In recognition of the International Day of Older Persons, the Indigenous Commission of the International Federation of Social Workers offers the following statement describing the significant roles played by Elders in their communities around the world. The statement highlights opportunities for social workers to enhance the wellbeing of Elders and draw on their strengths. It also gives examples of ways Indigenous Elders bless and give to their communities. We offer this statement to encourage empowerment and action in support of Elders rights, wellbeing, aspirations, inclusion, and transmission of Indigenous Knowledge.
Many Indigenous societies revere and respect Elders as teachers and mentors who transmit knowledge, culture, practices, and values in their communities. Examples of this are shared below. Elders have lived through many experiences, often including colonial policies such as removal to residential schools and outlawing of spiritual practices. They continue to display resilience despite many challenges and have gained wisdom through their experiences that can be passed on from generation to generation. Where Elders have lost some of their cultural practices and languages, increasing numbers of revitalization efforts are available to assist them reclaim their traditional roles. This statement raises awareness on the significance of Elders’ roles in communities around the world.
Indigenous Elders around the World
African Region
In many African communities, older people are regarded as custodians of knowledge. They act as repositories of history, traditions, cultural values, languages, and customs, passing this knowledge to younger generations through oral traditions such as stories, songs, and folktales. Elders are deeply respected for their wisdom and experience, serving as teachers, storytellers, and spiritual guides. Beyond preserving history, they provide guidance, stability, and blessings during significant life events and communal undertakings.
Today, however, the transmission of this Indigenous Knowledge faces serious challenges. The influence of foreign religions and colonial systems, introduced by missionaries and colonial administrations, undermined traditional practices by labeling them “barbaric” or “primitive.” As a result, many communities were forced to hide or abandon their practices out of fear of being judged as “uncivilized.” In addition, some Elders hesitate to share certain knowledge, particularly spiritual or medicinal practices outside their families, fearing ancestral disapproval. Younger generations, influenced by similar stigmas, are often reluctant to carry this knowledge forward.
Amid these challenges, there is a growing movement to decolonize knowledge, with renewed efforts to revive, respect, and protect African traditions. Elders remain central to this process, as their memories and wisdom are essential for restoring what has been lost and safeguarding Indigenous knowledge for the future.
North America Region
Elders are important knowledge holders. We depend on them to teach us how to live in harmony with one another and the world around us. The knowledge of Elders has been impacted significantly through generations making it important to ask and learn from their teachings today. Shared knowledge is what helps us and serves as a cultural guide for our lives. It is the Elders who teach us cultural practices, cultural language, and principles of how to live a full life.
One Elder from the Southwestern United States expressed herself this way, “We do not have a lot of time to waste. It is important for me to answer questions of the young ones since our language is part of how we get to know each other. The English language was not ours. We have to keep our cultural language alive as long as we can. When we leave this world, it will be up to my kids and grandkids to carry on what was taught. When that happens, I will know I did my best.”
Although not all North American Tribal communities speak the same language or have the same ways of knowing, we share in our teachings about Elders and their value in Indigenous communities. This is how we live our lives; we cannot unlearn these teachings.
European Region
Among Sámi there is a traditional view in which Elders are highly regarded as knowledge keepers and teachers of traditions, handicraft and language included, to children and younger ones. Elders also take care of the grandchildren.
This role in Sámi communities is very important to support, especially in challenging times when mainstream views emphasize placing Elders in special older people’s homes. Such homes are sometimes far away from the Elders’ children and grandchildren and can be the only option available in situations when their children cannot take care of them as well as for those Elders who do not have children of their own.
Asia Pacific Region
Aotearoa Tangata Whenua
Kaumātua and pakeke (Elders) are our knowledge holders and custodians of our culture, acting as the vital link between the past, present, and future. They are instrumental in the preservation and passing on of te reo (language), tikanga (processes), and pū kōrero (narratives) handed down by tīpuna (ancestors). This tiakitanga, or custodianship, is both a literal and metaphorical responsibility, encompassing the care of the land (whenua), the people (tāngata), and the marae’s traditions.
Their role goes beyond mere guidance; kaumātua lead our ceremonies and are fully engaged in caring for tamariki (children), ensuring customs and stories remain alive for future generations. The enormity of these obligations is balanced by the deep respect they are accorded. However, their position is also dependent on the recognition and support from the wider community, underscoring the power of Kotahitanga (the collective). As a Ngāi Tahu whakataukī reminds us, “Mō tātou, ā, kā uri ā muri ake nei” (for us and our children after us), their wisdom and mana (spiritual power or authority) are the very forces that guide and strengthen our future generations.
From the island of Tonga
The wisdom of Tonga’s late Queen Sālote Tupou III reminds us of our tu’unga (positioning). In her song Hala Kuo Papa (Trodden Path), she wrote: “Tuku keu ngatu vai ‘i he uafu ko Vuna, ke ‘ilo’i ‘e Tonga ni ko si’omau tu’unga” Let their mellow fragrance be upon Vuna Wharf, so Tonga will know where we stand. Our kau tou lekeleka (Elders) carry this fragrance of wisdom, faith, and love across generations. On Elders’ Day, we honour them as guardians of our leʻo (voices) and dignity. In doing so, our Elders safeguard our aspirations, nurture our wellbeing through ʻofa (love) and prayer, and uphold our rights by ensuring our tu’unga remains strong both locally and internationally. Their leadership keeps us grounded in our faith, culture, and community, guiding us forward with strength, faith, and unity.
Opportunities for social workers
Social workers assist people at all stages of the lifecycle, including Elders. The descriptions above of roles that Indigenous Elders play in their communities remind social workers that when operating from a strength’s perspective we can both assist Elders and draw on their strengths to support others. Indigenous Elders often look for ways to support their communities and when we empower Elders to fulfill their community roles this can enhance their health and wellbeing. Below are a few examples of how social workers can interact with Indigenous Elders.
