Introduction: Indigenous youth experience increased rates of psychopathology and school
difficulties, compared to non-Indigenous peers. Literature suggests that psychopathology is
associated with school difficulties among youth. Cultural engagement has been negatively
associated with psychopathology among Indigenous youth. The purpose of this study was to
investigate the associations between psychopathology (internalizing and externalizing
difficulties), cultural difficulties (cultural stress, lack of spirituality/religion as a strength, cultural
identity, engaging in rituals) and school difficulties (attendance, achievement, behavior) among
First Nations youth. It was hypothesized that psychopathology would be positively associated
with school difficulties.
Method: Our sample consisted of First Nations youth referred to a community-based First
Nations-led organization between February 2013 and July 2022 who completed the Child and
Adolescent Needs and Strengths Mental Health Acute (CANS-Acute) and the Child and
Adolescent Needs and Strengths Mental Health (CANS-MH).
Results: Internalizing difficulties were strongly correlated with school attendance difficulties,
while externalizing difficulties were strongly correlated with school behavior difficulties. Both
internalizing and externalizing difficulties were correlated with school achievement difficulties.
Cultural stress was significantly correlated with school attendance difficulties.
Implications: Findings from this study has improved our understanding of the relationships
between psychopathology, culture, and school difficulties among First Nations youth
