June 4, 2025

Schools and postsecondary institutions across Canada have announced events and begun to share resources in celebration of National Indigenous History Month. Several school boards and institutions have issued statements emphasizing the importance of the month and sharing resources to support learning about the cultures, experiences, and histories of First Nations, Métis and Inuit peoples. McMaster University, Royal Roads University, St Clair Catholic District School Board (SCCDSB), and York University are holding formal ceremonies and hosting speakers from local communities. Some campuses and schools—such as the Banff Centre, Durham College, MacEwan University, SCCDSB, the Toronto Catholic District School Board (TCDSB), and YorkU—are holding artistic and cultural events where students will see and hear from artists, dancers, and storytellers. TCDSB is also hosting a day of Indigenous games, while Saint Mary’s University is holding an Indigenous Innovation Design Sprint.

Kenjgewin Teg has launched a new Alumni Platform and Perks Program to strengthen alumni connections and offer benefits to graduates. This platform offers alumni a variety of opportunities, including exclusive benefits, mentorship and networking, and job and training alerts. “Our new alumni program will become a unique way for our graduates to stay connected to our Kenjgewin Teg lifelong learning community,” said Kenjgewin Teg President Beverley Roy. “We know that students are only with us for a short time during their programs of study, and listening and learning to the teachings of Anishinaabe-aadiziwin takes a lifetime.”

Porter Creek Secondary School in Whitehorse opened a new traditional learning camp on its grounds called Ǹtsǟw Chù Kets’edän Kų̀ (“the learning house at Wild Rhubarb Creek”). CBC reports that the camp includes a traditional Southern Tutchone dwelling called a Njel, which was constructed with the help of local students using a cedar log from Vancouver Island and local spruce. The camp will be used year-round for learning activities and will enable the school’s land-based learning teacher to collaborate with elders and community partners on cultural education. “To learn like this in a traditional structure is so much more [beneficial],” said Southern Tutchone Knowledge Keeper Harold Johnson. “You’re not explaining how a house looks, you’re actually in it. Right off the bat, [the students] totally get it, you know?”

Graduates of Lakehead University’s Indigenous Access Programs will now have their efforts formally recognized with an official credential. Indigenous graduates from the Indigenous Transition Year Program, Indigenous STEM Access Program, and Indigenous Nursing Entry Program will receive the Gii Gashkatoon Gii Kendaaswin Mazina’igan: Indigenous Access Programs credential. The Lakehead’s Elders Council gifted the credential this name, which means “You completed your education and certificate” in Anishinaabemowin. “When students are acknowledged for completing their first credential, it affirms their success and inspires them to keep moving forward—whether that’s further study, joining the workforce, or continuing their education at Lakehead,” said Lakehead Vice-Provost Indigenous Initiatives Denise Baxter.

Keyano College recently celebrated the grand opening of the Bouchier Indigenous Student Centre, a new space designed to support Indigenous learners and celebrate Indigenous cultures. The centre features a ceremonial area equipped for smudging, offices for Elders and student support navigators, and a kitchen and area for large gatherings. Indigenous art from the region is incorporated throughout, and the design reflects four key themes: equitable representation, honouring First Peoples, cultural gathering spaces, and educational opportunities. At the celebration, Keyano also unveiled its new land acknowledgement. “The opening of the Bouchier Indigenous Student Centre is not just a milestone for Keyano College; it represents a commitment to enhancing understanding and appreciation of Indigenous cultures across the community,” said Keyano Interim President Dr Sandra Efu.

Six Nations of the Grand River’s Elected Council is working to attain federal funding for the construction of a new Cayuga and Mohawk language immersion school. The council previously approved up to $27M for the construction of a new Kawenni:io/Gaweni:yo Elementary and Secondary School. In a recent release, the council stated that it is working to position the project to receive funding from Indigenous Services Canada for both the school’s construction and its ongoing operation and maintenance. “Words cannot describe what this means for our community,” said Kawenni:io/Gaweni:yo Board of Directors Chair Ruby Jacobs. “This truly is a dream come true. Our children can finally enjoy a full school environment to pursue a culturally appropriate education in their first language.” The Brantford Expositor reports that the school is the only immersion school in Canada that provides an education in the Cayuga and Mohawk languages from K-12.

The Board of Education of Central Okanagan Public Schools (SD23) has issued a statement reinforcing its support of Indigenous sovereignty, following comments from three British Columbia MLAs. The three MLAs—Dallas Brodie, Jordan Kealy, and Tara Armstrong—made comments describing Indigenous bands’ claims of sovereignty as an issue or threat, reports Kelowna Now. In a statement, the SD23 Board affirmed that it “unequivocally supports the sovereignty, self-determination, and rights of Indigenous Peoples.” It further explained the significance of acknowledging that it is located on the unceded and traditional territory of the Okanagan People. “We know that championing the human rights of everyone, particularly those who face discrimination, does not diminish the rights of anyone else,” concluded the SD23 Board. “We hope that everyone will come to understand that together we learn.” Armstrong issued a statement in response in which she alleged that the school board was “imposing propaganda” on students.

Two postsecondary institutions have received funds and gifts that will be used to support Indigenous students. Red River College Polytechnic received $1.25M from Qualico, part of which will be used for its Introduction to Trades program for Indigenous learners. The University of Saskatchewan has received $10M from Cameco, a portion of which will be used to help Indigenous students develop an interest in STEM disciplines. “It’s incredibly important for Indigenous people to see themselves in industry and to ensure they have support through their academics,” said USask Vice-Provost Indigenous Engagement Dr Angela Jaime. “This gift from Cameco supports both those objectives.”

The Wiikwemkoong First Nation has acquired its own data centre to store information about its programs and services, including its education department. While the First Nation previously used third-party vendors to host its information online, Wiikemkoong Ogimaa (chief) Tim Ominika said that having its own centre empowers the First Nation to digitally preserve its data and culture. “Not saying we don’t trust any other IT [information technology] businesses out there, but you know, we are just trying to look at paving the way for Anishinabek communities such as our community here,” said Ominika. The data centre is expected to create local jobs and could enable the First Nation to make data storage arrangements with other Indigenous communities. Ominika also hopes that it sparks an interest in the STEM fields among the community’s youth.

Inuit Tapiriit Kanatami is currently evaluating applications from communities across Nunavut who wish to host Inuit Nunangat University’s main campus. Nunatsiaq Online explains that interested communities were asked to share information on factors such as their community services, land availability, and transportation access. The main campus will include a central facility and living accommodations with housing for 100 students. Regional knowledge centres will be used across Inuit Nunangat—the homeland of the Inuit in Canada—to provide localized programming. More information is expected to be released in the fall after ITK’s Board of Directors reviews the submissions and selects communities to submit full proposals. The main campus is expected to accept its first students in 2030.