In the United States, the Older American Act authorizes and funds various services including three national research centers focused on Indigenous Elders. Social workers can learn more in the brief by Takshi (2025). Policy advocacy is central to social work practice and is another way social workers can ensure the rights of Elders are upheld and their voices are heard, affirming their dignity and worth as outlined in our professional code of ethics (NASW, 2021).
Across the globe, Indigenous Elders share their cultural knowledge in different contexts. For example, Elders co-teach social work classes at the Kuskokwim campus of the University of Alaska, sharing their knowledge and affirming their meaningful contributions and competence. Social workers can learn more about Indigenous Elders in higher education through resources such as Gifford & McEachern (2021). Likewise, Native Elders speak to Master of Social Work students about their cultures and share their experiences with a new generation of social workers at the Brown School, Washington University in St. Louis. For example, Pawnee Tribal Elder Sherri Eckohawk discussed traditional shawl making and ways to care for a shawl and Cherokee Elder Saundi Kloeckener made a dish called kanuchi during a class and walked through the ingredients and process of making kanuchi with students.
(Photos: WashU-Brown School)
Some Indigenous Elders are being supported in reclaiming their languages and traditional knowledge through culture camps where Elders mentor each other, helping peers fill knowledge gaps and feel more confident and self-assured. To learn more about how social workers are supporting Indigenous Elders in reclaiming traditional knowledges see Demientieff et al. (2023).
Indigenous Elders continue to demonstrate resilience and one day many of us will reach that life stage, leading us to consider, what do we want our world, our communities to reflect? Social workers often play key roles in decision making about services and support for Elders. Social workers must respect the self-defined needs among Elders, even when we may not fully understand the cultural context and meaning of these needs. For example, the Sámi from our European region are grappling with questions of how we care for our Elders. Can they remain involved in caretaking of grandchildren, and passing on traditional knowledges including language, if they are sent to older person homes? If they live in institutions away from their families, how does their knowledge get passed on? These are important questions for communities around the world.
Empowering Elders as Knowledge Holders
Social workers can invite Elders to share their knowledge, passing on cultural, spiritual, and language practices. We must uplift their voices toward a stronger revitalization of Indigenous practices throughout the globe. Social workers can recognize and actively promote the role of Indigenous Elders as invaluable knowledge holders. Instead of viewing them as passive recipients of care, practitioners can see them as active community resources. This involves:
- Creating culturally safe spaces: Social workers should facilitate environments where Elders feel comfortable and respected in sharing their wisdom. This can involve collaborating with community leaders and traditional healers.
- Integrating traditional knowledge into practice: Use the Elders’ wisdom to inform case plans and community programs. For example, a social worker could connect a younger person struggling with identity to an Elder who can teach them about their cultural language and traditions.
- Facilitating intergenerational knowledge exchange: Organize workshops, storytelling circles, or mentorship programs where Elders can pass on their skills, language, and history to younger generations. This not only benefits the youth but also validates the Elders’ important role in the community.
- Advocating for revitalization efforts: Support and connect Elders to programs aimed at reviving cultural practices and languages that have been lost due to colonialism or assimilation policies.
- Promoting Kotahitanga (the collective): Recognize that an Elder’s wellbeing is often tied to the health of their community. Instead of focusing solely on the individual, social workers should engage with the family and community to create a holistic support system.
- Highlighting the Elder’s role in the family: Support the Elder’s traditional role in caring for their grandchildren and family, as seen in the Sámi and Aotearoa (New Zealand) examples. This means providing resources that enable this continued engagement, rather than separating generations.
- Honoring their spiritual role: Respect and integrate the Elder’s role as a spiritual guide and a source of ‘ofa (love) and prayer, as highlighted in the Tongan example. Social workers can support this by connecting Elders with community or religious leaders who share their spiritual values.
- Building community partnerships: Collaborate with Indigenous organizations, cultural centers, and Tribal councils to ensure services are delivered in a way that aligns with the community’s values and traditions.
- Recognizing the resilience of Elders: Acknowledge the incredible strength and resilience Elders have shown in overcoming challenges like residential schools and the suppression of spiritual practices. This approach builds on their strengths, not just their vulnerabilities.
- Supporting self-determination: Work alongside Indigenous communities and their Elders to develop solutions that are culturally relevant and led by the community itself, rather than imposing a foreign framework.
- Advocating for a variety of care options to meet diverse needs: Challenge the mainstream view that placing Elders in special care homes, often far from their families, is the only option. Instead, explore community-based care models that prioritize staying within the family unit and cultural setting, as is traditional in many communities
It is important that social workers recognize both the competence and needs of Indigenous Elders. It is our hope that this statement and the resources offered will inspire social workers to learn more about the Indigenous Elders in their communities and explore creative opportunities to better serve them.
References
Demientieff, L. X., Rasmus, S., Black, J. C., Presley, J., Jauregui-Dusseau, A., Clyma, K. R., & Jernigan, V. B. B. (2023). Supporting traditional foodways knowledge and practices in Alaska Native communities: The Elders mentoring Elders camp. Health Promotion Practice, 24(6), 1101–1104.
Gifford, V. & McEachern, D. (2021). Reclaiming the elder role of educator in higher education for Alaska Native elders. Journal of Social Work Education, 57(1), p. 40-54.
National Association of Social Workers (2021). https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Takshi, S. (2025). Supporting Tribal Elders Through the Older Americans Act, https://justiceinaging.org/supporting-tribal-elders-through-the-older-americans-act/