This paper examines the impact of strategic environmental assessment (SEA) -its direct impact on policies, plans and programs (PPPs) and its indirect and longer-term impacts. Criteria for assessing SEA's impact are developed and applied in the Canadian context based on a survey of SEA practitioners, and the perceived opportunities and challenges to realizing the full impact of SEA explored. Results indicate that SEA does have a direct impact on PPPs, but its indirect impacts are either constrained or difficult to distinguish from an agency's normal policies, practices and innovations. Amongst the most significant challenges to realizing the indirect impacts of SEA is the lack of shared vision for SEA by those responsible for implementation, and incongruences between the need for rapid results by way of PPP approval versus the long-term commitment required to realize many of the benefits of SEA. Indirect impacts require more explicit consideration at the outset of the SEA design process than what is currently the case if the benefits of SEA are to be fully recognized.

In this paper, we draw on the ontology and epistemology of the local Kasena ethnic group in Northern Ghana to explore Early Childhood Environmental Education. The study, taking place in Boania Primary School, drew on the concept of two-eyed seeing, where both western and Indigenous epistemologies and ontologies were taught. In this way, Indigenous Ecological Knowledge was integrated into the Early Childhood Environmental Education programme for the Kindergarten two classroom environmental studies topics. Two Indigenous Elders led the integration of local knowledge into environmental studies topics by visiting the school to teach the children through taking them outdoors for learning activities. After this, in-depth interviews were held with the teacher, Indigenous Elders, and nine children regarding their experiences. The purpose of the study was to explore how Indigenous Ecological Knowledges can help instil in children positive environmental attitudes and values, while also connecting them to nature and offering them a more relational understanding of human to nature relationships. Based on the Indigenous cultural framework of respect, reciprocity, and responsibility towards nature, the findings show that the integration of Indigenous Ecological Knowledge into environmental education has the potential to improve our relationships with the environment.

Enhancing community capacity towards resilience is key to reducing climate disaster risk, especially in Black immigrant communities in Canada. While there are many extreme climate change events occurring, such as hailstorms, floods, snowstorms, forest fires, droughts, and heat waves in western Canada, there is no known study that has explored resilience within sub‐Saharan African immigrant communities to climate disaster risks in western Canada. All these extreme climate change events have devastated Black populations threatening their ability to cope with disaster risks. Following a decolonial phenomenology methodological framework research approach; our study explores sub‐Saharan African immigrant communities' adaptation strategies to address climate disaster risk in western Canada. In this research, our main purpose was to investigate whether community resilience strategies implemented by the two provinces (Saskatchewan and Alberta) meet the unique needs of sub‐Saharan African Immigrants. By exploring local communities' perspectives on climate change, we highlighted the relevance of inclusivity in climate capacity building to reduce disaster risk and cope with climate change‐related disasters in the localities. Our findings revealed that personal experiences with climate change risks significantly influenced communities' strength and resilience and contributed to their resilience strategies. We view this paper as a first step in developing a community‐led climate change resilience research agenda that will have a practical application for the community in the face of climate change in Canada.

In Canada, colonisation, both historic and ongoing, increases Indigenous vaccine hesitancy and the threat posed by infectious diseases. This research investigated Indigenous vaccine hesitancy in a First Nation community in Saskatchewan, ways it can be overcome, and the influence of a colonial history as well as modernity. Research followed Indigenous research methodologies, a community-based participatory research design, and used mixed methods. Social media posts (interventions) were piloted on a community Facebook page in January and February (2022). These interventions tested different messaging techniques in a search for effective strategies. The analysis that followed compared the number of likes and views of the different techniques to each other, a control post, and community-developed posts implemented by the community’s pandemic response team. At the end of the research, a sharing circle occurred and was followed by culturally appropriate data analysis (Nanâtawihowin Âcimowina Kika-Môsahkinikêhk Papiskîci-Itascikêwin Astâcikowina procedure). Results demonstrated the importance of exploring an Indigenous community’s self-determined solution, at the very least, alongside the exploration of external solutions. Further, some sources of vaccine hesitancy, such as cultural barriers, can also be used to promote vaccine confidence. When attempting to overcome barriers, empathy is crucial as vaccine fears exist, and antivaccine groups are prepared to take advantage of empathetic failures. Additionally, the wider community has a powerful influence on vaccine confidence. Messaging, therefore, should avoid polarising vaccine-confident and vaccine-hesitant people to the point where the benefits of community influence are limited. Finally, you need to understand people and their beliefs to understand how to overcome hesitancy. To gain this understanding, there is no substitute for listening.

