How Indigenous teachers incorporate traditional worldviews and practices into classroom behaviour support

Due to contextual factors that affect Indigenous populations, as well as high school graduation rates that are significantly lower than the general population, there is a need for culturally responsive behaviour support practices for Indigenous students within educational settings. The purpose of this study was to explore the traditional worldviews and practices that Indigenous teacher incorporate into the classroom to support Indigenous student behaviour. Using an ethnographic methodology, Indigenous teachers were interviewed and observed within the classroom setting. Interviews, observations and visual data were thematically analyzed. Overarching themes included: respect as a vehicle for learning, connectedness, incorporating traditional practices, social responsibility, behaviour support practices, and challenges to incorporation. Results are discussed in terms of implications for practice and use of culturally responsive behaviour support practices by Indigenous and non-Indigenous teachers. Some of the practices discussed can be incorporated by any teacher into the classroom, but some practices may be appropriate for incorporation only by teachers with Indigenous heritage.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat