• contribute to narrowing the gap in knowledge and information on the topic of Canadian Inuit youth with respect to school dropout
• identify areas in which Canadian Northern schools can change, improve, and modify in order to increase the level of Inuit student productivity
• investigate factors that contribute to Inuit youth dropout from the perspectives of all stakeholders (community, teachers, parents, administration, school leaders, and students)
• investigate attitudes about the school experience from the perspectives of all stakeholders (community, teachers, parents, administration, school leaders, and students)
• give recommendations which can work to reduce dropout in Inuit communities across the Canadian North.

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This portfolio is divided into five major sections to recognise the various perspectives that need to be represented when discussing the phenomena of student dropout:

• Why do Inuit students drop out? This section explores the various factors that attribute to the decision to leave school early. Research about other Native populations is used to help understand what happens when Inuit students quit school.
• What can schools do? This section looks at the roles of teacher, school leader and curriculum.
• What can the community do? It does take a community to raise a child and this section examines the impact of community development on the dropout phenomena.
• What should be done? Recommendations are made in this portion of the portfolio. It’s time to take some action.
• My growth of understanding Since starting this masters of education program, I have been given time to reflect on my understanding and perspectives on this dropout issue. I have been forced to challenge my perceptions and look closely at my teaching practice. This section includes some of my key thoughts and ideas as I have grown in understanding my role as a teacher in an Inuit community.