Dear Faculty, Staff and Students,

On Monday, we will be celebrating Indigenous Peoples’ Day.

Over the years, I have made a commitment to learn more about health equity issues and what I can do as a health education leader to improve our understanding of them. As a nurse, I have always been interested in health equity issues facing Native Americans given their forced relocation in the 1950’s and their inadequate access to health care. With that as a backdrop, the health status of the American Indian/Alaskan Native (AI/AN) Population in our area is something I've been paying attention to.

According to the Boston Indian Urban Health Program, AI/AN children in this region experience more poverty than Non-Hispanic White (NHW) children. Over a sixth of AI/AN children aged 17 and under (17.7%) live in households with an income below the federal poverty level, a proportion three times higher than NHW children (5.9%). In addition, almost a third (31.8%) of AI/AN single mother households experience poverty, a proportion more than double that of NHW single mother households (12.1%). Urban American Indians and Alaska Natives frequently experience inequities in infant and maternal health, access to health insurance, number of chronic illnesses, and household income when compared to their NHW counterparts.

I recently explored the work of Dr. Margaret P. Moss, a Hidatsa/Dakhóta scholar in the field of nursing, health policy, and Indigenous health advocacy. Dr. Moss is the author of the first nursing textbook on American Indian health and has added much to our understanding of Indigenous communities. She is also an editor of the book, Health Equity and Nursing: Achieving equity through policy, population health, and interprofessional collaboration. In the book's introduction, the editors pose questions that are relevant to the IHP’s health equity mission:

  • Does your employing institution, professional organization, or local or state government have a health equity strategic plan? If so, how might you utilize your expertise and influence in helping to achieve the health equity goals outlined in the health equity plan and related initiatives?
  • How might you infuse the concepts “health equity,” “health inequity,” and the “social determinants of health” into clinical practice and nursing [or health professions] research?
  • What steps might you as a nurse [or healthcare professional] take to help achieve health equity?

As we approach Indigenous People’s Day, I encourage all of you to join me in reflecting on these questions.

Eight years ago, the IHP took the bold step to develop the Diversity, Equity, and Inclusion office, hiring Dr. Kimberly Truong as its inaugural director. Since that time, that office has evolved (now called Mission, Values, and Community Excellence) and helped us grapple with issues of health equity, helped faculty infuse heath equity concepts into their coursework, and supported our people in their development. The work of this office has made our organization more informed and more insightful about how we create an inclusive community for our faculty, staff, and students.

On this Indigenous People’s Day, remember that so many of our AI/AN neighbors are still experiencing the trauma of their history that is often reflected by their health status. I hope you reflect on the questions raised by Dr. Moss and work to reduce health disparities in all populations. And I encourage you to spend time learning about Indigenous peoples and communities by attending events, such as the Indigenous Peoples Family Celebration 2025 in Winchester, or events in surrounding areas.

I wish you peace,
Paula