit Health Branch of Health has published the Community Action Resources for Inuit, Métis and First Nations: Toolbox [d1] and Introduction to Health Promotion Program Planning support Aboriginal communities to implement their own health promotion programs.
Professional and inter-Professional Capacity

Indigenous Physicians Association of Canada (IPAC), promotes the health and wellbeing of Indigenous nations, communities, families and individuals through advocacy to support indigenous medical professionals. IPAC works in collaboration with the Royal College of Physicians and Surgeons of Canada, and with the Association of Faculties of Medicine of Canada to raise awareness and bring about change in the recruitment and retention practices of the medical schools, including a National Aboriginal Health Curriculum Framework for the undergraduate medical education level. It is also working to support a learning environment that is more culturally safe for First Nations, Inuit and Métis medical learners and will increase the cultural competence of all physicians in Canada once implemented. IPAC receives financial support from the National Aboriginal Health Organization (NAHO).

National Indian and Inuit Community Health Representatives Organization (NIICHRO) is a national organization representing Community Health Representatives in Canada. NIICHRO provides newsletters and resources on Aboriginal health and conducts research in tobacco cessation, Aboriginal health human resources, physical activity and nutrition, as well as hosting an annual national conference Aboriginal Healing Perspectives.

The Aboriginal Circle of Educators, previously known as the Aboriginal Teacher's Circle and was formed in 1987 to support Aboriginal educators as contributors in the education system. The organization has an annual awards program and hosts Conferences and Annual Awards Banquets.

The Native Women’s Association of Canada (NWAC) collective goal to enhance, promote, and foster the social, economic, cultural and political well-being of First Nations and Métis women within First Nation, Métis and Canadian societies. NWAC is an established aggregate of thirteen Native women's organizations from across Canada, to provide a national voice and conduct research and analysis of strategic policy issues. The Health Unit considers a holistic approach to Aboriginal women’s health, looking beyond illness. It provides information and perspective on national programs in early childhood development, maternal health, Aboriginal diabetes, cancer, and more.

Pauktuutit is the national voice for Inuit women in Canada. It develops and provides resource materials such handbooks and information kits, conducts research and strategic planning in areas of interest to Inuit women, including: tobacco, teen pregnancy, sexual health, fetal alcohol spectrum disorder, early childhood development, and abuse, among others. Pauktuutit partners with other national and regional Inuit and Aboriginal organizations, and federal government departments. Resources include Before I was Born, an information package on FAS and FAE available in Inuktitut, Inuinnaqtun, and Inuvialuktun, as well as English and French.

Aboriginal Children’s Circle of Early Learning (ACCEL) is a web-based clearinghouse and network about the early childhood development of First Nations, Inuit and Métis children. The site provides hands on resources such as handbooks and lesson plans on health and learning for child care workers, nutritionists, teachers, Elders and parents. The ACCEL website aims to provide opportunities for ECD service providers in Aboriginal communities to access information on best and promising practices and on current research and to identify and respond to the emerging needs of their children and families with timely, culturally-sensitive solutions.