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Moderator Factors in First Nation Students at Risk for Psychosocial Problems

University of Saskatchewan

Vicki L. Schwean

University of Calgary

In this study the authors sought to examine the determinants of psychological well-being and risk in First Nation students residing in their home community. The participant sample was drawn from students who resided in a First Nation community and were served by their tribal council in a central western province. All students, Grades 1 to 12, who were registered in a First Nation or provincial school were included. The results of the study indicate that, because academic performance continues to be such a strong predictor of psychosocial well-being, it underscores the importance of the school as an ameliorative factor in the prevention and treatment of behavioral problems. Given this finding, the authors recognize the significance of intervention as a preventive measure for all age groups and the responsibility of federal and provincial funding agencies to continue to make available appropriate educational resources to First Nation communities.

Key Words: children and youth • educational psychology • First Nation • psychosocial risk • resilience

Canadian Journal of School Psychology, Vol. 21, No. 1-2, 4-17 (2006)
DOI: 10.1177/0829573506297796


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