Pauly Denetclaw
ICT
Recently, the U.S. Department of Health and Human Services made a drastic cut of $2 billion from mental health and addiction services. This decision sent shockwaves through communities that depend on these funds for crucial programs.
Mitchelle Mitchell, who leads the education department for the Confederated Salish and Kootenai Tribes, expressed her frustration. “Politics shouldn’t affect our work with kids, but it has,” she said. Programs designed to support Indigenous youth across the country received alarming emails about funding cuts through the Substance Abuse and Mental Health Services Administration.
While some tribal nations were awarded federal grants for the upcoming fiscal year, many were left in distress. For instance, the Lac Courte Oreilles Tribal Government in Wisconsin received nearly half a million dollars, while other tribes in California, Arizona, Michigan, and New Mexico received significant funding. However, the abrupt cuts impacted other regions like western Montana and South Dakota, resulting in uncertainty for schools like St. Francis Indian School, which serve vulnerable populations.
On a hopeful note, some communities learned the funding would be restored, but anxiety still looms over their future stability. Mitchell described the moment her team was informed of the cancellation as “traumatic.” She had to communicate to her staff that their jobs were in jeopardy, which she found devastating.
The Project Aware initiative, which Mitchell helped establish, focuses on integrating tribal culture into education. This project not only promotes academic success but also nurtures cultural identity. It aims to create a supportive environment for at-risk students, many of whom depend on these programs as their main reason for attending school.
At the same time, St. Francis Indian School has made strides in mental health after a tragic loss six years ago. Their Project Aware initiative emphasizes suicide prevention and has succeeded in establishing a robust mental health support system. Counselors work diligently to connect with students and address their emotional needs, a task that has become even more challenging amid funding uncertainty.
Mitchell’s commitment to this work is palpable. She believes when kids learn about their heritage, they develop resilience. Studies have shown that culturally relevant education can lead to better mental health outcomes. According to a 2021 survey by the American Psychological Association, culturally affirming practices in schools positively impact students’ well-being and self-esteem.
While the community celebrates the restoration of some funding, there remain underlying fears about future cuts. “What if this happens again?” Mitchell pondered, revealing the ongoing stress this uncertainty places on her and her staff. “We’re doing important work, but it feels like we’re constantly walking on eggshells.”
This situation not only highlights the critical need for reliable funding in mental health services but also the importance of culturally centered education in fostering resilience among Indigenous youth. Communities are left hoping for stability so they can continue their vital work.
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