The impact of racism on First Nations

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The impact of racism on First Nations* Australian child and adolescents’ social and/or emotional development. Contents The impact of racism on First Nations* Australian child and adolescents’ social and/or emotional development ..................................................................................................................................... 1 Key Messages .................................................................................................................................. 1 Background ...................................................................................................................................... 1 Implications ..................................................................................................................................... 3 Recommendations ............................................................................................................................ 3 Recommendation 1 ...................................................................................................................... 3 Recommendation 2 ...................................................................................................................... 4 References ........................................................................................................................................ 5

Key Messages Racism's influence on First Nations children's social and emotional development is multidimensional, originating from past wrongs and modern prejudice. The negative consequences of racism on these youths have been the focus of several studies, all of which have been submitted to rigorous peer review. Stress, low self-esteem, bad academic performance, and mental health issues may exist. Racist comments may devastate a child's sense of self-worth because they reinforce harmful preconceptions and beliefs. Neglecting this problem will have catastrophic consequences. Individually, First Nations children and adolescents are harmed when prejudice is allowed to go unchecked. All community members, not just a few, are at risk. Racism weakens communities, drives wedges between people, and keeps people at a disadvantage if nothing is done about it. Rising absenteeism and dwindling community involvement in schools threaten students' academic success. Because of racism, the country's healthcare system may have an excessive load from people experiencing mental health problems. We need proven initiatives that have helped bridge the gap in understanding, increase tolerance, and give First Nations adolescents a voice to solve this enduring problem. Any such effort must start with widespread participation from the community and respect for existing cultural norms and practices. It's not enough to only raise awareness in the classroom; efforts need to permeate every level of the community. To devise the most successful plan, it is essential to consider new and ancient techniques of combating racism. The efficacy of anti-racism initiatives must be continuously assessed. It is possible to use rigorous assessment techniques to determine whether the recommended actions were successful. A vital component of this process is analyzing how they affect people's relationships, success in

school, and state of mind. Helping programs for First Nations kids and teens should be reviewed often and tweaked as needed. Background There is severe and far-reaching concern about the effects of racism on the mental and emotional development of Australia's indigenous youngsters. Traditional and modern forms of racism have been significant obstacles for Native Americans in the United States for quite some time. Humanitarian issues aside, it's crucial for the nation's social fabric to realize the harm it causes to First Nations adolescents' social and emotional development. The future success of Australia depends on the success of its First Nations population, of which children are an essential part. Inequality, institutional discrimination, and a lack of social cohesiveness may all be improved by eliminating racism, but only after children's social and emotional development has been fostered (McRae, 2020). The academic literature on the issue is bleak in its depiction of the effects of racism on the development of the minds and hearts of First Nations children and adolescents. The enduring effects of racism on people's mental and social health have been the subject of a great deal of research. Indigenous children experience high levels of stress because of racism. Direct or indirect exposure to discrimination or prejudice causes a stress reaction in the body, which may have long-term effects (Ben et al., 2022). Physical sickness and mental health disorders like depression and anxiety are both exacerbated by chronic stress. Racism may be a significant impediment to education. When racism is present in the classroom, students' performance suffers. The chances for a student's future are diminished when they do not attend class, do not attempt to study, and do not have access to a decent education. Racism has devastating effects on people's minds (Sengul, 2021). Stressors like racism may

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exacerbate preexisting conditions, including depression, anxiety, and suicidal thoughts. This is especially concerning given the already high prevalence of mental health issues among Indigenous adolescents. Racism, on the other hand, may heighten people's awareness of these distinctions. Discrimination against First Nations children leads to negative perceptions and a feeling of being in their own country. This might lead individuals to feel disconnected from their roots and their family. Racism has a lot of negative consequences on the psychological and emotional development of First Nations children. In the first place, racism is a significant source of stress and the potential health problems that it may produce. Children who experience ongoing racism are more likely to suffer emotional discomfort. Their ability for social growth may be stunted by the emotional upheaval they're experiencing. Second, as compared to their non-Hispanic counterparts, Indigenous adolescents who have encountered racism had lower levels of self- respect and esteem. They may start believing the negative things spoken about their people, history, and abilities throughout their lives. Due to this, their emotional health and ability to interact with others might suffer. Academic performance declines as a final result. Higher rates of student disengagement, worse grades, and more excellent school dropout rates have all been linked to discrimination in the classroom (The Ethics Centre, 2016). Self-report questionnaires, in-depth interviews, and informal observational evaluations are all viable options for quantifying the mental and emotional costs of racism. Respondents are often asked to complete a self-reporting questionnaire on their reactions to racism. The emotional lives of Indigenous kids are explored via in-depth interviews. Cortisol levels, a stress hormone, might be a biomarker for racism's physical effects. To solve an issue successfully, one must first grasp its fundamental structure. Racism may manifest in a variety of ways (Jordens & Griffiths,

