NEWS RELEASE
August 14, 2026
OUSA Releases Policy Paper Titled “Indigenous Students”
TORONTO - The Ontario Undergraduate Student Alliance (OUSA) is proud to release the Indigenous Students policy paper, approved by OUSA’s Fall 2025 General Assembly. The paper was developed, researched, and written by Indigenous undergraduate students to identify ongoing barriers faced by Indigenous students in post-secondary education and provide recommendations for meaningful decolonization and reconciliation.
Grounded in the lived experiences and perspectives of Indigenous students, this paper recognizes that colonial violence in Canada has not ended, but rather evolved. Indigenous students continue to be underrepresented within higher education and underserved by provincial governments and post-secondary institutions. The paper highlights the resilience of Indigenous students and communities while addressing the systemic barriers that continue to shape their post-secondary education experience.
“Supporting Indigenous students goes beyond implementing land acknowledgments,” said Sophia Carnovale, Indigenous student author from Brock University. “Institutions must critically examine the colonial policies and practices they still uphold. Systemic action is needed to create inclusive, accessible, and culturally safe post-secondary education. This process must involve collaboration and partnership with First Nations, Inuit, and Métis communities.”
This paper examines the ongoing inequities embedded within Ontario's post-secondary education system. Including, limited Indigenous self-determination and representation in institutional decision-making, discriminatory approaches to Indigenous identity, and barriers to accessing university. Students also raised concerns about colonial and racist campus environments, the underrepresentation of Indigenous faculty and staff, inadequate protections for Indigenous knowledge, inconsistent access to culturally safe student supports, and microaggressions in the classroom.
To address these concerns, Indigenous students offer recommendations that centre Indigenous leadership, self-determination, and meaningful collaboration with First Nations, Inuit, and Métis communities. The recommendations include requiring Indigenous representation in institutional governance, establishing sustainable funding for Indigenous student organizations and Student Centres, improving access to financial aid, and strengthening protections for Indigenous knowledge. Additionally, students call for Indigenous-led strategic planning, increased efforts to recruit and retain Indigenous staff, and measures to address racism in campus culture. The recommendations in this paper are intended as a starting point for meaningful change and must be implemented through Indigenous leadership, collaboration, and respect for Indigenous self-determination. Ultimately, these recommendations work to move post-secondary institutions beyond performative reconciliation and prioritize Indigenous-led strategies for meaningful decolonial efforts.
“Indigenous students continue to demonstrate incredible strength and resilience while navigating post-secondary systems that were not designed with us in mind. But our resilience should never excuse institutional inaction,” said Jessica Rebelo, Indigenous Student author. “Reconciliation in education requires governments and institutions to move beyond acknowledging the barriers we face by removing systemic barriers, respecting Indigenous self-determination, and meaningfully including Indigenous students in the decisions that shape our education. Implementing the recommendations in this paper is an important step toward building a post-secondary system where Indigenous students are genuinely supported and empowered to succeed.”
OUSA would like to thank all the Indigenous students and authors, Indigenous student centre staff members, Circle Work session participants, and Indigenous General Assembly Delegates who contributed valuable insight and feedback during the development of this paper. While this paper represents an important step in OUSA’s ongoing decolonization journey, we recognize that the work is far from finished. The lessons learned throughout this process will continue to inform OUSA’s policy and advocacy work, including lobbying the provincial government to implement the recommendations outlined in the paper.
This policy paper and its recommendations were developed by students at OUSA’s member schools. It was passed on October 26th, 2025, during OUSA’s Fall General Assembly. To read it, click here: https://www.ousa.ca/indigenous_students_2025
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About: OUSA represents the interests of 160,000 professional and undergraduate, full-time and part-time university students at nine student associations across Ontario. Our vision is for an accessible, affordable, accountable, high-quality, and equitable post-secondary education in Ontario.
Contact:
Tobi Olumurewa
Manager of Communications
Ontario Undergraduate Student Alliance