ELDER Project

Education as a Social Determinant of Health

Education as a Social Determinant of Health for Aboriginal Peoples

Adapted from the National Collaborating Center for Aboriginal Health Document, “Education as a Social Determinant of First Nations, Inuit, and Métis Health” at http://www.nccah.ca/docs/fact%20sheets/social%20determinates/NCCAH_fs_education_EN.pdf

What determines the health and long-term well being of a population? Over the last century, health professionals have broadened their focus from disease to social determinants of health – the economic and social conditions under which people live which determine their health. In particular education attainment influences health throughout the life span – people with higher levels of education have better access to healthy social and physical environments, more job and income security, and a greater sense of control over life circumstances. Education is also associated with health literacy, health awareness and self care – all of which can contribute to improved health and wellbeing. Supporting opportunities for educational attainment, particularly for Aboriginal populations who have rates of high school graduation and attendance at post-secondary institutions well below that of other Canadians, is critical to reducing health disparities.

Although Aboriginal people have made considerable gains in secondary and post secondary education in the last decade, significant gaps remain compared to the non-Aboriginal population. While only 23.1% of non-Aboriginal people age 15 and older failed to attain high school graduation, 43.7% of all Aboriginal people failed to do so. In addition, the 2006 Census data also revealed than urban Aboriginal people age 15 and older are more likely to graduate than rural and on reserve Aboriginal people (36.3% compared to 44.1% and 59.5% respectively). The gap in high school graduation rates translates into fewer Aboriginal people with a post-secondary education.

According to the 2006 census, only 4.1% of Aboriginal people have an undergraduate degree compared to 11.9% of the non-Aboriginal population. Again, urban Aboriginal people are more likely to attain an undergraduate degree compared to rural and on-reserve Aboriginal people (5.5% compared to 3.0% and 2.2% respectively).

Other barriers focused by Aboriginal peoples to post-secondary educational opportunities include historical, social, geographic, demographic, cultural and individual barriers. The legacy of Canada’s assimilationist policies have caused many social problems that are difficult to surmount and in many cases has generated feelings of “distrust and hostility to education in many parts of the Aboriginal community.” Social barriers can include unequal access to resources for reserve and remote schools, lack of role models, discrimination, high levels of unemployment, and poverty, resulting in inadequate academic preparation for post-secondary education.

To ensure higher success rates for Aboriginal students, educational curriculum must incorporate language, cultural values and ways, and traditional knowledge as well as contemporary skills and knowledge. Approaches to improving educational outcomes must involve the participation of parents and community in order to build a successful learning continuum and healthy, resilient communities.

The link between education and health is evident. Improving education is crucial to improving quality of life and life circumstances, and to ensuring that Aboriginal people are able to interact with health providers and access the full range of services available to them. However, for Aboriginal people, improving educational outcomes requires attention to be directed to other social determinants of health as well, such as overcrowded and inadequate housing conditions, living in poverty, and loss of language and culture. These act as barriers to providing a healthy environment conducive to learning. While these challenges are not unique, they are on a scale that far exceeds that faced by non-Aboriginal people.