Indigenous Child Research Articles

Indigenous Child Wellness:

The measurement of wellness among Indigenous Peoples is crucial to understanding the needs of communities today and for generations to come. Here, we summarize the extant research on assessments relevant to measuring the wellness of Indigenous children in Canada through an examination of existing international best-practices. A thoughtful identification of wellness metrics aligned with Indigenous cultural contexts is important because in the past, wellness assessments that were not co-developed by Indigenous partners have perpetuated systemic harms. A scoping review of existing measures across Canada, the United States, Australia and New Zealand was completed consistent with the PRISMA guidelines across five databases. These guidelines provided guidance for the process of the review, as well as the structure for this paper. Search terms included "Indigenous" or "Aboriginal”, "wellness", “child-welfare”, "children”, “families" and “framework” or “measure”. In total 896 abstracts were screened. Of these, 88 articles were reviewed, 16 measures and four frameworks were identified as most relevant to our work. All efforts were led by Indigenous students in keeping with Traditional Ways of Being and Knowing as well as self-determination practices. Semi-structured interviews were also conducted with four Indigenous community members in order to advise the process of developing such a project and to gauge considerations on the appropriateness of assessing wellness in our communities. Results highlight a unique set of factors to consider from an Indigenous values perspective when assessing child wellness. The most salient of these include incorporating elements of self-determination in both measure development and usage. Themes of family, community, and wholism were also emphasized. While this exemplifies an emerging assessment base for measuring wellness, minimal work to date is directly designed to be relevant for Indigenous children or youth. Moving forward, we will seek to fill this gap by supporting the development of a wellness measure with potential to multi-contextual relevance to promote the adequate and equitable dispersion of supports and resources to families and communities.

Overcoming human exceptionalism: The role of ethical nature-culture relations in the developmental contexts of indigenous children.

Indigenous populations, including American Indians, Alaska Natives, First Nations, and other first peoples worldwide, have been largely overlooked in child development research. This commentary examines how Indigenous relationality intersects with developmental science, advocating for a shift from human exceptionalism to an interconnected relationality among people, land, and more-than-human beings. Drawing from diverse Indigenous knowledge and practices, The Six Pillars to Advance Indigenous Relationality among Children provides frameworks for integrating Indigenous worldviews emphasizing interconnected responsibilities and sustainability. Embracing Indigenous relationality-grounded in respect and reciprocity-dismantles inequitable systems, enhances socioecological well-being, and supports healthy Indigenous child development, fostering responsible relationships with the land and ensuring a sustainable future for generations.

Adapted Milwaukee protocol for rabies treatment in a Brazilian indigenous child: case report

BackgroundThis case report describes the treatment of a 12-year-old indigenous Brazilian girl from the Maxakali group with rabies using the adapted Milwaukee Protocol.Case presentationThe patient suffered a superficial bat bite on her right elbow, reported on April 5, 2022. Despite receiving immunoglobulin, a vaccine, and antiviral medications such as amantadine and sapropterin, the patient succumbed to the disease 25 days after hospital admission. The report highlights the inherent challenges in treating rabies due to the virus’s neurotropic nature and the difficulties in delivering antiviral drugs to the central nervous system. The case underscores the need for early antiviral intervention and calls for more studies to validate and improve treatment protocols for rabies in vulnerable populations, particularly those with genetic and immunological susceptibilities like the Maxakali indigenous group.ConclusionThe findings suggest that while the Milwaukee Protocol offers some hope, significant obstacles remain in achieving successful outcomes in rabies cases.

The Indian Student Placement Program: An Assessment of Mormon Theology and Church of Jesus Christ of Latter-day Saints Contribution to 20th Century Indigenous Child Removal Trends

This paper examines the 20th-century Indigenous child removal trends in the United States with a specific focus on Mormon involvement and influence. Due to the important role Native Americans played in Mormon prophecy, the Church of Jesus Christ of Latter-day Saints created programs that aimed to academically and spiritually educate Native youth. More specifically, programs such as the Indian Student Placement Program (ISPP) housed Native children with predominantly Mormon families during the school year from 1954 to 1996. However, shifts in Church leadership and attitude throughout this period strongly suggested mental and physical abuse and destruction of tribal identity. By weighing scholarly arguments and referencing the Book of Mormon, this paper will evaluate the extent to which the ISPP can be justified by theology and to what degree the LDS Church contributed to 20th-century assimilation and acculturation trends.

