Children often slip through the cracks in the systems when they display disruptive behaviours in classrooms but have no mental health diagnoses. Without medical explanations for behaviours, which may or may not be warranted, students face suspensions or removal from schools possibly leading to poorer life outcomes. There can be as many reasons for disruptive behaviours – undiagnosed mental illnesses, childhood adversity, life transitions, and more – as there can be justifications for not diagnosing children at a young age: labeling, stigma, apprehension from parents, and so on. Often supports for students require them to have diagnoses. This report details my practicum experience within the Social Work Program in the Indigenous Education Department of School District #57 in Prince George, British Columbia (BC). It is an exploration of the role of Indigenous Social Workers as they navigate the myriad of situations they face when working with students who frequently display disruptive behaviours.
