The impacts of the residential and day school system continue to trickle down from generation to generation. Intergenerational trauma and forced separation from Indigenous culture has left many disconnected from their Indigeneity, language, and traditional teachings.

In 1885, groups of Métis rose up against the Canadian government over settler encroachment on their lands and increasing erasure of First Nation and Métis rights. A five-month rebellion began, known as the North-West Resistance, which ultimately culminated in a defeat with settlers gaining a firm hold over western Canada.

For Métis individuals, finding a path that ties together their unique cultural identity and supports intergenerational healing can be difficult. Many communities lack appropriate programming, leading to a loss of belonging and connection with the community. There is a need for educational programming that not only shares Métis history, teachings and traditions, but engages individuals in activities in a thoughtful and safe manner.

A vibrant and unique culture, Métis are often a forgotten subset of Indigenous Peoples in Canada. For young people, finding opportunities to learn about distinct Métis culture and language is difficult, leading to a loss of pride in their Métis identity. For those in the Niagara, Ontario region, early cultural programming only exists for youth under 12.

Reliable transportation in remote and rural Indigenous communities is critical to increasing safety, reducing isolation, supporting independence, and providing critical access to healthcare, education, employment opportunities, and support organizations.

Systemic challenges, such as limited access to resources and barriers to transportation and childcare, make navigating educational systems challenging for many Indigenous families. It can be next to impossible for families dealing with intergenerational trauma.

No student should be denied educational opportunities due to financial or systemic barriers. Yet Indigenous children, like the Oskāyak students in Saskatchewan, are intimately familiar with missing out on opportunities that require travel. Reduced access to affordable airfare, accommodation, and basic travel necessities have left Indigenous students excluded from transformational learning experiences.

The relationship between Indigenous Peoples and the Catholic Church is one fraught with historic pain and injustice. Hundreds of years of systemic oppression and cultural erasure from colonial institutions have taken its toll, and today, it remains one of the more difficult bridges to rebuild in the spirit of reconciliation.

Navigating mainstream health and social service systems can be an experience marked by trauma and fear for many Indigenous Peoples. The systemic impacts of colonization continue to shape how this group inherently mistrust programs that have historically been biased against them.

Healthcare institutions deal with people at their most vulnerable. This is especially true of palliative and end-of-life care facilities responsible for safely guiding individuals onto their next spiritual journey while providing support for families preparing for the loss of a loved one.