Navigating Indigenous Heritage in Parenting Coordination

Years ago, I was asked a general question about my practice philosophy when one parent is Indigenous and the other is not. These situations can present unique challenges, particularly where one parent seeks to support a child’s immersion in their People’s teachings, culture, and spirituality, and the other parent experiences uncertainty or disagreement about how that should occur.

As a non‑Indigenous PC, I approach these matters with care, humility, and an acute awareness of the limits of my role. This article does not describe decision‑making authority in any specific case. Rather, it outlines the principles that inform my facilitative approach, always subject to the terms of a particular PC Order and the circumstances of the individual family.

Parenting Coordination of Indigenous Children

Parenting coordination begins with the lived reality of the child, not with abstract positions taken by adults. Where a child is Indigenous, that identity forms part of the child’s reality and lived experience. British Columbia’s Family Law Act recognizes that parents are responsible for making decisions respecting a child’s cultural, linguistic, religious, and spiritual upbringing, including — where applicable — the child’s Indigenous identity. Courts and legislators have consistently emphasized that cultural identity is one of the factors relevant to assessing a child’s best interests.

Under section 37 of the Family Law Act, decision‑makers are directed to consider the best interests of the child, taking into account the child’s unique circumstances. For Indigenous children, courts have repeatedly acknowledged that cultural identity, connection to community, and continuity of heritage can be central to emotional security, belonging, and long‑term wellbeing. These considerations are not applied mechanically; they are assessed case by case, alongside all other relevant factors.

Federal legislation, including An Act Respecting First Nations, Inuit and Métis Children, Youth and Families, and provincial commitments such as British Columbia’s Declaration on the Rights of Indigenous Peoples Act, reflect a broader legal context in which a child’s right to know, learn, and experience their culture is recognized as important to healthy development. Research in child development similarly indicates that strong connections to culture, language, Elders, and community are associated with positive outcomes for many Indigenous children, including resilience, identity development, and emotional wellbeing.

In parenting coordination, the task is not to elevate one parent’s position over the other, nor to impose values or outcomes. The role is to assist parents in developing workable, respectful parenting arrangements that take the child’s full context into account, within the authority granted by the PC Order. A child’s identity is not something that can be neatly divided between households; children experience themselves as whole people. Stability, from a child’s perspective, often arises not only from routines and schedules, but from feeling grounded, understood, and secure in who they are.

Where appropriate, section 37 of the Family Law Act also directs consideration of the child’s views. When Indigenous children express pride or connection through cultural practices, language, or relationships with Elders, those experiences may carry meaning beyond typical extracurricular activities. Parenting coordination provides a structured forum for parents to plan thoughtfully around these experiences, balancing them with the practical realities of parenting arrangements.

In British Columbia, issues such as schooling, activities, and travel are frequently examined by courts through the lens of a child’s broader connections and stability. Courts have cautioned against arrangements that unnecessarily weaken a child’s meaningful ties, including cultural ties, while also recognizing that each family’s situation is distinct and must be assessed on its own facts.

My approach in these situations is grounded in neutrality and fairness. Parenting coordination is not about declaring winners, enforcing beliefs, or substituting personal judgment for that of the court. It is about helping parents manage conflict, clarify misunderstandings, and develop child‑focused plans that reflect both the legal framework and the child’s lived experience.

Supporting a child’s Indigenous heritage does not require diminishing the role or importance of the other parent. When addressed thoughtfully, cultural participation can be understood not as a source of division, but as one of many elements that contribute to a child’s sense of security and belonging. The aim is to assist parents in building practical arrangements that allow a child to grow with confidence, supported in all aspects of their identity.

In my experience, effective parenting coordination requires an honest acknowledgment of limits — both legal and professional. My role is not to advocate for outcomes, but to manage adult conflict in a way that keeps the focus on the child and respects the boundaries of the process. Cultural identity is not a bargaining chip, but neither is it something a PC unilaterally defines or enforces. Each family’s circumstances, and each PC Order, shape how these principles are applied in practice.

The goal is to create conditions in which children can grow up secure, connected, and supported. Cultural ties are not problems to be solved; they are part of the child’s context to be understood, respected, and thoughtfully incorporated into parenting arrangements — always with care, balance, and attention to the specific family before us.

Written by Cori L. McGuire, a Parenting Coordinator since 2008 and a family law lawyer since 1998 in British Columbia. For, more information about how BC law requires the focus to be on the best interests of the child in specific situations, such as Gender Identity or  School Bullying, visit our Resource Library.