2022). It causes the body to release potentially harmful substances in its "fight or flight" response. Persistent stress weakens the body's defenses and the mind, stunting feelings' maturation. Internalized racism significantly contributes to this problem because young people adopt racist attitudes and practices toward their society. A negative outlook may cause emotional anguish and prevent the growth of a positive feeling of self-worth. There may be at-risk populations among First Nations kids. Exposure to racism in the classroom and the community may make adolescents more susceptible. One's socioeconomic situation may have a significant influence since those from poorer socioeconomic backgrounds experience more difficulties, such as a lack of resources for decent education and healthcare (Gatwiri & Moran, 2022). There are strengths and shortcomings in the extant literature on the impact of racism on the social and emotional development of First Nations children. The literature gives us further background information by relying on different methods, such as longitudinal studies, qualitative investigations, and massive surveys. Now that we know that racism correlates with things like gender and socioeconomic position, we can look at its impact on specific groups of people more precisely (Adam Sengul, 2022). Culturally sensitive studies have been those that have taken into account the specific historical and contemporary circumstances of First Nations peoples. Implications Avoiding the detrimental impacts of racism on the social and emotional development of First Nations children has far-reaching consequences. Public services and the surrounding area are also impacted, not just the college. There are several ways in which children and teachers suffer when racism isn't addressed. Simply put, it might lower students' achievement, which raises the probability that they would drop out. The classroom might suffer, and pupils'

development could be stifled if this occurs. Discord amongst pupils, teachers, and parents is another unintended consequence of racism. The demand for community health and wellness initiatives may increase if racism negatively affects First Nations youngsters' mental health (Kamp et al., 2022). The distress that racism may cause suggests a possible increase in demand for psychotherapeutic services. Because of the rising demand may take longer for these young people to get the treatments they need, which will only worsen their conditions. The effects of ignoring racism's detrimental impact on the social and emotional development of First Nations children would be far-reaching. Discrimination and marginalization have the unintended effect of tearing communities apart. The community's ability to work together to address issues may be hampered. When prejudice and disadvantage are allowed to persist, they threaten the community's financial and social stability. If racism isn't addressed, government investment in areas like education, healthcare, and social services might come under increasing strain. It may be necessary to enhance financing for mental health services and therapies to counteract the potentially destructive psychological effects of racism over time (Shannon et al., 2022). The economic and social contributions of First Nations people may be dampened if their children cannot reach their full potential due to discrimination. Problems in First Nations communities can only become worse if racism is ignored. It's a never-ending loop that thwarts efforts to enhance people's economic and social position and bring them out of poverty. Because racism can potentially alienate young people from their ancestry and behaviors, undermining attempts to conserve cultural traditions. As a result, this may make it harder for First Nations communities to prosper and preserve their traditions.

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Recommendations Recommendation 1 The "Cultural Harmony Program" aims to protect First Nations children's psychological and interpersonal development against prejudice. The project fosters intercultural dialogue to encourage young people from Indigenous and non-Indigenous cultures to become positive change agents in their communities. The class will last a semester's worth of meetings or twelve weeks. To accommodate in-depth talks, interactive activities, and guest speakers from the Indigenous community, each session will extend for two hours, and funding for the program will come from a mix of government grants, community partnerships, and corporate sponsorships (Istiko et al., 2022). Sufficient funding is critical to the success and expansion of the program over time. Individuals provide leadership in the program with a wide range of expertise, including Indigenous studies, anti-racism education, and pediatric psychology. In addition to the professional facilitators, the event will include the wisdom of elders and other respected members of the Indigenous community. The initiative will help both Indigenous youngsters and their non-Indigenous classmates. The program's overarching goal is to break down barriers to interaction across demographically distinct communities. To achieve its goals, the "Cultural Harmony Program" will work with local schools, community organizations, and Native American neighborhoods. A culturally sensitive stance will be taken throughout the program to ensure that Indigenous ways of life are honored. Providing First Nations youth with the resources they need to battle prejudice and foster acceptance and understanding among their peers from other groups has the potential to contribute to developing a more tolerant and peaceful society. Indigenous youth may have

