The main theme emerging from the data analysis was: Aboriginal Middle Years Students Beliefs About Factors That Help Them Succeed at School.

The sub-themes emerging from the main theme were:

1. Defining Success

2. Family Influence

3. Healthy Relationships with Teachers

4. Programming and Curriculum

5. Peer Support.

Based on the results of this research the following recommendations are offered to individuals concerned with the education of Aboriginal middle year’s students.

1. It is recommended that teachers look for ways to expand traditional thoughts and practices concerning success to more encompassing beliefs that actively embrace a wider range of students and honors diversity in its broadest sense. This can be done by giving students opportunities to explore and discover their thoughts about success. In turn they begin a process of redefining the conventional perception of what it means to be successful. The approaches teachers use to evaluate and assess students also need to be addressed in order to encompass this broader view of success. Teachers are encourages to take opportunities to more fully understand and implement the concept of multiple intelligences.
2. The significant impact of family on the success of Aboriginal middle year’s students cannot be underscored. It is recommended that teachers continue to incorporate strategies that enhance and support relationships between the home and the school. Student-led conferences allow students to share, demonstrate, and celebrate their learning with both teachers and family. Informal gatherings, initiated by the school community, that invite families into the school are encouraged. Cultural activities and celebrations provide opportunities for students and their families to honor their heritage together and to share it with others.
3. The influence middle year’s teachers have on their students is significant and the positive relationships that develop between students and teachers are fundamental to quality learning. It is recommended that teachers place priority on first cementing foundations and then constructing a framework for these relationships.
4. The curriculum and programming designed for Aboriginal students in middle years classrooms need to demonstrate an attitude of caring. In order to increase the chances of academic and life success teachers empower students by involving them in creating curriculum. Students thrive when learning experiences are expanded beyond classroom walls into the community. Itis recommended that teachers explore ways of involving community in the classroom and the classroom in the community.
5. Family and teachers play a significant role in the lives of Aboriginal middle year’s students. However, during adolescence there is a powerful drive to form relationships with peers that is less guarded and more accommodating than those they have with adults. It is recommended that teachers focus on providing opportunities that foster the building of peer relationships. This rapport can be cultivated by adopting instructional strategies and providing learning experiences that enhance symbiotic bonds.

Melnechenko, L., & Horsman, H. (1998). FACTORS THAT CONTRIBUTE TO ABORIGINAL STUDENTS SUCCESS IN SCHOOL IN GRADES SIX TO NINE. Saskatchewan Education.