Educational Gap Endures Despite Gains in Remote Areas
Geographic remoteness remains a significant barrier to high school completion for First Nations, Métis, and Inuit youth in Canada, a Statistics Canada study confirms. While overall completion rates saw slight increases, persistent educational inequalities linked to remoteness endure.
The study, based on 2021 Census data spanning 2016-2021, reveals a stark disparity: Indigenous youth living in accessible areas are significantly more likely to graduate high school than those in remote or very remote communities.
The report emphasizes that accessibility of one’s community remained an influential factor. Specifically, Indigenous youth in easily accessible areas are more than twice as likely to complete high school. For First Nations and Métis, the odds are approximately 2.5 times higher, and for Inuit, nearly double (1.9 times).
The geographic divide is pronounced. Seventy-six per cent of Inuit and 27 per cent of First Nations people lived in remote or very remote areas in 2021, compared to just 3 per cent of non-Indigenous people. Statistics Canada states this remoteness directly contributes to educational disadvantage.
This disparity is rooted in complex, interwoven challenges faced by remote communities:
- Limited High School Access: Many remote Indigenous communities lack local high schools, forcing youth to leave home, often at a young age. First Nations and Inuit youth are less likely to have a high school within their community.
- Inadequate School Infrastructure: Remote schools often struggle with outdated facilities, difficulty attracting qualified teachers, and high staff turnover. This contributes to poor staff retention and higher turnover rates.
- Significant Digital Divide: Especially within Inuit Nunangat, internet access remains significantly limited, hindering digital learning opportunities. Inuit households within Inuit Nunangat are less likely to have internet access compared to those outside Inuit Nunangat.
- Economic Hardships: Lower household incomes in remote communities compound these challenges, making it financially difficult for families to support students pursuing education away from home. Household income is the second most influential factor for high school completion.
While the study notes slight increases in high school completion for most Indigenous groups in remote areas between 2016 and 2021, a concerning trend emerged for Inuit men in very remote communities, whose completion rate decreased from 40 per cent in 2016 to 38 per cent in 2021. This highlights uneven progress and specific vulnerabilities.
The Statistics Canada report highlights the urgent need to address these systemic barriers. Experts and Indigenous leaders have long emphasized the necessity of sustained investments in community-based education, culturally relevant curricula, improved infrastructure, and comprehensive support systems tailored to the unique needs of remote Indigenous communities. Education is a right and a fundamental pathway to self-determination; geography should not dictate educational outcomes.
The report concludes that addressing both accessibility and economic disparities in remote Indigenous communities is not only an educational imperative but a crucial step towards achieving social justice and meaningful reconciliation in Canada. The full study and related data is accessible on the Statistics Canada website.
Source: Far from home: High school completion for First Nations people, Métis, and Inuit in remote communities, 2016 to 2021 by Jaclyn Layton, Canadian Centre for Education Statistics, Statistics Canada.