Foundations of academic success in Indigenous Children

Peter Gilhuly

Impact

  • While no data was collected, the project had a profound impact by bringing to light the emotional labour and relational barriers faced by Indigenous scholars. It underscored the need for trust-based partnerships, culturally safe mentorship, and institutional readiness to engage authentically with Indigenous priorities.

  • These findings are closely linked to mental health and well-being, demonstrating how research environments that overlook Indigenous protocols, relational accountability, and community-centered approaches can contribute to stress, burnout, and disengagement among Indigenous scholars.

  • The lessons from this project have informed the researcher’s ongoing advocacy for Indigenous sovereignty, relational research practices, and trauma-informed approaches within academia, helping to strengthen future research and educational initiatives.

  • British Columbia

  • Studentship

  • University of British Columbia

  • Standing Stone Elementary School

  • Mitacs, Michael Smith Health Research BC

  • 2025

  • Indigenous Mental Health

  • Indigenous Communities, Children (aged 1-12)

About the Project

This project sought to examine Indigenous children’s attitudes toward school during the critical transition from on-reserve to off-reserve education, with a focus on the Oneida Nation of the Thames. The study was designed to explore how identity, history, and lived educational experiences shape students’ academic self-perceptions, both consciously and unconsciously.

By investigating implicit and explicit academic attitudes, the research aimed to generate evidence that could inform culturally grounded educational practices and support the academic success, well-being, and self-determination of Indigenous youth.

Methodology

The study was designed to use a culturally adapted Child Implicit Association Test (Child IAT) and a brief self-report questionnaire to examine Indigenous students’ academic attitudes during the transition from on-reserve to off-reserve schooling. Research development emphasized community engagement, ethical collaboration, and cultural safety in partnership with the Oneida Nation of the Thames. Preliminary work included relationship-building, consultation with education leaders, and ethics preparation.

Findings

Although no formal findings were generated, the project revealed important insights into systemic challenges of conducting Indigenous-led research within academic institutions. The experience highlighted how institutional barriers, limited support, and a lack of relational accountability can disrupt community partnerships and place significant emotional strain on Indigenous researchers.

These lessons underscored the need for more flexible, relationship-based approaches to research that prioritize trust, transparency, and cultural safety. Future work will focus on strengthening community partnerships, engaging with Indigenous research networks, and advancing research grounded in Indigenous methodologies, relational ethics, and community-led priorities.

Project Outreach

Due to the project's premature conclusion, scaling was not pursued. Future implementation may be re-envisioned through stronger community partnerships, dedicated capacity-building resources, and community-led timelines that support meaningful engagement and long-term sustainability.

Resources Created

While no formal research outputs were produced, the project generated valuable knowledge and reflections on Indigenous research practices, relational ethics, and institutional accountability. These lessons will inform future workshops, presentations, and graduate research focused on Indigenous methodologies, community-engaged scholarship, and culturally safe research practices.