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Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than non-Aboriginal Canadians. In this study, we conducted a quantitative analysis of the relationships between multidimensional self-concept, perceived strengths, and academic achievement among a sample of Aboriginal and non-Aboriginal students. Theories of self-perception development proposed by Marsh, Harter and Eccles were drawn upon to both frame the study and interpret the results. Results indicated that perceived self-concept and strengths were largely similar across groups. However, students in the two groups drew on different strengths to comprise their general self-concept. Findings were explored within the context of existing research and theory and educational implications were presented.

The present study explored the relationships between teacher characteristics and the academic achievement of students with and without Learning Disabilities (LD) in a path model. Teacher-related variables included teacher self-efficacy, expectations of students' educational attainment, level of education and years of experience. Data were drawn from the Canadian National Longitudinal Survey of Children and Youth and participants included students in grades one through six who were taught by a single teacher (N = 2367). Results indicated that the hypothesized path model was an excellent fit to the data. Furthermore, academic achievement was significantly impacted by teacher expectations, LD status, and teacher efficacy. Teachers felt less confident in their ability to instruct students with LD, had lower expectations of their long-term success and also rated their achievement more poorly. The findings are discussed within existing research and implications for teacher preparation and in-service training programs are presented. (Contains 2 tables and 2 figures.)

This article describes a program designed to foster authentic inclusion and excellence in an elementary school learning community and research results from the first phase of this on-going project. Actively Building Capacity for Diversity sees successful inclusion of students with exceptional needs as part of a continuum of excellent educational practices that respect individual differences in learners, address the whole person, start from where they are and challenge each student optimally, to ensure equal access and opportunity for ALL students. For the first phase of this program five questionnaires were developed to form the Diversity, Individual Development and Differentiation (DIDDs) school evaluation package for administrators, teachers, parents, education assistants, and students. The surveys were organized around five quality education indicators defined by the participating School District. Overall the findings indicate that there are high rates of agreement among School Learning Community participants regarding various aspects of quality education indicators. Specific areas where differing perceptions are described represent opportunities for the participants to focus future discussion and interventions in order to continue building effective inclusive practices. (Contains 1 figure, 1 table and 2 footnotes.)

There has been abundant research examining how early life experiences affect achievement. In this article, we investigate the transition from elementary to junior high school at a developmental stage where numerous changes have an impact on students. Using nationally representative survey data, we found no differences in academic achievement between students who transitioned to grade seven from an elementary school in comparison to those who remained in the same school. We did find a significant decline in mathematics achievement between grade five and grade seven for children, regardless of their transition status. We present a developmental, rather than environmental, explanation. (Contains 3 tables.)

Mental health issues continue to present barriers for Canadian children, in terms of both psychological and academic outcomes. Growing numbers of students are placed "at risk" as a result. A mental health promotion approach suggests that students can develop a number of skills and competencies, namely those related to social-emotional learning (SEL), which can reduce their chance of developing mental health difficulties. In Canada, a wide range of curricula, frameworks, initiatives, and programs have been put in place that address elements of SEL. In this paper, a sampling of these drawn from across the country is described. The emphasis on SEL apparent in many provinces and territories is evidence of the shared understanding of its importance with respect to improving student outcomes. However, a lack of evidence to support these approaches, inconsistencies in terms of terminology and practices, the lack of alignment between SEL and academics, and the piecemeal approach adopted within some provinces leave SEL and mental health promotion approaches vulnerable to being labelled "add-ons" and becoming transient initiatives.

The academic difficulties experienced by many Aboriginal (First Nations, Métis, Inuit) students in Canada have been well-documented. Indicators such as school persistence and post-secondary enrollment are typically far lower for Aboriginal students as a group compared to non-Aboriginal students. Identifying facilitators of success is key to improving the academic experiences of Aboriginal students. Accordingly, the objective of the current study was to identify influential factors related to the educational success of Aboriginal students, from the perspective of students and teachers, through the lens of Bronfenbrenner's (1995) "Bioecological Model." The insights of participants spoke to the importance of relationships, self-concept and academic expectations, the relevance of the school curriculum, and academic aspirations as factors influencing educational success.

Strength-based approaches are being increasingly validated for use in clinical settings with children and youth. However, the role that strengths play in educational settings with typically-achieving students has yet to be examined. The present study explored the relationship among strengths, classroom behaviour, and academic achievement for a sample of 54 students in Grades 1 and 2. Results showed that teachers rated female students as having more strengths than male students. For both sexes, academic achievement was most highly related to strengths in School Functioning and prosocial behaviour. Strengths in Peer Relationships were significantly related to achievement only for male students. Discussion of these findings, as well as implications for practice are presented. (Contains 3 tables.)

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