Indigenous older adults living in rural communities require accessibility to and readiness for new technologies to support the monitoring of health data and health status, as well as dementia education. Morning Star Lodge partnered with the File Hills Qu'Appelle Tribal Council, a Community Research Advisory Committee and All Nations Hope Network to bring a diverse group of First Nations community members to the “Knowing Your Health Symposium” to learn about Traditional Health and First Nations’ wellness. Indigenous Research Methods and community-based involvement informed and guided the research. An environmental scan was conducted relating to co-researchers’ nutrition, exercise, and self-management of health and health issues through an anonymous survey distributed at the Symposium. The purpose of the Symposium was to provide communities with information about healthy lifestyles as it relates to dementia and equip community members with the ability to make constructive decisions regarding their health.

Increased access to technology can promote independent living, stimulate cognitive functioning, relieve caregiver stress, improved telehealth access, increase overall well-being, and be used to share cultural resources such as Indigenous language applications. Many Indigenous older adults would like to learn more about technology and recognize the value of technology in supporting healthy ageing; however, as Morning Star Lodge has previously determined, accessibility and readiness were key factors in the use of this technology. Utilizing the guiding principles of the Model of Engaging Communities Collaboratively and the Ethical Engagement Training Module, Morning Star Lodge partnered with the Star Blanket Cree Nation to support the healthy lifestyle of 6 Indigenous older adults by increasing their access to and engagement with culturally safe technology solutions individual to their specific health and lifestyle needs. These co-researchers were provided with tablets, MiFis (mobile internet access), and learning workshops and were interviewed pre- and post-workshops to assess their comfort level with the device and information received. Additionally, these interviews assessed how the technology helped to address the health needs of the co-researchers. The findings demonstrated that the technology met the health needs of the older adults, particularly with the emergence of the COVID-19 pandemic and the need to stay connected to loved ones. Given the need during the COVID-19 pandemic to continue to stay semi-isolated at this time due to older Indigenous adults being susceptible to the virus; the information gained through this work will support public health workers in responding to the needs of older Indigenous adults using technology to meet their health and well-being. There is also a significant need for pandemic preparedness work to be done with Indigenous communities and this work could inform this in part.

Purpose The purpose of this paper is to examine the association between immigrants’ sense of community belonging and self-rated general and mental health status in Canada as well as estimate how this relationship is moderated by sex differences. Design/methodology/approach This cross-sectional study used pooled data from seven cycles of the Canadian Community Health Survey (N = 98,011) conducted between 2005 and 2018. Data were pooled to increase the sample size of the immigrant population. The surveys covered content areas such as well-being, sociodemographic, chronic diseases, self-rated general and mental health. A binary logistic regression fitted the model. Both univariate and multivariate analyses were performed between predictor variables and immigrants’ self-rated general and mental health. Descriptive statistics and adjusted odds ratios and 95% confidence intervals were estimated. Sex differences were also assessed. Findings This study found that slightly more than half of the respondents were female (53.2%). Generally, immigrants with a weak sense of community belonging were more likely to rate their general and mental health as poor although the association is stronger in mental health. Also factors such as older age, lower educational level, those single or never married, smoking status, physical inactivity, overweight or obesity and life stress were predictors of both poor self -rated general and mental health among immigrants. Sex differences in these risk factors were also noted. Research limitations/implications This study has several limitations that should be noted. The first limitation is the fact that causality cannot be deduced due to the cross-sectional nature of our pooled data. Secondly, responses from this data are subject to recall bias given that the data were self-reported. Therefore, the interpretation of these results must be done with caution. Further, questions regarding the primary exposure variable of this study were restrictive. The definition of the local community which forms part of the one-item community belonging question did not define what is meant by local community, and as such, the question might be subject to different interpretations (i.e. urban or rural geography?). Lastly, this study’s findings did not stratify immigrants into countries or continents of origin. Immigrants from some countries or continents may be more prone to mental health than others. Originality/value This study shows a link between weak immigrants’ sense of community belonging and poor self-rated general and mental health status in Canada and provides suggestive evidence of how contextual factors influence health outcomes differently in society.

Tensions between the current model of Early Childhood Education practiced and the Indigenous or traditional ways of raising children are examined in the context of Ghana and West Africa. Ghana and other West African countries are making efforts to move away from didactic, teacher -directed methods of teaching in early childhood where children are treated as blank slates to be filled with knowledge by the teacher. These efforts are manifested in the multiple early learning theories that have been adopted in curricula to guide practice. However, this paper assesses tensions between the model of early childhood education currently practiced in Ghana (and West Africa more broadly) and Ghanaian Indigenous ways of raising children, which exposes how moving away from the teacher-centered method of teaching is difficult. Drawing on secondary data sources, in the form of a literature review of published articles, government documents, and reports from Non-Governmental Organizations, in this paper we identify that these tensions emerge due to the differences between the current Early Childhood Education program and the Indigenous educational system as well as the marginalization of Indigenous content from the Early Childhood Education program.