|Periodic cultural activities||Regular and ongoing cultural programming||Some type of Indigenous language programming||Full Indigenous language immersion programming|
|Type of Program||91||57||88||17|
Source: CICH graphic created using data from the National Collaborating Centre for Aboriginal Health. 2017. Infographic: Education as a social determinant of First Nations, Inuit and Métis health. Data from Chiefs Assembly on Education. A Portrait of First Nations and Education. 2011.
According to a 2011 survey of 515 First Nations schools on reserve, 91% offered periodic cultural activities.
57% offered regular and ongoing cultural programming.
88% offered some type of Indigenous language programming
17% offered full Indigenous language immersion programming.
Including Indigenous culture and language in education is associated with improved developmental and academic outcomes for Indigenous students.1 While the issues affecting Indigenous students and learning are complicated and longstanding – such as intergenerational poverty and trauma – they do not necessarily prevent Indigenous students from succeeding in education. As well as being respected and supported at school, Indigenous children and youth want and need to learn about their cultures, histories and languages. By partnering with Indigenous community members and leader, teachers and schools can incorporate these learnings.2
1National Collaborating Centre for Aboriginal Health. (2017). Infographic: Education as a social determinant of First Nations, Inuit and Métis health. Data from Chiefs Assembly on Education. A Portrait of First Nations and Education. (2011).
2Organisation for Economic Co-operation and Development (2017). Promising practices in supporting success for Indigenous students Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264279421-en