Refusing Child-Stealing States: Settler Capitalism and the Ends of Canada's Indigenous Child Removal System

Abstract: This article examines the relationship between Canadian sovereignty and the removal of Indigenous children into non-native foster and adoptive homes. In it, I analyze how colonial child protection regimes following Residential Schools—from the Sixties Scoop (1951–1991) to the present Millennium Scoop—continue Canada's war against Indigenous lives and nations. From Sixties Scoop survivor narratives, ethnographic and archival data, and Indigenous and Black feminist theory, I highlight the gendered character of colonial sovereignty and capitalism. This paper argues that daily practices of refusal and care as an elaboration of Indigenous political orders unmake the grounds of colonial polity.

Beyond attachment theory: Indigenous perspectives on the child-caregiver bond from a northwest tribal community.

Healthy Indigenous child development is grounded in Indigenous ways of knowing and being. Attachment theory has been influential in understanding the significance of parenting for infant development in Western science but has focused on child-caregiver bonds predominantly within the parent-child dyad. To bring forth Indigenous perspectives regarding understandings of parenting, the attachment bond, and the well-being of Indigenous children, we conducted semi-structured interviews with 28 members of a Northwest tribal community (21 female) in spring and summer 2020. Themes included Community caregiving, Family value systems, Bonding, Traditional teachings, and Historical trauma. The need to expand the lens of attachment theory beyond the dyad is clear. Implications for improving the child welfare system and prevention programs within Indigenous communities are discussed.

A Path to Understanding: A case study in cultivating empathy through communication and cultural barriers

Abstract – In service-learning projects, engineering students work with community partners on projects that reflect situations that professional engineers may face. Grounded in life experiences, the challenges and obstacles vary based on the project and the particular needs of the community partner. This case study presents several barriers that a team of second-year engineering students worked to overcome, to understand the design problem, and to engage in empathetic design. The four students developed an assistive drumming device for a young Indigenous child who has a rare metabolic disorder. Communication barriers arose due to geographic distance, cultural differences, and because there were multiple stakeholders in the chain of communication between the students and the user. To understand more about the metabolic disorder, drumming, and the user’s cultural context, the students performed extensive research, spoke with key knowledge-holders, and attended cultural events. These additional steps contributed to a successful design, and the case study demonstrates how empathetic design encourages students to persist until a solution is found. Lastly, we offer recommendations to help students practice empathetic design.

Looping effects, settler colonialism, and the indigenous child removal system

ABSTRACT Between 1950 and 1985, a period now referred to as the “Sixties Scoop”, over 24,000 Indigenous and Inuit children were removed from their families and placed into primarily non-Indigenous foster and adoptive homes across Canada. Whereas the Residential school system was explicitly racist and genocidal in its orientation, the Sixties Scoop racism was cloaked in accusations of neglect and child-saving rhetoric. Drawing on Hacking’s concept of looping effects, we examine how social workers classify their work and the Indigenous children they removed from their homes. We analyse sixteen interviews with social workers working in child welfare during the Sixties Scoop who were involved with the removal of Indigenous children. This article links broader systems that are fraught with racism, to the rank-and-file individuals tasked with carrying out child protection policies, and it probes the interpretations and classifications used both then and now to understand Indigenous child removal.

Severe Traumatic Brain Injury in an Indigenous Child from the Western Amazon Following a Collision Between Two Canoes – A Case Report

Head trauma is a leading cause of mortality in children in developing countries, often resulting from motor vehicle or motorcycle accidents. The Amazon region, however, presents unique characteristics. Here, one of the primary modes of transportation is canoes, wooden vessels designed for river travel. This paper describes a case involving a two-year-old indigenous child from the Mundurucu ethnic group, residing in the municipality of Borba in the Amazonas State. The child was involved in a collision between two canoes, suffering severe head trauma as the bow of a canoe penetrated the frontal region of the skull.

Stolen Childhoods: Cape San Child Captives and the Raising of Colonial Subjects in the Nineteenth-Century Cape Colony

Histories of indigenous child captives in settler-colonies remain marginal amid broader inquiries into colonial-era genocides of indigenous peoples. Yet, child transfers played an integral role in the demise of indigenous populations in numerous settler-colonies. Forced child removals occurred alongside the physical annihilation of parent societies and was often an important part of the erosion and eradication of hunter-gatherer peoples and identities. This article aims to set out an analysis of the integral role played by child abductions and transfers in the genocide of the Cape San during the early nineteenth century, with a particular focus on civilian initiative. In the Cape Colony, civilians initiated the practice of capturing and transferring San children to their invasive settler society. San children were considered malleable and better disposed to forced assimilation as labourers. Apprenticeship legislation was eventually introduced in the Cape Colony to regulate indigenous child transfers and to ensure that its worst abuses were minimised, although these ideals were seldom realised. Apprenticeship legislation attempted to catch up with existing practice set in motion by civilians and in effect, colonial authorities played an enabling role by legally legitimising it. The analysis also explores the narrative justifications for San child abduction and transfer employed by European-descended settlers, and contrasts these with contemporary evangelical-humanitarian discourses. Settlers and missionaries adopted different means to incorporate San children into settler society, while agreeing that incorporation was the desired end. Discursively, settlers and missionaries managed to frame their actions as being in the best interests of San children.

