Supporting Indigenous Students and Strengthening Belonging Through Pedagogy and Connection
by Sue Simatos and Dan Mullins
When we teach non-Indigenous students Indigenous pedagogy, it can benefit their First Nations, Inuit and Métis classmates and increase their sense of belonging in several important ways.
It creates a more respectful and inclusive environment:
When non-Indigenous students learn using Indigenous methods such as land-based learning, storytelling, relational accountability, and holistic approaches, they begin to understand and value Indigenous worldviews. This reduces stereotypes and microaggressions, fostering a school culture where Indigenous students feel respected and seen.
It reduces cultural isolation:
Indigenous students are often a minority in their schools. When Indigenous pedagogy is embraced school-wide, it affirms their identity and cultural ways of knowing. This helps them feel less marginalized and more integrated into the learning environment.
It promotes equity in the classroom:
Adopting Indigenous pedagogy validates multiple ways of knowing and being, moving away from Eurocentric norms. This shift can help Indigenous students succeed on their own terms, without feeling pressured to conform to dominant education models that may not reflect their culture or values.
It encourages peer understanding and allyship:
When non-Indigenous students are educated in Indigenous approaches, they are better equipped to stand in solidarity with their Indigenous peers, understanding the historical and contemporary realities that shape their experiences. This can lead to meaningful peer support and allyship.
It builds a shared connection to the land:
Land-based learning is a key component of Indigenous pedagogy. When all students engage in activities that deepen their relationship with the land, Indigenous students are no longer the only ones expected to carry cultural knowledge. This shared responsibility fosters mutual respect and collective stewardship.
Teachers and educators now have access to a scaffolded resource to help guide them in introducing Indigenous pedagogy to students. LBPSB Indigenous was created by Curran Katsi’tsohron:kwas Jacobs for students from K4 through Secondary V. High school examples include “Ohénton Karihwatéhkwen and Science” and “Critical Thinking and Social Action.” A sample for early childhood students (K4-K5) is also available. These resources are aligned with QEP and promote a connection to the natural world.
This approach supports the Truth and Reconciliation Commission’s Call to Action 62, which calls upon governments and educators to make curriculum on residential schools, treaties, and Indigenous contributions to Canada a mandatory education requirement for all students from Kindergarten to Grade Twelve.
Recently, K4 students at Maple Grove Elementary School participated in a workshop on the Three Sisters teachings. The session was facilitated by Timothy Armstrong and supported by Sue Simatos and welcoming educators. The lesson used the LBPSB Indigenous resource created by Curran Jacobs to help students connect with nature and culture through early learning.
Also recently, a pilot project titled “On the Land” was held for K5 to Grade 5 First Nations and Inuit students from Dorval Elementary School. The one-day field trip took place in Kahnawake and was organized by Sue Simatos in collaboration with Patricia Aldred from SSD. The project was also supported by Principal Heather-Anne Denton. Students participated in land-based teachings including fire making, patience-based learning, and team building.
The group extends heartfelt thanks to Dave McComber and his wife for generously sharing their teachings in such a warm and welcoming way.
Bringing an Indigenous student to an Indigenous outdoor learning space can be highly effective. It fosters a connection to the land, promotes cultural understanding, and provides a safe and supportive environment for learning. It also allows for meaningful engagement with Indigenous knowledge systems and traditions, which can lead to improved engagement, retention, and academic outcomes.
During this experience, students learned by watching, by trial and error, and by helping one another. There was no right or wrong. There was no competition. Students supported each other in a way that emphasized both individual and collective responsibility. The teachings offered students a deeper understanding of the world and their place in it.
For many Indigenous students who live far from their communities and miss the support of family and friends, these kinds of culturally grounded opportunities can help reduce feelings of homesickness and culture shock. Even in an urban setting, it is possible to create safe and welcoming spaces where Indigenous students feel at home.
