The research highlights the crucial role of cultivating a culture of belonging in schools, particularly for Black, Indigenous, and People of Colour (BIPOC) students. It underscores the significance of intentional efforts by school leaders to create inclusive environments, which can positively impact attendance and ultimately student well-being and achievement. The study aims to investigate the impact of a culture of belonging on the attendance of self-identified First Nations, Métis, and Inuit students at Westmount Junior High, with a focus on building connections, fostering inclusion, and promoting engagement. The research aims to explore how a culture of belonging impacts Indigenous students' attendance in Junior High, hypothesizing that students exposed to three years of practices fostering belonging would show increased attendance, supported by interviews with eligible students and Division Feedback Survey data analysis. The study investigates the impact of implementing research-based practices focused on building a culture of belonging on Indigenous students' attendance in a Junior High setting, revealing a statistically significant positive impact on the perception of safety at school but inconclusive results regarding attendance due to limitations in data availability. Despite this, the study underscores the importance of evidence-based practices in informing decision-making and fostering reflection and change within educational systems, especially concerning the low high school completion rates of Indigenous students in the local school division.

Authors:
Cori Fraser, University of Portland, United States

About the Presenter(s)
Cori Fraser has been the Principal of Westmount Jr High with Edmonton Public Schools since 2020. She is dedicated to creating a space where all students, teachers and parents feel welcome and have a strong sense of belonging.

Connect on Linkedin
https://www.linkedin.com/in/cori-fraser

See this presentation on the full schedule – Sunday Schedule

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