Presenter : Nathalie Sasseville, Professor UQAC; Karolanne Vachon, PhD student UQAC; Kim Simard, student for secondary education UQAC

Institution : UQAC et Cégep de Jonquière

The educational journey of First Nations students is marked by many transitions. This situation calls for the implementation of support measures adapted to the reality of these Native students. In collaborative research, several actors from urban institutions (n=32) participated in professional co-development groups and a co-construction day. The objective of the communication is to present, based on shared practices, the nature of the support in question and the challenges encountered in implementing culturally safe and empowering support. The results show that support practices vary according to five factors: relationship, context, time and space, approach and aim. They also show that most of the obstacles encountered are related to the context and the approach, especially with regard to the conditions for implementing measures and responding to the pedagogical and psycho-pedagogical needs of students.