What is known about the development of social-emotional skills in Indigenous children?

Social and emotional well-being is an invaluable component of childhood development, arguably one of the most important. A sense of belonging gives children a solid foundation on which to build all aspects of their lives and education (CECE, 2022, p.3).

Recent years have seen a heightened emphasis on nurturing the social-emotional development of young children, encompassing vital skills such as emotional regulation and social awareness (Denham, 2005; McCabe & Altamura, 2011). Extensive research underscores the profound impact of these early competencies on various facets of life, including learning, academic achievement, mental health, and overall well-being (Peth-Pierce, 2000; Rhoades et al., 2011; Shonkoff & Phillips, 2000; Zins et al., 2004 as cited by Tremblay et al., 2013, p.1). However, for Indigenous children in Canada—comprising First Nations, Métis, and Inuit children as per the constitutional definition (Indian and Northern Affairs Canada, 2002)— Language loss, colonization, and cultural decline have caused long-lasting sociocultural problems in social and emotional well-being, alongside identity formation (Chandler & Lalonde, 2008; King, Smith, & Gracey, 2009 as cited by Tremblay et al., 2013, p.1).

Tremblay et al. (2013) highlighted five major interrelated elements for Indigenous children's socio-emotional development: cultural wellness, emotional wellness, mental wellness, social wellness, and strong identity. Strong identity is highlighted as the foundation for the other aspects (pp.3-11).

Figure 6. (Trembley et al., 2013)

A strong identity involves “knowing who you are, being confident, proud, and accepting of who you are, having self-respect,” fostering grounding, and belonging (Trembley et al., 2013, p.3). It mutually supports social, emotional, mental, and cultural wellness. Indigenous participants of this research cited an example of having a strong identity is when they “find a connection in ourselves when we belong to our heritage” (Trembley et al., 2013, p.4).

Cultural wellness is vital for a strong identity. Participants stressed the need for Indigenous history in education to foster empathy. Knowing the Indigenous language strengthens familial and cultural ties, while its absence can disrupt connection. Engaging in cultural practices fosters spiritual richness and understanding of appropriate behavior (Trembley et al., 2013, p.6).

Social wellness is crucial for children's well-being, with family, culture, and community ties playing a vital role. Support from family and peers, alongside positive role models, fosters success in navigating social contexts and identity development. Teaching respect is essential for positive interactions, contributing to children's overall social wellness and confidence (Trembley et al., 2013, pp.7-8).

Participants stressed the importance of emotional wellness through nurturing love, empathy, and understanding in Indigenous children. These qualities foster forgiveness, healing, and successful relationships. Healing, particularly from traumas like residential schools, was deemed crucial for emotional well-being. Forgiveness was emphasized as a means to move beyond anger and pain. Prioritizing positive emotions and self-respect over negativity enables healthier relationships and inner contentment (Trembley et al., 2013, p9).

Mental wellness encompasses maintaining a positive attitude and mindset, crucial for navigating the challenges faced by many Indigenous children. Problem-solving skills are integral to this wellness, enabling perseverance and anticipation of success despite setbacks. A determined attitude aids in overcoming obstacles, while drawing motivation from negative experiences can fuel personal growth. Witnessing the success of others inspires participants to strive for their own achievements. Additionally, adaptability in diverse social and cultural settings is highlighted, allowing children to maintain their core identity while fitting into different environments (Trembley et al., 2013, pp.10-11).

According to Tremblay et al. (2013), for a child's adaptability to positively impact their well-being and identity, it must stem from a foundation of strength and authenticity rather than vulnerability. Indigenous children should be able to navigate diverse social and cultural settings while maintaining their strong identities, avoiding the need to conceal aspects of themselves to fit in (p.11). This also aligns with Houston (n.d.) from the” Four Hills of Life” excerpt saying that “Children are seen as sacred gifts from the Creator. They are to be treated with the utmost respect, care, nurture and dignity. They are part of a collective group, closely connected to and supported by extended family and community members. And one of the factors affecting the emotional and spiritual health of Indigenous children is their feeling of connection to traditional Indigenous culture and language.” Similarly, according to Simon (2024), she was raised with the concept that a child is a gift and should be treated as such. As a result, physical or any other form of abuse is unacceptable. Also, raising her voice is not acceptable. A parent, caregiver, or adult must manage their own emotions before interacting with a child. She added that our "voice should be kind and firm at times, but never yell or scream at a child (or anybody else)". To manage her emotions, she takes a breath or goes for a stroll. She is "honest" with her children, telling them she "needs time to calm down" and explaining what she is doing to regulate her emotions. This role illustrates for them methods that they can apply.