improved mental health, expanded opportunities, and higher academic achievement if there was less bias in schools and communities. Recommendation 2 To realize the goals of the "Cultural Harmony Program," it is recommended in Recommendation 2 that an anti-racism curriculum be created with an emphasis on the classroom. Teachers will have the tools to build classrooms free from racism and safe for all children, including those from First Nations communities. The ultimate goal of this curriculum is to inspire students and teachers to adopt anti-racist perspectives and stances. Anti-racism education can improve pupils' academic performance and overall classroom well-being. For this reason, anti-racism educators, Indigenous community leaders, and universities must work together. Involving Indigenous communities and elders in the curriculum development process ensures that it is genuine and accurately reflects Indigenous peoples' beliefs and points of view. Teachers, anti-racism specialists, and Indigenous advisers will work together to develop an anti-racism curriculum suitable for students of all ages and backgrounds. Teachers will also have access to resources to help them apply the curriculum. The program will be tested in a small sample of schools, providing continuing input and analysis. If the pilot program is successful, the curriculum and its accompanying materials will be made accessible to all schools, where they are likely to have a significant impact. Elementary and secondary school teachers and students are the intended audience. The program's overarching objective is to advocate for and facilitate a school-wide anti-racism education project. Increasing the number of friendly interactions between children from various social classes will make prejudice less likely to develop. An essential element of our work is to honor

the cultural backgrounds of Indigenous peoples. If we work with Indigenous community leaders, we can ensure that the curriculum reflects Indigenous perspectives, values, and norms.

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References Adam Sengul, K. (2022). Performing islamophobia in the Australian parliament: The role of populism and performance in Pauline Hanson’s “burqa stunt.” Media International Australia , 184 (1), 1329878X2210877. https://doi.org/10.1177/1329878x221087733 Ben, J., Elias, A., Issaka, A., Truong, M., Dunn, K., Sharples, R., McGarty, C., Walton, J., Mansouri, F., Denson, N., & Paradies, Y. (2022). Racism in Australia: a protocol for a systematic review and meta-analysis. Systematic Reviews , 11 (1). https://doi.org/10.1186/s13643-022-01919-2 Gatwiri, K., & Moran, C. (2022). Reclaiming racial dignity: An ethnographic study of how African youth in Australia use social media to visibilise anti‐Black racism. Australian Journal of Social Issues . https://doi.org/10.1002/ajs4.224 Istiko, S. N., Durham, J., & Elliott, L. (2022). (Not That) Essential: A Scoping Review of Migrant Workers’ Access to Health Services and Social Protection during the COVID-19 Pandemic in Australia, Canada, and New Zealand. International Journal of Environmental Research and Public Health , 19 (5), 2981. https://doi.org/10.3390/ijerph19052981 Jordens, A., & Griffiths, S. (2022). Sexual racism and colourism among Australian men who have sex with men: A qualitative investigation. Body Image , 43 , 362–373. https://doi.org/10.1016/j.bodyim.2022.10.002 Kamp, A., Denson, N., Sharples, R., & Atie, R. (2022). Asian Australians’ Experiences of Online Racism during the COVID-19 Pandemic. Social Sciences , 11 (5), 227. https://doi.org/10.3390/socsci11050227

McRae, D. (2020, March 2). Adam Goodes: “Instead of masking racism, we need to deal with it day-to-day.” The Guardian . https://www.theguardian.com/sport/2020/mar/02/adam- goodes-interview-racism-walk-away-afl Mental health impacts of racial discrimination in Victorian Aboriginal communities Experiences of Racism survey: a summary . (n.d.). https://www.vichealth.vic.gov.au/sites/default/files/Mental-health-impacts_racial- discrim_Indigenous.pdf Sengul, K. (2021). “It’s OK to be white”: the discursive construction of victimhood, “anti-white racism” and calculated ambivalence in Australia. Critical Discourse Studies , 1–17. https://doi.org/10.1080/17405904.2021.1921818 Shannon, G., Morgan, R., Zeinali, Z., Brady, L., Couto, M. T., Devakumar, D., Eder, B., Karadag, O., Mukherjee, M., Peres, M. F. T., Ryngelblum, M., Sabharwal, N., Schonfield, A., Silwane, P., Singh, D., Van Ryneveld, M., Vilakati, S., Watego, C., Whyle, E., & Muraya, K. (2022). Intersectional insights into racism and health: not just a question of identity. The Lancet , 400 (10368), 2125–2136. https://doi.org/10.1016/S0140- 6736(22)02304-2 The Ethics Centre. (2016). IQ2 Racism Debate: Stan Grant [YouTube Video]. In YouTube . https://www.youtube.com/watch?v=uEOssW1rw0I

The impact of racism on First Nations

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