TakingITGlobal

Developing Relationships "If you don't have support, it is easy to give up" Participants felt strongly about the need for relationships during their transition into academic and professional life. For many, they experienced social isolation during their first experiences in school or in jobs, often leaving their family or community in order to obtain academic credentials, training or employment. Students benefited from relationships with individuals who understood their experience and were able to help navigate them through the systems at the university or workplace. These relationships looked different for each student but could be found in a cohort of Indigenous students, through an Indigenous student group, or with an educator that put in the extra effort to welcome the student. These early relationships help set students up for long-term success by allowing them to feel included and that they belong. Relationships to administrators or educators also allow for students to learn the institutional processes that may be new to them; for example, filling out paperwork, navigating educational resources, where to submit papers, and other processes that are expected but not often explained to students. Having a collective of Indigenous people at an institution also has benefits for individual and collective wellbeing as well as increased retention. Participants shared their dichotomous experiences of being part of a largely Indigenous cohort versus being the only Indigenous person in a program. The relationships that are formed when there is a strong Indigenous presence allow for students to feel safe in being who they are. For instance, one participant enrolled in an Indigenous specific program explained how they self-advocated to substitute a course credit to spend time learning her language with their grandmother. Not only were they able to engage in meaningful learning experiences that supported their overall competency as professionals, they were also able to honour their responsibilities to culture, community and ancestry. In environments without many Indigenous people, students often felt isolated or powerless to advocate for the type of experiences they felt they would benefit from. Many students shared being involved with an Indigenous student support group at their campus that although may not be culturally appropriate (especially for Inuit students), were welcoming spaces where they were able to build friendships and debrief with peers about the stressors of school life. Future Pathways Summit Report 12

• Cover