See also, Clusters and Connections: Factors that Contribute to Inuit Dropout. A discussion of the relationships between the various factors follows a visual representation of the factor clusters.

School Leaders are involved by

1. Developing the school as a learning community with a positive school climate

2. Increasing student and teacher motivation

3.Communicating with students

4.Creating opportunities for teacher professional development

5. Considering aspects of leadership style

Teachers

Use a variety of instructional approaches to increase understanding, motivation and productivity:

• use of brain based teaching and learning strategies

• work to increase intrinsic motivation

• value Inuit culture and language in the classroom

• work to increase level of relevance for students

• create a positive classroom climate

• counter downshifting and threat

• value student voice

• use active teaching methods

• use cooperative learning strategies

• be aware of individual student learning styles and needs

Curriculum

Take a closer look at Curriculum . . .

• increase relevance to Inuit culture and language

• use IQ as a way to restructure curriculum for Inuit

• reevaluate focal point of curriculum

• improve effectiveness of Career and Program Plan

Community

The Community needs to participate in solutions. . .

• develop a Community Action Program

• create awareness - making Dropout a Felt Need

• deliver Action Plan

• Generate alternatives -

1. global educational programs
2. Inuit culture and language programs
3. life skills programs to help Inuit deal with life and the integration of Native and non-Native attitudes

• Community intervention in the dropout issue

• Community involvement in the school

• improved home / school communication