An evidence-based strategy and resource framework developed through province-wide community engagement with First Nations learners, educators, and community representatives.
The Chiefs of Ontario and the Mentee research team extend heartfelt thanks to all First Nations learners, educators, and community representatives who shared their time, experiences, and knowledge. Your voices form the heart of this report, and this work would not be possible without your openness, strengths, and insights. Your words and experiences have shaped this report’s direction to ensure findings and recommendations reflect the realities, hopes, and priorities of First Nations learners across Ontario. This report is dedicated to you and those who will carry this work forward. Chi-miigwech.
This project, led by the Chiefs of Ontario (COO), supports First Nations in exercising their inherent right to self-determination in education. Recognizing that education is both a pathway to opportunity and a means of upholding cultural identity, the research identifies community-driven strategies to support educational transitions for First Nations learners across Ontario.
Aligned with broader priorities to advance reconciliation, the project underscores the vital role of First Nations’ control over education and culture in shaping learner success. By recognizing educational transitions as pivotal stages in how learners uphold, express, and protect their identities and cultures, this report honours the lived experiences of First Nations learners.
The Mentee research team acknowledges that this work is situated within the ongoing impacts of colonization and the systemic barriers that shape education for First Nations people. Guided by principles of reciprocity, humility, and respect, and informed by First Nations values of relational accountability, we approached this project with care for the communities involved.
The findings reflect community voices and lived realities, including participants’ experiences as students, mentors, and educators. While the research does not claim to speak for all First Nations, it offers a collective reflection of shared experiences and the thoughtful pathways forward expressed through meaningful community engagement.
This report presents the results of an Ontario-wide engagement process to identify best practices, strategies, and resources that support First Nations learners during educational transitions. Building upon the 2023 Post-Secondary Engagement Report, the project aimed to develop an evidence-based strategy and resource toolkit to help learners move confidently through education and into meaningful work.
The purpose of this report is to present the research findings, analysis, and recommendations resulting from the Supporting Education Transitions for First Nations Learners in Ontario project. The report identifies evidence-based and culturally relevant approaches that strengthen support for learners’ transitions across educational stages — from elementary to secondary, secondary to post-secondary, and from education into the workforce or other lifelong learning pathways.
This work supports First Nations’ inherent right to self-determination in education and aims to empower communities by sharing effective, community-driven strategies that foster success throughout the learner journey.
The 2023 Post-Secondary Engagement Report by the Chiefs of Ontario called for stronger, culturally grounded, and community-led education models. It identified the need for improved access to information, programs, and supports during key transitional periods. This project moves from engagement to implementation, translating those recommendations into practical strategies and resources that strengthen educational pathways for First Nations learners.
The importance of education has long been recognized by First Nations communities as an intergenerational process that sustains language, culture, and lifelong learning. By engaging learners, educators, and community representatives, this project seeks to build a culturally responsive framework and strategies for supporting transitions across all 133 First Nations in Ontario.
The overarching goal is to develop an evidence-based strategy and community-ready resources that enhance education transitions for First Nations learners in Ontario. The project seeks to:
The project used a community-informed, participatory research approach grounded in First Nations principles of respect, reciprocity, and relational accountability. The project applied OCAP® principles at every stage — planning, engagement, analysis, and review — ensuring findings were grounded in lived experience, informed by community priorities, and reflective of regional diversity across Ontario.
15 participants in small group sessions with educators, community reps, and learners
12 key informant interviews with education leaders, counsellors, and administrators
12 written submissions providing flexible, asynchronous participation across the province
A total of 39 participants contributed to the study. Participants represented First Nations communities across Ontario’s major regions, providing both geographic breadth and diversity of role and experience.
Participants highlighted that the most effective supports are grounded in strong, sustained relationships and culturally responsive, community-led approaches. Whether transitioning into high school, post-secondary, or the workforce, learners benefit from consistent advocacy, coordinated wraparound services, and clear, structured guidance.
Ongoing, consistent relational support is essential in ensuring students experience seamless transitions. This support is strengthened through the collaborative efforts of graduation coaches, student success facilitators, pathway workers, guidance staff, Indigenous student advocates, and First Nations community education coordinators.
“I think it’s really important that education departments, funders, or urban Indigenous centers have a point of contact with whatever school or place that the student is transitioning into next … that’s how my students are successful, because I have eyes on them.”First Nations Leadership Staff
Wholistic, wraparound supports focus on meeting students’ academic, social, emotional, and cultural needs through a coordinated, community-driven approach. These supports prioritize building a strong sense of community, providing consistent advocacy, and offering ongoing follow-up to ensure students remain connected to the resources they need.
