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Ethnobiologists are capable of making transformative scientific contributions when they participate in localized direct actions and acts of colonial dissent. Direct action tactics like blockades, protests, and re-occupations of territories are often used as (alternative) approaches for marginalized and disenfranchised communities who face expensive and oppressive justice systems. As natural resource extraction and development in settler nations continues to have uneven impacts on Indigenous Peoples and communities, this research reviews the long history of resistance to colonial expansion on the “frontier” of northwestern British Columbia, Canada. Currently, an emergent trend for legalizing and legitimizing resource extraction in rural and frontier communities is through consultation and impact assessment processes. These processes can undermine scientific rigor and hierarchies of knowledge that undercut Indigenous Peoples' knowledge, and rights to use and be on their territories. Using ethnobiological research methods to fuse cultural and natural scientific prescriptions of land use, we consider how cultural resistance camps—primarily Lelu Island, but also Madii Lii—are troves of Tsm'syen and Gitxsan experiential knowledge and cultural exchange, while resisting powerful and well-funded liquid natural gas (LNG) development in traditional territories. Ethnobiologists working in these contexts are challenged to support and stand behind their Indigenous colleagues to transform the frontier into a frontline and foster rigorous scientific research alongside Indigenous resistance.

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The Coronavirus (Covid-19) pandemic is a global health crisis which has resulted in mass disruption to daily life, extended school closures and quarantine measures. Research suggests that the pandemic is likely to negatively impact children’s mental health. Therefore, it is imperative to understand how to support children returning to school following Covid-19. The aim of this systematic review was to analyse existing empirical research focusing on methods of supporting children following a crisis to identify the most effective school-based supports in response to the Covid-19 pandemic. Six databases were searched which initially identified 4301 articles. Through an iterative process, 18 articles were identified which met the inclusion criteria for review. This review highlighted the ecological nature of school-supports, with schools providing support to children across various levels such as direct support in the classroom in addition to indirect whole-school and community approaches. The role teachers play in supporting children’s wellbeing post-crisis through responsive teaching was also identified. Furthermore, results showed the effectiveness of universal strengths-based interventions to promote resilience and the role of peer support in enhancing children’s wellbeing. At a systemic level, findings also highlighted the importance of community-based school supports such as communication with families, the promotion of staff wellbeing and professional collaboration. Overall, this review identifies schools’ capacity to support children at various levels post-crisis. It also highlights the potential role of educational psychologists when children return to school post-Covid-19, whilst also establishing the need for more research on children’s mental health following Covid-19.