Strengthening Culturally Responsive Mental Health Supports for Crises Preparedness
Lessons From Indigenous Educator's Experiences During Covid ‐19 Pandemic
Bibliographic Data
| ID | 17337751 |
|---|---|
| Authors | Prasanna Kannan (0000-0003-2987-9701, Johnson Shoyama Graduate School of Public Policy, University of Regina Regina Saskatchewan Canada), Jasmin Bhawra (0000-0001-9926-8442, CHANGE Research Lab School of Occupational and Public Health, Toronto Metropolitan University Toronto Ontario Canada), Tarun Reddy Katapally (0000-0001-5765-1435, DEPtH Lab, Faculty of Health Sciences Western University London Ontario Canada, corresponding author) |
| Year | 2026 |
| Volume | 96 |
| Issue | 4 |
| Pages | e70130-e70130 |
| Publication date | 2026-02-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of School Health (JOURNAL) |
| Journal identifiers | ISSN: 0022-4391 • E-ISSN: 1746-1561 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/josh.70130 |
| PMID | 41749495 |
| OpenAlex | W7131873970 |
| Language | EN |
| References cited | 66 |
BACKGROUND: The COVID-19 pandemic intensified existing systemic inequities in educator mental health, particularly in rural and remote Indigenous communities. Educators faced sudden shifts to remote learning, limited access to technology, and challenges supporting students' well-being while adapting pedagogical practices. METHODS: This qualitative longitudinal, citizen science study explored culturally grounded digital engagement tools to support Indigenous educators' mental health during the pandemic in a prairie province of Canada. Eighteen educators from an on-reserve school participated in baseline focus groups in 2020 (n = 18) and follow-up discussions in 2021 (n = 6). Digital tools, including virtual focus groups and a custom mobile application, enabled inclusive participation despite geographic and pandemic-related barriers. RESULTS: Thematic analysis using NVivo 12 revealed six baseline themes: emotional toll of lockdown, teaching challenges, student concerns, community support, school reopening barriers, and resilience strategies. Three follow-up themes emerged: sustained mental health impacts, adaptation to online teaching, and evolving coping strategies. Across both phases, 'Two-Eyed Seeing', integrating Indigenous and Western knowledge, supported mental well-being, culturally grounded teaching, and community resilience. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Findings highlight the need to strengthen digital access, provide culturally informed mental health supports, and deepen collaboration with Indigenous communities to better protect educator well-being during crises. CONCLUSION: Culturally responsive and technology-enabled approaches are both feasible and meaningful for supporting Indigenous educators' mental health, thereby enabling more inclusive and resilient school health systems
Cultural diversity · Cultural safety · Culturally appropriate · Global mental health · Indigenous · Mental health · Qualitative research · Traditional knowledge · COVID-19 and Mental Health · Cultural Competency in Health Care · Indigenous Health, Education, and Rights
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| Citation velocity | historical |
|---|---|
| Highly cited | No |