Mental health challenges and resilience strategies of Indigenous youth citizen scientists living in rural areas during COVID-19 school closures

TL;DR

This study explores how Indigenous youth in rural Canada coped with mental health challenges during the pandemic and highlights the importance of culturally grounded strategies to support them.

Contribution

The study introduces a participatory citizen science approach to understand and co-develop resilience strategies for Indigenous youth during school closures.

Findings

School closures led to physical inactivity, academic difficulties, social isolation, and disrupted routines among Indigenous youth.

Cultural practices and family support were identified as protective factors that improved resilience and academic performance.

Youth citizen scientists emphasized the need for inclusive school supports and culturally relevant mental health policies.

Abstract

The COVID-19 pandemic profoundly affected youth well-being worldwide, yet the specific impacts on Indigenous youth remain underexplored. This study examined how school closures and online learning influenced the active living and mental health of Indigenous youth. Secondary school students (aged 13–18 years) from rural and remote Indigenous communities in Saskatchewan, Canada, participated as youth citizen scientists to explore these impacts and co-develop resilience strategies. Data were collected using a qualitative citizen science approach through virtual engagement in January 2021 and a follow-up focus group at the end of the academic year. Thematic analysis identified four key challenges during school closures: physical inactivity, academic difficulties, social isolation, and disrupted routines with notable gendered differences. Follow-up discussions revealed positive changes, including improved academic performance, increased family support, and the protective influence of cultural practices. The findings underscore the importance of culturally grounded, community-driven strategies to foster resilience among Indigenous youth. Practical implications include the need for inclusive school-based supports, recognition of cultural resources in education, and mental health policies that reflect youth voices. Future research should expand participatory approaches to better inform policy and programming tailored to the unique needs of Indigenous youth during and beyond public health crises.

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