Child care participation among Indigenous children in Canada

The release of a Canadian Indigenous Early Learning and Child Care Framework highlights the importance of recent, Indigenous-specific information to describe the landscape of child care among Indigenous children in Canada; however, there has been a gap in identity-specific, national data on child care for Indigenous children. The purpose of the current study was to address data gaps on participation in child care for First Nations children living off reserve, Métis, and Inuit children. Furthermore, two years of data are examined which provide information on child care use both prior to and during the first year of the COVID-19 pandemic. In 2019, First Nations children living off reserve (49%) and Inuit children (42E %)1 were significantly less likely to participate in child care compared with non-Indigenous children (60%), although Métis children (60%) were equally likely to participate in child care compared with non-Indigenous children. Only First Nations children living off reserve (40%) were significantly less likely than non-Indigenous children (53%) to participate in child care in 2020. In terms of the type of child care used, Inuit children were more likely to be in a daycare centre (70%) compared with non-Indigenous children (52%) in 2019, although Inuit children’s participation in a daycare centre dropped to 46E% in 2020. This is likely due to public health restrictions which closed many child care centres during the pandemic, as over one-third of child care in the territories is centre-based. The findings provide important information about patterns of child care use for Indigenous children both before and during the pandemic.

Culturally relevant protective factors and relationships with cognitive decline in First Nations Australians

AbstractBackgroundFirst Nations people in Australia experience dementia prevalence 3‐5 times higher than the broader Australian population. There is strong focus on risk factors (particularly biomedical) in dementia research; yet further research is required to understand protective factors, especially psychosocial and cultural determinants. Cognitive reserve (CR) refers to the brain’s adaptability when faced with age or neurodegenerative‐related changes. CR is important for understanding cognitive outcomes and dementia onset. Psychosocial factors are thought to contribute to CR, including education and work opportunities. Yet, the appropriateness of conventional CR measures for First Nations people, and the role of culturally‐specific protective factors in CR, is unclear.MethodData were from the Koori Growing Old Well Study, a longitudinal, population‐based study with First Nations Australians aged 60+ from 5 rural/urban communities in New South Wales (N = 336 baseline; N = 165 6‐year follow‐up, n = 68 died before follow‐up). Comprehensive and holistic interviews were carried out. Dementia and mild cognitive impairment (MCI) were based on clinical assessment and consensus review. CR factors spanned education and work opportunities, sociocultural activities/connections, creative hobbies, playing sports, and social contact. Logistic regression analyses were used to examine factors at each life stage (early/mid/late‐life) in relation to cognitive decline (incident MCI/dementia).ResultThe analyses included 155 participants (excluding N = 10 with baseline dementia). Of the early‐life factors, singing (from the Retrospective Indigenous Childhood Enrichment Scale) (OR = 0.33; 95% CI 0.13, 0.86; p = .024) was associated with a lower risk of cognitive decline in the multivariable model; and years of education (OR = 0.79; 95% CI 0.66, 0.94; p = .008) predicted cognitive decline in univariable analysis. For midlife, history of unskilled work was associated with cognitive decline (OR = 5.44; 95% CI 2.32, 12.75; p = <.001). No variables in the late‐life model were significantly associated with cognitive decline.ConclusionThis study is the first to examine factors that may contribute to CR in First Nations communities, including culturally‐specific items. These results suggest that certain life‐course experiences may protect against cognitive decline; however, revised and sensitive measures are needed to capture nuanced differences. A culturally relevant and more comprehensive CR measure is currently being piloted with First Nations people.

