March 11, 2026

The Government of Nova Scotia has rolled back $53.6M in cuts to grants and programs—including those affecting Indigenous students—after the 2026 provincial budget resulted in public backlash. The cuts introduced in the NS 2026 Budget resulted in protests and rallies outside of the provincial legislature, as well as push back from opposition leaders. In their comments, protesters asked what cuts to groups such as the Mi’kmaw communities and to programs like the student bus pass pilot program said about the province’s priorities. “When you cut education, tourism, sports, health, Gaelic programs, African Nova Scotian initiatives, Indigenous programming, all in one budget, that’s not accidental. That’s a choice,” said Melanie Peter-Paul of the Sipekne’katik First Nation. NS Premier Tim Houston announced that some of the supports and programming for select groups, including Indigenous students, will be restored to the budget. “In trying to respond to the financial challenges, we moved too quickly in areas that affect people’s daily lives,” he said.

Several schools have launched new efforts and initiatives to support Indigenous language learning. The Lambton Kent District School Board—which offers second-language learning options in Anishnaabemowin and Lenape—has launched a learning app. The app covers vocabulary practice, listening and reading comprehension, and writing tasks. The University of Saskatchewan has partnered with the Gabriel Dumont Institute, Métis Nation-Saskatchewan, and Saskatoon Public Schools to expand its Indigenous Language Certificate with a Michif language stream. This certificate focuses on cultivating new Michif speakers and equipping them with the tools and skills needed to teach the language. The program also meets the Saskatchewan Professional Teachers Regulatory Board’s requirements for an Additional Qualification Certificate.

The Langley Board of Education (SD35) has announced that it is opening a new middle school that will have an Indigenous name: stɑtl̓əw̓ Middle School. The word “stɑtl̓əw̓” reportedly means ‘little river’ or ‘little creek’ in the hən̓q̓əmin̓əm̓ language, which is the traditional languages spoken by the local First Nations. The school district noted that students across its schools have been learning the hən̓q̓əmin̓əm̓ language from SD35 Aboriginal Education department staff. Naming this school in the hən̓q̓əmin̓əm̓ language is part of the district’s broader efforts to revitalize the language and nurture cultural representation.

The Upper Canada District School Board recently shared an annual report that demonstrated improved engagement and academic success among their Indigenous students, and discussed how it has been able to facilitate this. The board says that it has worked to ensure that authentic Indigenous content and perspectives are woven into day-to-day classroom activities. In particular, the UCDSB Indigenous team received positive feedback for bringing in books by Indigenous authors and for offering for-credit classes in subjects such as Mohawk Language and Lacrosse. As a result, over the last three years, the board has seen the graduation rate for Indigenous students increase from 78.6% to 85.3% and noted “significant increases” in EQAO scores across all categories.

Royal Roads University and the University of Prince Edward Island each recently announced programs that will cover topics related to Indigenization, reconciliation, and decolonization. Royal Roads launched a Graduate Certificate in Decolonizing Education Systems. This seven-month, interdisciplinary program is offered fully online and will include flexibility around how students pursue assignments. UPEI will offer a new major in Indigenous Studies in Fall 2026 that will result in a Bachelor of Arts degree. The program will include both land-based education and traditional in-person learning opportunities. The program was launched with a traditional ceremony that involved an Honour Song by Elder Dr Judy Clark, the Seven Sacred Teachings in Mi’kmaq by UPEI Senior Lecturer Doris GoGoo, and comments from several members of the institution and Indigenous community.

Memorial University’s Board of Regents has approved its Indigenous Verification Policy after a consultation process that involved more than 15 Indigenous Nations, communities, and organizations. The policy will help ensure that opportunities intended for Indigenous people are held by Indigenous people, with decision-making authority resting with Indigenous peoples. There are three verification pathways, enabling Indigenous people to submit official documentation while reserving a path for those who are displaced or disconnected from their communities. The policy has been positively received by the Innu Nation and the Nunatsiavut Government, both of which emphasized the importance of preventing Indigenous identity fraud. The NunatuKavut Community Council—which CBC says is a group of self-identifying Inuit that is not recognized by Inuit Tapiriit Kanatami—expressed their “profound disappointment” with the policy’s exclusion of their community. “I think it’s really important to underscore that Memorial is not determining who is or isn’t Indigenous,” said Memorial President Janet Morrison. “The policy places decision-making authority where it belongs with recognized Indigenous collectives.”

York University and the Mississaugas of the Credit First Nation (MCFN) Mazina’iga-ziibing Misi-zaagiwininiwag have signed a Memorandum of Understanding focused on collaborative work in the spirit of reciprocity. The initiatives include the advancement of work addressing the Truth and Reconciliation Commission’s Calls to Action at YorkU, the co-creation of spaces and learning outcomes alongside MCFN, and collaboration on Michi Saagiig language and culture revitalization. Additionally, the agreement will include tuition waivers for eligible MCFN members. “By working together to co‑create learning spaces, support Indigenous learners, and honour the Mississaugas of the Credit as caretakers of the land, we are strengthening pathways to education while deepening understanding across our community,” said YorkU President Lisa Philipps.

The Southern Chiefs’ Organization (SCO) has issued a statement reaffirming the importance of Indigenous education in Manitoba schools following a public discussion about land-based learning activities at the Portage la Prairie School Division. Portage Online reports that a parent sought religious accommodation to have her children omitted from a land-based learning program at Yellowquill School, citing the spiritual elements and activities involved in the program. The SCO explained that the Indigenous education initiatives—including land-based learning—used across Manitoba are important for fostering truth, reconciliation, and mutual understanding. SCO Grand Chief Jerry Daniels emphasized the interconnected nature of First Nations knowledge systems, which bring together holistic spiritual, environmental, and cultural teachings. “Education is strongest when it is built on understanding and respect,” said Daniels. “Learning about First Nations cultures does not diminish anyone’s faith or identity. It strengthens the ability of young people to live together in harmony within a diverse society.”

Several postsecondary institutions are now hosting new Indigenous artwork. Cambrian College’s Wiidokaaziwin classroom and meeting space now hosts a metal sculpture of running wolves by Kathryn Corbiere of M’Chigeeng First Nation. Meanwhile, in Saskatchewan, the University of Regina’s Campion College has been selected to host Home Fire Teachings, a 24-piece series by Anishinaabe-Saulteaux Artist Larissa Kitchemonia that reflects Indigenous Christian teachings and serves as a dialogue between Indigenous knowledge and Christian scripture. Southeast College will be hosting the touring Atim Maskikhiy—“Dog Medicine” in Cree—art exhibit, which presents works by seventeen artists from Northern Saskatchewan who explore the dog-human relationship. The purpose of the exhibit is to combine art and science to broaden access to research-based knowledge, while also highlighting the need for animal health and welfare services in northern, remote, and Indigenous communities.

Mount Allison University and Three Nations Education Group Inc have renewed their five-year MOU, which is focusing on strengthening pathways for Indigenous learners. The partners plan to expand the partnership in several areas. Among these is the expansion of the Connecting Indigenous Students and Communities initiative, which will build connection, belonging, and skill development for learners in three partner communities through mentorship. The university shared that participants in this initiative have been more engaged in their studies, have felt a deeper sense of belonging, and had a more successful transition into postsecondary education.