b'STUDENT WELLNESSwhich meant that for some, theSafe spaces and trusted relation-journey of understanding who theyships emerged as another key are came alongside the difficulttheme. Indigenous Student Centres task of learning to navigate awere consistently described as healthcare system they had neverlifelines, places to build commu-accessed before.nity, share meals, connect with Elders, and receive peer support. Beyond healthcare, studentsBut outside of those spaces, spoke about challenges withcampuses often felt unsafe or everyday systems that canunwelcoming. Students empha-be taken for granted, such assized the importance of having student loans, transportation,staff and faculty who not only and grocery shopping. For many,understand Indigenous realities but these were completely new andwho actively work to build trust overwhelming processes. and allyship.Students also reminded us thatTransitions from high school to wellness cannot be separated frompost-secondary, or from community culture and identity. They spoketo urban environments, were about the need for access to Elders,described as particularly difficult. ceremonies, traditional medicines,Students spoke of culture shock, and language learning opportuni- imposter syndrome, and grief ties as integral to their well-being.when losing family members while When culture was present andaway from home. First-generation respected, students felt resilientstudents felt the pressure of and connected. When it wascarrying expectations without absent, they often felt isolatedhaving family members who could and unsupported. guide them. Many described At the same time, they emphasizedthe experience as having to split the importance of centringthemselves in half to maintain Indigenous joy. While it is essentialconnections to both school for education systems to continueand community.teaching about colonization,Finally, students spoke about the reconciliation, and Indigenous waysneed for time: time to connect to of knowing, students did not wanttheir culture, time to nurture their their identities framed only throughidentities, and time to go home. trauma or deficit-based lenses.Academic demands often left little They called for wellness supportsroom for these vital practices, yet and representation that alsostudents were clear that wellness celebrates Indigenous strength, joy,and balance cannot be achieved and resilience. without them.Students spoke about the heavyWhat came through most clearly weight of carrying multiple roles,in every conversation was that being a student, caregiver, parentIndigenous students are the experts or community leader, while stillin their own lives. They want proac-expected to excel academically.tive, student-led wellness supports, These responsibilities often collidednot reactive systems designed with rigid institutional structures.without them. They are asking for They also named financial insecu- institutions and organizations to rity as one of the most significantrecognize their voices as central, stressors affecting mental health,to celebrate their joy as much with worries about tuition, rent,as their struggle, and to create and food often outweighing theirspace for them to succeed on their ability to focus on studies. own terms. 12indspiration2025'