Facial tumor in an indigenous child from the Brazilian Amazon

Facial tumor in an indigenous child from the Brazilian Amazon

A World Fit for the Next Seven Generations: Upholding Indigenous Rights for the Foundation of a Sustainable Future

Using the ‘Next Seven Generations’ as a conceptual framework, this article highlights Indigenous perspectives on sustainability and intergenerational responsibility in response to the A World Fit for Children declaration report. Through an analysis of Indigenous children's rights, the article emphasizes the importance of recognizing Indigenous land sovereignty in fostering a sustainable future for all children. Additionally, the disparate impacts of climate change on Indigenous children, lands, and resources will be explored with proposed mitigation strategies. The authors argue that upholding Indigenous rights can lead to improved outcomes in protecting the earth for children and stress the benefits of a rights-informed approach. Challenges and opportunities in implementing recommendations from child rights frameworks are explored, advocating for collaboration between Indigenous communities and stakeholders. In conclusion, sustained efforts are urged to create a world fit for the next seven generations of children by adopting a rights-informed approach to environmental protection. Keywords: Indigenous Childhoods, Children’s Rights, Environmental Protection, Sustainability

Assessing child development scores among minority and Indigenous language versus dominant language speakers: a cross-sectional analysis of national Multiple Indicator Cluster Surveys

Multiple studies have highlighted the inequities minority and Indigenous children face when accessing health care. Health and wellbeing are positively impacted when Indigenous children are educated and receive care in their maternal language. However, less is known about the association between minority or Indigenous language use and child development risks and outcomes. In this study, we provide global estimates of development risks and assess the associations between minority or Indigenous language status and early child development using the ten-item Early Child Development Index (ECDI), a tool widely used for global population assessments in children aged 3-4 years. We did a secondary analysis of cross-sectional data from 65 UNICEF Multiple Indicator Cluster Surveys (MICS) containing the ECDI from 2009-19 (waves 4-6). We included individual-level data for children aged 2-4 years (23-60 months) from datasets with ECDI modules, for surveys that captured the language of the respondent, interview, or head of household. The Expanded Graded Intergenerational Disruption Scale was used to classify household languages as dominant versus minority or Indigenous at the country level. Our primary outcome was on-track overall development, defined per UNICEF's guidelines as development being on track for at least three of the four ECDI domains (literacy-numeracy, learning, physical, and socioemotional). We performed logistic regression of pooled, weighted ECDI scores, aggregated by language status and adjusting for the covariables of child sex, child nutritional status (stunting), household wealth, maternal education, developmental support by an adult caregiver, and country-level early child education proportion. Regression analyses were done for all children aged 3-4 years with ECDI results, and separately for children with functional disabilities and ECDI results. 65 MICS datasets were included. 186 393 children aged 3-4 years had ECDI and language data, corresponding to an estimated represented population of 34 714 992 individuals. Estimated prevalence of on-track overall development as measured by ECDI scores was 65·7% (95% CI 64·2-67·2) for children from a minority or Indigenous language-speaking household, and 76·6% (75·7-77·4) for those from a dominant language-speaking household. After adjustment, dominant language status was associated with increased odds of on-track overall development (adjusted OR 1·54, 95% CI 1·40-1·71), which appeared to be largely driven by significantly increased odds of on-track development in the literacy-numeracy and socioemotional domains. For the represented population aged 2-4 years (n=11 465 601), the estimated prevalence of family-reported functional disability was 3·6% (95% CI 3·0-4·4). For the represented population aged 3-4 years with a functional disability (n=292 691), language status was not associated with on-track overall development (adjusted OR 1·02, 95% CI 0·43-2·45). In a global dataset, children speaking a minority or Indigenous language were less likely to have on-track ECDI scores than those speaking a dominant language. Given the strong positive benefits of speaking an Indigenous language on the health and development of Indigenous children, this disparity is likely to reflect the sociolinguistic marginalisation faced by speakers of minority or Indigenous languages as well as differences in the performance of ECDI in these languages. Global efforts should consider performance of measures and monitor developmental data disaggregated by language status to stimulate efforts to address this disparity. None. For the Spanish, Kaqchikel and K'iche' translations of the abstract see Supplementary Materials section.

Assessing a measure of organizational environment among Indigenous child welfare agencies

BackgroundOrganizational environment is an important construct for child welfare agencies striving to support agency workers and provide the best care possible for their clients. Many assessments of organizational environment present difficulties for child welfare agencies, as they are often proprietary, costly, and may not fully cover important dimensions of organizational functioning. The Comprehensive Organizational Health Assessment (COHA) is a freely available assessment of organizational health that has been used in child welfare settings, but has not yet been tested with Indigenous child welfare agencies in Canada. ObjectiveThe aim of this article is to discuss the development and testing of a modified version of the COHA, the Comprehensive Organizational Environment Assessment (COEA). MethodsThe COEA was developed based on an extensive literature review, input from child welfare researchers, and guidance from an anti-colonial practitioner and community liaison. The COEA was completed by workers from three Indigenous child welfare agencies in Canada ResultsThe COEA was further refined and internal consistency was examined using polychoric correlations and ordinal alpha. The COEA showed strong internal consistency and convergent validity across select scales. ConclusionsThis study highlights the use of polychoric correlations and ordinal alpha when examining the reliability and validity of ordinal-level items. Findings can be used to better understand the assessment of organizational environment for Indigenous child welfare agencies.

