There are many unqualified teachers in schools, as it is difficult to hire qualified teachers. One indication of the recognition of the important role of teachers in this context is Alberta’s inclusion of additional questions in the 2018 OECD Teaching and Learning International Survey pertaining to teachers’ and school leaders’ understanding of issues related to Indigenous cultures, history and working with Indigenous students, as well as on relevant professional development. The holistic approach of Indigenous peoples stresses how much these contribute to the overall well-being of children, as well as everyone else, in addition to factors such as material advantage and disadvantage. The trauma suffered by Indigenous peoples, including through the residential school system, is still acutely felt by many. Indeed, we were told that the symptoms of trauma may be increasing rather than diminishing with the passage of time, exacerbated through intergenerational relationships. Against this bigger picture, specific surveys of particular provinces and territories, and comparing Indigenous and non-Indigenous young people, can be better understood (Freeman, King and Pickett, 2016).