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haven't finished secondary school". Many participants shared that they felt better supported in spaces where they felt they had personal relationships with other students, educators, or groups within their campuses in which they could be their whole selves. Participants also expressed the need for educators and employers to have a better understanding of their responsibilities outside of the classroom and workplace. For many, culture and ceremony were priorities for them in terms of their learning. They felt as though there were not many opportunities for them to access this type of learning, such as connecting with Elders or participating in ceremony, on campus and needed to seek these teachings out on their own time. They shared that this sometimes conflicted with their schooling or work and wished that there were systems in place to support Indigenous knowledge to be part of their professional and educational development. For example, being able to spend time with Elders and story tellers for credit, or to have time off in order to attend ceremony or support family during the loss of a community member. Indigenous family structures are often different from the nuclear family model, which means that Indigenous students have a large network with whom they have a relationship with and responsibility for. Many Indigenous students are also parents, and find it challenging to prioritize school amidst their other responsibilities. Having an understanding allows for Indigenous students to honour their responsibility to their communities and families, while also succeeding in school. Rather than these being conflicting worlds, allowing the student to meld their cultural and academic or professional lives fosters greater wellbeing and positive outcomes. While many participants agreed that educators and employers would benefit from understanding the context of Indigenous communities, they also felt that they were often put into situations in which they had to do the educating. While some feel comfortable in this role, others felt this to be extractive and uncomfortable. Some participants are just learning about their cultures and histories for the first time. Participants agreed that cultural competency or cultural safety training can help institutions become more ready to be safe spaces for Indigenous peoples, without putting the work onto students or staff. "There is a lot of onus placed on Indigenous people to teach others while also seeking understanding for themselves. The work must be shared" Future Pathways Summit Report 11

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