Identifying key dimensions of indigenous led child welfare services: A qualitative literature review

AbstractNational and state governments in settler colonial countries are increasingly committing to policies and practices aimed at strengthening Indigenous frameworks, programmes and leadership in child protection services. However, research‐based information on Indigenous child welfare services and programmes is sparse. This qualitative literature review explores and documents key features of Indigenous child welfare and protection models and/or frameworks in an international context, with a specific focus on Indigenous children, young people, families, and communities. Twenty‐four publications meeting the inclusion criteria were included in the analysis. Published frameworks, models, services, interventions and/or programmes within the broader area of child welfare and children protection that are Indigenous‐designed and/or led or developed in partnership or collaboration with Indigenous peoples were identified. The review highlights 11 key dimensions that underpin the frameworks, models, services, interventions and/or programmes. Findings of the review also reveal commonalities across Indigenous cultures and contexts that from an Indigenous perspective are considered fundamental to supporting Indigenous children, young people and families involved with child protective services. Additionally, the findings point to the critical need for ongoing advocacy for Indigenous‐designed and led services and programmes, including support for Indigenous research, evaluation and intellectual leadership.

Descriptive Study of Oral Health in an Indigenous Child Population of Baka Pygmies in Cameroon.

Indigenous populations around the world experience a disproportionate burden of oral diseases and health conditions. These inequalities are likely due to a complex web of socioeconomic, cultural, and health determinants. The Baka pygmies of southern Cameroon find themselves in this context of an indigenous population with health inequities. The purpose of this study was to describe the oral health status, diet, hygiene habits, and access to health services of the Baka pygmy children, from which different care needs will emerge in order to develop health strategies. A descriptive cross-sectional study was conducted in 22 Baka pygmy camps randomly selected. The study population consisted of children aged 5-6 years and 11-12 years chosen by a consecutive sampling technique. The examination was performed using a data sheet based on World Health Organization (WHO) criteria and recommendations which consisted of an oral health questionnaire for children and an oral health assessment form for children. A total of 120 children participated in the study. Extraoral examination of the study population revealed the presence of noma (1%) in the age range of 5-6 years. A total of 2713 teeth were examined, and the DMFT/dft index of the sample was 0.71 with a predominant caries component. The periodontal status showed 87% bleeding on probing. Seven percent of the sample presented a need for immediate urgent treatment due to pain and/or infection. Eighty-seven percent of the sample reported never having been examined by a dentist. The examination and oral care they received was only from nongovernmental organizations (NGOs). The conclusion of this descriptive study is that the precarious oral health situation of pygmy children combined with the absence of care services in general for the Baka pygmies generate a situation of great vulnerability.

The Canadian Residential School System: An International Law Failure

The government of Canada set out to completely rid the country of any traces of Indigenous culture, language, and rights. By implementing the Indian Act, it became illegal for an Indigenous child to attend any school other than a Residential School. Further, it deemed truancy a crime to which their parents would be punished by a fine or imprisonment while their children were kidnapped and placed in a Residential School. These schools were in operation in Canada from approximately 1880 to 1996. They wreaked havoc on Indigenous lives and culture, specifically for Indigenous children. This article opens up this chapter of history, and questions Canada’s acts through the prism of the international framework of state responsibility. It puts forth the claim that the churches that ran the schools ought to be deemed as organs of Canada. At the backdrop of this critique is a conversation with other scholars who captured the structural indeterminacies in international law that facilitate maintaining a blind eye toward injustices afflicted against Indigenous people.

Critical Reflection on Cultural Competence: The Teacher as an Autoethnographic Researcher

In this paper, I explore the importance of incorporating principles of social justice and cultural awareness in 21st century education. Specifically, I explore the utilization of autoethnographic research as a powerful tool for non-Indigenous teachers to enhance their cultural awareness. To illustrate this, I present a vignette featuring an Australian Indigenous child deeply connected to his culture to describe how a culturally insensitive school counsellor misdiagnosed him with a global developmental delay. In contrast, the child’s teachers strived to avoid cultural insensitivity and challenge institutional racism by assessing the child and taking into account local funds of knowledge. To enrich the understanding of cultural competence, I integrate Bronfenbrenner’s (1979) social ecological model, a global framework, with the Australian Early Years Learning Framework (EYLF). The EYLF, developed based on the United Nations Convention on the Rights of the Child, reinforces the importance of international children’s rights and may support non-Indigenous teachers’ understanding of Indigenous children. By combining these approaches, educators can foster a culturally aware and inclusive environment for their students.