Strategies for Fostering Peer Relationship Development Among Indigenous Elementary School Students in Taiwan
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In classrooms where Han students constitute the majority, Indigenous students often face the dual challenge of being both a numerical minority and a socially disadvantaged group in Taiwan’s elementary schools. Their distinct cultural backgrounds can further complicate the formation of meaningful peer relationships. As a result, identifying effective strategies to support indigenous students in developing positive peer connections within Han-dominated educational settings has become an urgent concern for educators. This article focuses on indigenous education, specifically exploring approaches to promote peer relationship development among Indigenous elementary school students. Three strategies are proposed: (1) enhancing teachers’ cultural sensitivity in supporting students from diverse backgrounds, (2) fostering students’ positive and inclusive perceptions of ethnic diversity, and (3) preventing gender segregation among children. Through this exploration, the article aims to inform both theoretical understanding and practical interventions in the cultivation of positive peer relationships for indigenous students.
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