Formalized structures provide clear, coordinated pathways to help students navigate each stage of their academic journey. Programs beginning as early as Grade 8 support course selection and early conversations about post-secondary education. On-campus visits and tours reduce anxiety and connect learners to Indigenous student services.
“We give them a $50 grocery card and tell them they have to write a meal plan for that week, and then we take them to the grocery store … at the end of the program, they get a laundry hamper full of supplies for when they move away.”First Nations Student Support Staff
Indigenous spaces play a vital role in supporting students. Indigenous student centres and Indigenous support workers create environments where learners feel a sense of belonging — offering physical spaces and familiar faces that are especially important for students leaving their home communities for the first time.
Early educational assessments help identify learning challenges, while proactive support ensures students receive timely accommodations and resources. Early education and career planning, beginning in middle and high school, allows students to explore pathways that align with their interests, strengths, and long-term goals.
“We’ve always said, education is healing and healing is education. So, it is the impact that our cultural advisor and the way that we teach brings in a huge impact, and you’ll see it if they’re ready for it.”First Nations Leadership Staff
Participants emphasized that resources are most effective when culturally relevant, community-specific, and age-appropriate. Digital tools, interactive guides, checklists, and toolkits help learners navigate transitions with greater confidence. Centralized hubs and coordinated outreach improve access to timely and relevant information.
“They worked directly with the community’s education directors … asking the people directly, utilizing evidence-based practices, what is it that you need to be successful? Then created resources based directly off of what the community is saying, and were responsive to needs.”First Nations Program Development Staff
There is a strong need for a centralized, province-wide First Nations education platform that brings together clear, easy-to-navigate information on post-secondary programs, funding options, and support services. To remain effective, the platform must be maintained with consistent updates and reliable outreach.
Participants highlighted barriers related to financial and housing support, limited staffing and professional development, and uneven access to technology and digital resources. Geographic isolation, transportation difficulties, and gaps in program availability further complicate learners’ participation and success.
“My program is four years long. I must apply every year, and this is not a guarantee that the funding will be available. In my case there is an allowance cost, however this all goes towards rent, all other living expenses are not covered.”First Nations Post-Secondary Learner
Access to technology remains a major barrier for many learners, particularly in isolated or low-income areas. Reliable internet, digital devices, and technology training are often limited, preventing students and families from completing applications or participating fully in online learning.
Many communities lack local high schools, creating major gaps in access. Establishing home-based hubs in cities staffed by community members can help students access guidance and resources, build a sense of connection, reduce isolation, and support smoother educational transitions.
Mentorship, experiential learning, culturally grounded programs, and peer networks were highlighted as most impactful. Ongoing, accessible supports available at key transition points help learners build confidence, skills, and a strong sense of identity.
“The biggest help for Indigenous learners’ education transitions would be ongoing cultural mentorship paired with hands-on opportunities — like paid internships tied to our communities. Peer networks, connecting current learners with Indigenous grads, also matter; they share real, relatable tips no generic guide can.”First Nations Post-Secondary Learner
“One of the things that we have done is we’ve started a push to have post-secondary in community. So, we have a partnership with Queen’s University, and it’s 100% in community, except for three weeks where the students have to go to Queen’s University in the summer.”First Nations Administration Staff
This discussion brings together insights from community engagement and situates them within the existing literature. Themes such as early outreach, mentorship, family and community engagement, and culturally inclusive environments are consistent with the literature and help shape approaches grounded in Indigenous knowledge.
Participants consistently emphasized the importance of early, proactive, and sustained support. Learners thrive when relationships and services follow them across educational levels. Orientation programs, consistent communication, and step-by-step guidance were described as vital to reducing anxiety and building confidence.
The findings reaffirm that family, Elders, and community members play a crucial role in supporting learners’ success. The literature similarly identifies family and community engagement as central to First Nations student achievement and persistence, particularly when learning environments honour intergenerational relationships and local knowledge.
The study’s findings clearly show that First Nations learners benefit from a holistic model of support that integrates academic, emotional, mental health, and practical needs. Participants linked healing and education, noting that well-being and cultural connection are foundational to learning.
Participants identified culturally inclusive and safe environments as central to learning and belonging. Access to Elders, Knowledge Keepers, and Indigenous educators helps sustain cultural connection and bring Indigenous perspectives into educational systems. The integration of Indigenous worldviews, languages, and land-based practices supports both thinking skills and emotional growth.
