Ottmann, JacquelineEdwards, Karen2017-03-232017-03-2320172017http://hdl.handle.net/11023/3673The purpose of this study was to uncover and to understand perceptions related to belonging and how a sense of belonging is fostered for Aboriginal learners at the elementary school level. It explored the phenomenon of Aboriginal learners’ sense of belonging in elementary schools, how it is created, and how leaders can facilitate it. The goal was to garner specific suggestions or ideas for what leaders and educators can do to facilitate spaces of belonging for Aboriginal learners via qualitative instrumental case study (Stake, 2008) which included interviews with those working within a school district and Aboriginal learner family members. The findings of this study found that: Belonging is a holistic term involving the entire school community with particular attention being paid to the child and their world, parents are a part of the school’s community and fundamental to the child’s success, and that leaders are key in the inclusion of children and families. Flowing from this was, and is, the hope that this information will be used in elementary schools to foster spaces of belonging, specifically in regard to elementary Aboriginal learners, that will translate into greater engagement in and with school and, as such, increase the likelihood of leading a life of their choosing in the future.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--ElementaryBelongingdoctoral thesis10.11575/PRISM/25482