Placing explicit focus on Black and Indigenous perspectives and experiences
Indigenous and Black peoples have endured deliberate, wide-ranging, and prolonged violations to their human rights in Canada. The legacies of colonization, slavery, and residential schools have created systems that continue to oppress and marginalize communities by limiting access to resources, opportunities and decision-making power. Placing an intentional focus on amplifying the perspectives and experiences of Black and Indigenous students acknowledges these histories and the ongoing realities of oppression, racism, and marginalization that persist in society and in schools that impact their mental health and well-being.
Research demonstrates clear disproportionalities (out-of-proportion rates of mental health disorders) and disparities (unequal access to culturally relevant supports and services) experienced by Black and Indigenous children and youth, including increased rates of suicidal ideation and behaviour.
Young people with intersectional marginalized identities – meaning their experiences are shaped by more than one aspect of identity, such as race, gender, sexuality, and ability- may be particularly at risk. helps us understand how overlapping forms of oppression (e.g., racism, sexism, homophobia) can compound discrimination and intensify mental health challenges. This is reflected in the significantly higher rates of suicidal ideation and attempts among Two-Spirit and sexual minority First Nations youth. These trends are directly linked to systemic oppression and broader societal inequities.
Black and Indigenous communities have preserved ways of knowing and being that promote thriving, healing and excellence, despite longstanding injustices aimed to eliminate them. There are many protective factors within Black and Indigenous communities and families that support mental health and wellness. These strengths are not accidental, they are built through generations of resistance, adaptation, and care in the face of systemic oppression. Because Black and Indigenous communities live within and navigate these inequities daily, they have developed some of the deepest expertise in protecting well-being, sustaining community connection, and fostering resilience for Black and Indigenous young people.
Recognizing and incorporating these perspectives in school mental health practice honours the deep value of cultural traditions and practices, refined through generations of observation, practice, and implementation. These approaches are often as strong as, or stronger than, current standards. Identity-affirming mental health recognizes that this knowledge is powerful, important, and relevant to the experience of many students. Elevating these community-rooted strengths is essential, not supplementary. Black and Indigenous students benefit when the wisdom of their communities is recognized as expertise rather than exception. Because these perspectives have not been traditionally centred in school mental health practice, intentional, purposeful and sustained space is required to elevate and integrate these strengths.
Placing focus on Black and Indigenous perspectives and experiences in school mental health does not diminish other perspectives and experiences. It strengthens the ability to identify and reduce systemic inequities that impact all students. Examining policies, procedures, and practices through the lens of those most disproportionately impacted fosters school environments and cultures where a diversity of perspectives is valued and respected. This broadening of perspectives, ideas and ways of knowing enhances the responsiveness and effectiveness of school mental health efforts.