Educators’ Experiences Awarding High School Credit for an Indigenous Youth Program in Alberta

Authors

Keywords:

educational attainment, school credit, qualitative methods

Abstract

Educational attainment is a vital determinant of health, yet inequities persist for Indigenous students in Canada. The Indigenous Youth Mentorship Program (IYMP) is a community-based, after-school health promotion program that supports leadership, mentorship, physical activity, belonging, and wholistic wellbeing among Indigenous youth. In Alberta, high school youth mentors participating in IYMP have sought formal recognition of their learning through course credit; however, little is known about how educators navigate credit-awarding processes for health-focused, community-based programs. This study involved semi-structured interviews with five Alberta-based educators and program leaders with experience awarding credit for IYMP participation. Interview transcripts were analyzed using inductive thematic analysis. Four themes were developed: (1) essential partnerships across schools and communities; (2) the need to educate educators on credit processes; (3) fostering student engagement and autonomy; and (4) policy challenges and opportunities. Findings indicate that credit awarding is a relational and locally mediated practice shaped by educator authority, institutional structures, and policy interpretation, with important implications for recognizing experiential learning central to physical and health education. Strengthening these pathways may support more equitable recognition of Indigenous youth leadership and community-based learning within school systems.

Author Biographies

McKayla Kirkpatrick, Cumming School of Medicine, University of Calgary, Calgary, AB

McKayla Kirkpatrick is a medical student studying at the University of Calgary. She completed her MSc in the School of Public Health at the University of Alberta under the expert guidance of Dr. Kate Storey and her team. McKayla is drawn to research that centres on mentorship, education, and community-building as a means to support youth and promote healthy living

Keatton Tiernan, School of Public Health, University of Alberta, Edmonton, AB

Keatton Tiernan is a doctoral candidate and Indigenous scholar in the School of Public Health at the University of Alberta. He is passionate about helping youth lead, thrive, and live mino-pimâtisiwin (Cree for “the good life”). He believes that leadership starts from within — with relationships, storytelling, and supporting each other to grow. That’s why his work centers Indigenous ways of knowing, and why he is committed to creating spaces where young people can grow and thrive.

Genevieve Montemurro, School of Public Health, University of Alberta, Edmonton, AB

Genevieve Montemurro is a Senior Program Lead in the School of Public Health at the University of Alberta, and PhD student. Her research interests include settings-based health promotion, including school-health and healthy cities, implementation science, and community-based participatory research.

Dr. Lauren Sulz, Faculty of Education, University of Alberta, Edmonton, AB

Dr. Lauren Sulz is an Associate Professor with a focus on healthy school communities. Lauren's research includes physical and health literacy, school sport and school-based physical activities, whole-child education, comprehensive school health, and health and physical education pedagogy.

Brian Torrance, ParticipACTION, Toronto, ON

Brian Torrance is the President and CEO of ParticipACTION, where he leads the strategic direction of ParticipACTION, driven by his belief that an active Canada is a healthier, happier Canada. With over 14 years of experience in the sport, physical activity, and recreation sector, he has contributed in both professional and volunteer capacities—from organizing marathon events to guiding a national organization. Outside of work, Brian is an avid runner and proud father of two.

Tyler Cole, School of Public Health, University of Alberta, Edmonton, AB

Tyler Cole is a PhD student in the School of Public Health at the University of Alberta. His research is grounded in community-based participatory approaches and program evaluation. He works closely with the Indigenous Youth Mentorship Program where he is interested in how leadership opportunities can contribute to educational attainment and mino-pimâtisiwin.

Dr. Kate Storey, School of Public Health, University of Alberta, Edmonton, AB

Dr. Kate Storey is a professor in the School of Public Health at the University of Alberta, CIHR/PHAC Applied Public Health Chair, and Distinguished Researcher, Stollery Children’s Hospital Foundation. Kate is a Centre for Healthy Communities Scientist and Lead for ‘Healthy Schools.’ As an established leader in creating healthy communities, she has implemented, evaluated, and expanded healthy living programs in communities with thousands of children and has built partnerships across sectors and levels to promote sustainability.

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Published

2026-09-29

Issue

Vol. 16 No. 2 (2026): Revue phénEPS-PHEnex Journal

Section

Feature Articles / Articles de fond

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