Participants also identified persistent systemic barriers, including financial instability, housing shortages, childcare gaps, and policy inconsistencies. Sustainable funding, coordinated policy frameworks, and accountability measures remain critical for structural change. Addressing these barriers requires systemic reform that centres Indigenous leadership in decision-making.
The project’s qualitative approach provided descriptive insights rather than statistical generalizations. Not all 133 First Nations communities in Ontario could be reached within the project timeline. Diversity among First Nations — including language, governance, educational partnerships, and regional realities — means strategies must remain flexible and responsive to local priorities.
Future research should explore longitudinal and comparative approaches to better understand how early outreach, mentorship, and wholistic supports influence long-term outcomes for First Nations learners. Investigating the role of digital and hybrid learning models will help identify effective strategies for accessibility and continuity alongside community-based initiatives.
Ensure consistent, long-term relational support across all transitions, supported by coordinated roles (graduation coaches, Indigenous advocates, pathway workers) and strong communication with learners.
Provide comprehensive academic, emotional, cultural, and practical supports, including mental health services, basic needs supports, and individualized transition planning.
Implement orientation programs, life-skills supports, and transition activities for elementary, secondary, and post-secondary learners that integrate Indigenous teachings, languages, and community knowledge.
Introduce early identification of learning needs and proactive education/career planning beginning in middle school to guide learners toward successful, culturally aligned pathways.
Elevate awareness of pathways including trades, land-based programs, and post-secondary options through Indigenous Institutes and colleges, presented in ways that honour First Nations values.
Increase opportunities for internships, co-op placements, land-based learning, and skill-building experiences rooted in local community contexts, supporting confidence, identity, and real-world readiness.
Develop mentor networks of Elders, alumni, community professionals, and peers to support new and first-generation learners, and strengthen belonging and cultural identity.
Support networks that connect frontline workers, Indigenous education departments, schools, Indigenous Institutes, and post-secondary institutions to share best practices and align supports.
Establish shared learner profiles, transition protocols, and collaborative onboarding to ensure students experience seamless, culturally safe transitions between systems.
Develop a province-wide, regularly updated online hub providing clear information on programs, funding, services, deadlines, and culturally grounded transition resources.
Secure long-term funding for key support roles, programming, emergency needs, childcare, and culturally relevant services that align with community needs and realities.
Advocate for transparent funding formulas, expanded student housing options, improved Internet and device access, and digital literacy supports, especially for rural and remote learners.
Promote alternative admissions, Prior Learning Assessment and Recognition (PLAR), community-based program delivery, and simplified institutional processes that reduce systemic barriers.
Advance First Nations sovereignty in education by supporting community-led decision-making, capacity building, and the growth of Indigenous Institutes and Indigenous-led programs.
Education is a lifelong journey that begins in community and extends through every stage of life. As participants in this study emphasized, learning encompasses more than academics; it is deeply connected to identity, belonging, and purpose. First Nations learners thrive when they are supported holistically, with attention to their spiritual, emotional, physical, and intellectual needs.
This research illustrates how culturally grounded, relational, and wholistic supports — including mentorship, family and community engagement, and inclusive learning environments — strengthen learners’ engagement, confidence, and overall well-being.
The findings demonstrate that First Nations communities across Ontario are driving innovative initiatives informed by learner experience and grounded in cultural identity. Meaningful educational change occurs when communities guide the design and implementation of supports, blending traditional knowledge with contemporary strategies. By adopting the strategies, resources, and advocacy highlighted in this study, the Chiefs of Ontario and First Nations can continue to strengthen pathways that uphold self-determination, foster collective success, and support the lifelong learning of future generations.
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Chiefs of Ontario. (2023). Chiefs of Ontario Post-Secondary Engagement Report. education.chiefs-of-ontario.org
Hill-MacDonald, L. A. (2011). Aboriginal Student Transitions Project. oneca.com
People for Education. (2016). Moving Toward Reconciliation in Ontario’s Publicly Funded Schools. peopleforeducation.ca
Rainbow District School Board. (2010). Aanjiiwin: Transition Supports for First Nation, Métis and Inuit Students. rainbowschools.ca
Restoule, J.-P., Mashford-Pringle, A., Chacaby, M., Smillie, C., Brunette, C., & Russel, G. (2013). Supporting Successful Transitions to Post-Secondary Education for Indigenous Students. International Indigenous Policy Journal, 4(4).