February 11, 2026

NOSM University has received a $5M gift from anonymous donors to advance Indigenous health equity. This gift will support the creation of the Circle for Indigenous Health Research and Innovation. Once established, the circle will foster Indigenous-led, health- and wellbeing-focused work that emphasizes place, relationship, and self-determination. “The Circle is grounded in Indigenous leadership and community governance, ensuring that community voices and priorities guide the work from the outset,” said NOSM U Associate VP, Equity and Inclusion Dr Joseph LeBlanc. “This investment strengthens our ability to create lasting change across the North.”

Statistics Canada recently released a report on childcare participation among off-reserve First Nations, Métis, and Inuit children under the age of 5. The report states that in 2022, 49.3% of First Nations children living off-reserve, 55.9% of Métis children, and 36.2% of Inuit children were in childcare. Participation was higher in large urban centres compared to smaller population centres and rural areas and, for Inuit, higher outside of Inuit Nunangat than inside of the region. Compared to centre-based and home-based childcare, Indigenous-specific childcare had higher rates of parental satisfaction, cultural support, and perceptions of provider understanding of the needs of Indigenous communities. Indigenous parents interested in alternate childcare arrangements generally preferred Indigenous-specific childcare above other forms, but many reported that it was either unavailable to them (25.3%) or that they were on a waitlist (24.9%).

The National Indigenous University Senior Leaders’ Association (NIUSLA) has published a report on its Summer 2025 summit that includes summaries of the presentations and dialogues that took place. These summaries touch on key issues, such as Indigenization and reconciliation within academia, Indigenous strategies in higher ed, and accountability and measurement. The remarks from members of NIUSLA’s executive committee—Shauneen Peete (Royal Roads University), Denise Baxter (Lakehead University), Jacqueline Ottman (First Nations University), and Christy Bressette (Western University)—emphasized the importance of coming together to engage in a dialogue rooted in Indigenous knowledges, governance, and reconciliation.

St Thomas University Student Anna-Leah Simon, who is a member of Elsipogtog First Nation, created a video article about the concerns around the lack of stable funding for STU’s Aotiitj program. Simon explains that Aotiitj is a two-year university program that helps members of Elsipogtog to begin their university studies while staying in the community. Through interviews with other students, Simon shows how Aotiitj has helped members of the First Nation to pursue higher ed. However, the program is funded by the Indigenous Services Canada Post-Secondary Partnerships Program, which STU Aotiitj Coordinator Rob LeBlanc says has had its funding cut or reduced by Indigenous Services Canada. LeBlanc calls for Indigenous Services Canada to provide stable annual funding to the program.

Berens River First Nation School was destroyed by a fire at the end of January, prompting the closure of the First Nation’s public offices. The K–9 school was part of the Frontier School Division and was attended by 380 students. It additionally offered an adult education program. Though emergency crews and first responders worked for six hours to prevent the spread of the fire, CBC says that the school was completely destroyed and that no one was inside the school at the time of the fire. “We will do everything in our power to rebuild. We will engage every available resource to bring a strong and timely solution to this tragedy,” said a statement from Berens River First Nation chief and council. CTV News reports that officials from the First Nation, school division, and emergency services are now looking for short- and long-term solutions for students to be able to continue their education.

The Seven Generations Education Institute recently published a video discussing the history of the institute and its founding by the late Delbert Norton as part of its reflection on 40 years of operations. In the video, the story of the creation and development of the institute is told by SGEI Director Laura Horton, who was Delbert’s wife; Rainy River First Nations Training and Employment Coordinator Tracy Oshie-Horton, Delbert’s daughter; former Nigigoonsiminikaaning Chief Kelvin Morrison; former SGEI VP Dan Bird; and current SGEI CEO Brent Tookenay. Tookenay shared that when he took the lead at SGEI, Delbert Horton urged him to “reinvent” the institute. “I wasn’t sure what he meant by that,” explained Tookenay, “but I think this is what he meant: We needed more language, more culture, more ceremony included in what we do.” The institute will share a second part to the reflection that focuses on the present later this month.

Red River College Polytechnic and the Manitoba Government and General Employees’ Union (MGEU) Local 73 have signed an agreement to advance Truth and Reconciliation in the collective bargaining process. A joint Truth and Reconciliation Working Group was established to explore opportunities to advance Truth and Reconciliation within the polytechnic’s collective agreement across themes including inclusive language, family, and leaves of absence. Throughout the process, Kookum Barbara Bruce (Flies High Thunderbird and Truth Talker) offered guidance. Nearly all of the recommendations made by the working group were implemented in the polytechnic’s 2025–2028 collective agreement, including allowing employees to take paid time off to mourn a non-blood relative who is akin to family to them, adopting a holistic view of health, and introducing more inclusive language throughout the agreement. RRC Polytech President Fred Meier stated that the process sets a precedent for other postsecondary institutions across Canada.

The Yukon First Nation Education Directorate (YFNED) has asked the City of Whitehorse to support a two-storey development with education space, housing units, and a commercial kitchen space. YFNED Executive Director Melanie Bennett and Finance Director Meg Potter pointed to several benefits from the development: centralized school meal production for schools across Whitehorse, the creation of a teaching space for traditional harvesting and processing of “country foods” with elders and knowledge holders, and the removal of barriers posed to learners and teachers in need of housing. Potter further framed the proposal as an opportunity for the city to concretely participate in reconciliation. Whitehorse Mayor Kirk Cameron stated that administration will review proposals and report back.

Brandon University has released fact sheets guiding students, staff, and faculty on fighting “isms”—including ableism, ageism, racism, and sexism—in the university community. The sheets describe the steps to take when witnessing or experiencing isms from someone in a position of power, how to lodge a formal complaint, and how to reflect on ism accusations against oneself. “These conversations matter because students don’t leave these experiences at the classroom door,” explained BrandonU Centre for Applied Research and Education in Indigenous, Rural, and Remote Settings Director Dr Gustavo Moura. “Whether in labs, healthcare placements, schools, or community settings, we have a responsibility to support students as whole people and to value the traditions, histories, and identities they bring with them.”

Two postsecondary institutions have recently partnered with local Indigenous governments to create new pathways to higher education. Northwestern Polytechnic and Tallcree Tribal Government are working together to expand options for students to complete NWP’s Educational Assistant Certificate program. “Through the partnership between Tallcree Education Authority and Northwestern Polytechnic, we are building a community of lifelong learners, where adults earn certifications and credits toward future degrees,” said Tallcree Tribal Government Chief Rupert Meneen. Meanwhile, Yukon University and Tr’ondëk Hwëch’in have created a 12-month land- and community-based bridging program that offers learners a flexible, student-led learning journey. Learners can work towards a variety of goals, including earning their GED or driver’s licence, developing practical or survival skills, or exploring cultural and artistic pathways.