{"id":1396,"date":"2026-08-30T22:53:57","date_gmt":"2026-08-30T12:53:57","guid":{"rendered":"https:\/\/childrensvoicesconference.csu.domains\/2026\/?p=1396"},"modified":"2026-08-30T22:53:57","modified_gmt":"2026-08-30T12:53:57","slug":"cvc2026-692","status":"publish","type":"post","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/cvc2026-692\/","title":{"rendered":"CVC2026-692 \u2013 Indigenous children\u2019s voices on well-being: Belonging and connection"},"content":{"rendered":"<div class=\"cvc-hero alignfull\">\n  <span class=\"cvc-chip\">Presentation \u2013 CVC2026-692<\/span>\n<\/div>\n<h1 class=\"wp-block-heading has-text-align-left\">Indigenous children\u2019s voices on well-being: Belonging and connection<\/h1>\n<p class=\"wp-block-paragraph\">\n<div class=\"cvc-authors\">\n<p><strong>Mira Azzasyofia, <\/strong>The University of Auckland, Politeknik Kesejahteraan Sosial Bandung, New Zealand<\/p>\n<\/div>\n<p class=\"wp-block-paragraph\">\n<div class=\"ast-oembed-container \" style=\"height: 100%;\"><iframe title=\"CVC2026-692 Indigenous children\u2019s voices on well-being: Belonging and connection\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/lyifoSysvBc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<p class=\"wp-block-paragraph\">\n<p><strong>Background: <\/strong>Despite growing recognition of the importance of listening to children\u2019s voices, Indigenous children\u2019s perspectives remain marginalised in research and policy concerning well-being. Listening to Indigenous children is crucial, as they can define what well-being means within their own sociocultural contexts. Research on Indigenous children\u2019s well-being, therefore, contributes not only to broader discussions of childhood well-being but also to the development of more culturally responsive policies and practices.<\/p>\n<p><strong>Aim: <\/strong>This research explores Indigenous children\u2019s understandings of well-being in one remote Indigenous community in Indonesia, with particular attention to how children describe well-being through their own voices and experiences.<\/p>\n<p><strong>Method\/approach:<\/strong> This study employed a socioculturally-oriented narrative research design (Squire, 2013). Data were collected through an adapted mosaic approach (Clark &amp; Moss, 2001, 2005), using art-based activities in children\u2019s art classes as a culturally appropriate tool for listening to Indigenous children\u2019s voices. The participants of this study are 60 children from the Suku Lauje ethnic group in Indonesia. To ensure trustworthiness in this study, ethical approval was obtained from the University of Auckland Human Participants Ethics Committee (Ref. UAHPEC26295) on 24 August 2023.<\/p>\n<p><strong>Results\/findings: <\/strong>The study found that Indigenous children understood well-being primarily through experiences of belonging and connection, particularly in relation to people, places, and ideas. Rather than viewing well-being as an individual achievement, children described it as a process achieved through relational and collective experiences embedded in their community and everyday lives.<\/p>\n<p><strong>Conclusion: <\/strong>Listening to Indigenous children provides important insights into how well-being is understood within Indigenous contexts. The findings highlight that belonging and connection are central to Indigenous children\u2019s well-being.<\/p>\n<p><strong>Implications for children and families: <\/strong>This study offers you a deeper understanding of how children\u2019s sense of belonging and connection shapes their well-being and highlights the importance of listening to children\u2019s perspectives in everyday family and community life.<\/p>\n<p><strong>Implications for practitioners:<\/strong> This study provides you with a relational framework for understanding Indigenous children\u2019s well-being by recognising the importance of children\u2019s belonging and connections to people, places, and ideas in well-being assessment.<\/p>\n<p><strong>Funding: <\/strong>This research is supported by the Indonesia Endowment Funds for Education (LPDP).<\/p>\n<p><strong>Keywords<\/strong><strong>:<\/strong>Indigenous children\u2019s voices, indigenous children\u2019s well-being, belonging and connection, Indonesia<\/p>\n<p><strong>This presentation relates to the following <\/strong><a href=\"https:\/\/sdgs.un.org\/goals\/\"><strong>United Nations Sustainable Development Goals:<\/strong><\/a><\/p>\n<ul class=\"cvc-sdgs\">\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal3\">SDG 3: Good Health and Well-being<\/a><\/li>\n<\/ul>\n<p class=\"wp-block-paragraph\">\n","protected":false},"excerpt":{"rendered":"<p>Mira Azzasyofia, The University of Auckland, Politeknik Kesejahteraan Sosial Bandung, New Zealand<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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