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This paper explores the concept of co-stewardship in the Arctic through the lens of the Study of Environmental Arctic Change’s Human Wellbeing (HWB) team. Rooted in Indigenous knowledge and collaborative science, our work prioritizes equity in decision-making, recognizing multiple knowledge systems as equally valuable. Through intentional team-building, trust, and reciprocity, we examine successes, challenges, and opportunities in co-stewardship. Key successes include fostering meaningful relationships, integrating Indigenous perspectives into scientific and policy discussions, and uplifting innovative knowledge-sharing tools such as oral histories and visual storytelling. However, structural challenges persist, including colonial policy frameworks, inadequate funding models, and a lack of institutional mechanisms to support Indigenous leadership in co-stewardship initiatives. We propose policy shifts, long-term funding commitments, and greater Indigenous representation in decision-making as steps toward meaningful change. This work underscores the importance of Indigenous-led stewardship in addressing Arctic environmental and social challenges, offering a model for collaborative governance rooted in respect and reciprocity. 

The Federal Emergency Management Agency (FEMA) has long advocated for what it calls a “Whole Community approach” to disaster resilience and recovery. This philosophy holds that the priorities of all governmental, commercial, and interest groups should be considered, and their capabilities leveraged, in preparing for and responding to disasters. According to FEMA, federally recognized Tribal governments are part of the “Whole Community.” In this paper we use systematic content analysis techniques to examine policy documents derived from the Hazard Mitigation Assistance grant program to assess whether and how FEMA has taken the concrete policy steps necessary to include Tribal governments in the “Whole Community.” We find that while FEMA has expressed interest in a more equitable and accessible program that serves the needs of Tribal governments, it has taken few practical steps toward this goal. 

Climate-sensitive hazards, including extreme heat, wildfire smoke, flooding, and rising sea levels, can jeopardize the health of all populations. However, certain population groups are more vulnerable to harm from these hazards. While youth–particularly those from historically marginalized groups and communities–are among those at the highest risk, their abilities may be underutilized in local climate adaptation efforts. This exploratory research aimed to identify opportunities for youth involvement in climate and environmental solutions in their historically marginalized communities. Specifically, this study (1) investigated youth risk perceptions and impacts of various climate-sensitive hazards (e.g. extreme heat, wildfire smoke, flooding, and sea level rise); (2) examined current barriers, resource needs, and opportunities for youth to engage in climate and environmental solution work; and (3) explored current methods and spaces where youth and community leaders can support youth-led climate-related initiatives. Through focus group discussions with youth and in-depth interviews with community leaders who are directly with youth, this study identified opportunities to leverage youth experiences, perceptions, and assets to promote a healthy and resilient community in the face of various compounding climate-related threats. Results showed that while youth recognize the changing climate and associated health impacts, they require more financial resources and support from local decision-makers to maintain their engagement and promote community resilience. Engaging youth in climate action and community resilience involves more than just centering youth voices and perspectives–it requires intentional collaboration, capacity-building, organizing, granting decision-making power, and other strategies to produce inclusive, intersectional, and sustainable solutions. 

We are Indigenous knowledge holders, herbalists, academics, and community environmental health staff who have the honor and responsibility of curating and sharing knowledge about traditional plants and medicines. Together, we created the Native Plants and Foods Curriculum Portal. This online sharing platform increases accessibility to Indigenous knowledge that is vital to the wellbeing of our environment and all those within it. In this article, we tell our story to concurrently share the knowledge itself as well as the importance of respecting the knowledge and the responsibility of holding that knowledge. 

Abstract As the impacts of climate change increasingly and disproportionately affect indigenous peoples, equitable approaches to regional climate change adaptation must center the voices, needs, and priorities of Indigenous communities. Although the tribal climate change principles identify actionable recommendations to address the unique needs of Indigenous peoples in the contexts of climate change adaptation efforts undertaken at the Federal level in the United States (U.S.), there has yet to be exploration of how such principles might be applied at the regional level. Through semi-structured qualitative interviews with 18 representatives from inter-Tribal organizations and non-Tribal organizations engaged in regional climate adaptation in the U.S. Pacific Northwest, this research sought to describe challenges faced by, and opportunities available to, non-Tribal entities when engaging with Tribes on regional climate adaptation initiatives. All respondents reported high levels of motivation to work with Tribes on climate adaptation and identified several perceived benefits of integrating Tribal partnerships and indigenous ways of knowing into regional climate adaptation initiatives. Respondents underscored the need for strong, trusted relationships that respect the sovereignty and priorities of Tribal nations to guide engagement. However, non-Tribal organizations’ own capacity constraints, perceived Tribal capacity constraints, and institutional cultures rooted in colonialism and structural racism were discussed as obstacles to meaningful engagement. As such, we identify an urgent need to prioritize sustained investments in both Tribal and non-Tribal actors’ partnership capacities and climate change adaptation capabilities to place Indigenous voices and needs at the forefront of regional climate change adaptation planning and implementation. 

The Swinomish Indian Tribal Community developed an informal environmental health and sustainability (EHS) curriculum based on Swinomish beliefs and practices. EHS programs developed and implemented by Indigenous communities are extremely scarce. The mainstream view of EHS does not do justice to how many Indigenous peoples define EHS as reciprocal relationships between people, nonhuman beings, homelands, air, and waters. The curriculum provides an alternative informal educational platform for teaching science, technology, engineering, art, and mathematics (STEAM) using identification, harvest, and preparation activities of First Foods and medicines that are important to community members in order to increase awareness and understanding of local EHS issues. The curriculum, called 13 Moons, is founded on a set of guiding principles which may be useful for other Indigenous communities seeking to develop their own curricula.