| Summary: | This study examines factors that impact high school completion for Rainy River First Nations students living on-reserve in the Manitou Rapids community in Ontario. Utilizing traditional community knowledge as a guiding framework and a qualitative inquiry guided by Indigenous research ethics and Anishinaabe protocols, open-ended interviews were conducted with three key informants and six young people who resided on-reserve during schooling years to discuss their educational experiences, needs and concerns. Based on these interviews, this study brings First Nations student voices and experiences to the forefront to show that on-reserve First Nations high school completion is influenced by significant challenges that are related to the trauma and history of colonization in Canada. F orrner students discussed concerns and challenges in the intertwined areas of the school, family, community, and culture . The research reflections reported in this study prompted the development of a framework for a partnership model of educational support which incorporates the Anishinaabe Seven Grandfather Teachings.
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