Abstract
Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well‐being. Grounded in transformative social‐emotional learning (SEL) and tribal critical race theory, this 3‐year community‐based participatory research study (2019–2021) examined how a SEL program co‐created with an Indigenous community in Flathead Nation in Montana supports anti‐racism and anti‐colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (M age = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social‐emotional well‐being.
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