|Grade average of 80% or more||Above average grades||Missed ≤ 2 days of school/month||Has ever dropped out of school|
|Parents/family speak to or correspond with teachers||23.9||18.5||59.1||11.2|
|Parents/family do not speak to or correspond with teachers||10.7||9.5||36.3||26.3|
The youth survey covered First Nations youth 12-17 years old, and therefore represents a large proportion of the school-aged population living on reserve and in northern First Nations communities.
Source: CICH graphic created using data adapted from the First Nations Information Governance Centre, Our Data, Our Stories, Our Future: The National Report of the First Nations Regional Early Childhood, Education and Employment Survey, (Ottawa: 2016). 104 pages.
Between 2013-2015, 11% of First Nations students whose parents/families did not speak or correspond with teachers had a grade average of 80% or more, compared with 24% of those students whose parents/families did have communication with teachers.
Students whose parents/families did communicate with teachers were also more likely to have less missed time at school and were less likely to drop out of school than students whose parents/families did not communicate with teachers.
When First Nations students have parents who participate in their schooling, they are more likely to perform better and stay engaged in school. Parental involvement provides support for young people that can enhance their school experience, completion and academic success. Showing interest in their child’s schooling impacts on the young person’s confidence and self-esteem.