Implementing sharing circles in post-secondary campuses

Indigenous students attending a post-secondary institution bring with them unique and distinctive experiences. As a post-secondary staff member or faculty, it is important to establish and create a welcoming and culturally safe space for Indigenous students. One of the ways we can incorporate Indigenous customs and ways of knowing is through “sharing circles”. Please note the purpose of this infosheet is to generate awareness and understanding the importance of using sharing circles in the post-secondary setting. It will outline the benefits to students (both Indigenous and non-Indigenous) and open the discussion around the importance of healing and what that could look like in post-secondary campuses.

What is a Sharing Circle?

Please note sharing circles are considered sacred traditional forms of healing⁴ [Definition: Within Indigenous customs, the concept of ‘healing’ involves the improvement of one’s physical, mental, emotional and spiritual journey of personal growth.] that require certain protocols. In the context of post-secondary, we will be using a less formal approach to ‘sharing circles’ that are often referred to as ‘talking circles’ and will be used interchangeably.²

The concept of sharing circles was first introduced by Indigenous peoples, specifically within First Nation populations. Sharing circles originated from sacred traditional practices of ‘healing circles’ which were used as forms of healing, teaching, and learning through belief systems and values.⁴ It is important to remember not all Indigenous communities practice this form of healing and each Indigenous community has their own unique customs.¹

 A sharing circle, or healing circle, is a sacred process which provides a sense of healing and restoring balance to mind, body, and spirit of the individual.^3,4 Within certain Indigenous communities, the concept of the circle has significant meaning for relationships and wellness. Everything has a purpose and is interconnected with one another, such as nature, animals, spirit, etc.^3,4 As outlined in the diagram below, an individual’s physical, mental, emotional and spiritual relations are in the process of healing and reconnecting with their circle of wellness. As a post-secondary staff or faculty member, it is important to remember to meet students where they are on their own personal wellness and healing journey. Sharing circles can be used to address experiences of substance use, violence, grief, trauma, and extend to the student experience (course work, life experiences).⁶

“Indigenous Wellness Framework”⁵ Thunderbird Partnership Foundation

How can Sharing Circles be Helpful in Post-Secondary?

Through an Indigenous lens, a talking circle or sharing circle can bring students together from various backgrounds and provide them the opportunity to learn from one another by sharing their own unique perspectives. ^2,6 Sharing circles offer an alternative form of engagement that can be implemented in either the classroom or offered as mental health support.¹ Through the principles and values of a sharing circle, cultural safety can be established, providing an alternative to common Western approaches to group work and support.^2,6

A sharing circle provides students with a voice that is often silenced and often placed onto the roles of staff and/or faculty. The reverse power dynamic reflected in a sharing circle gives students a chance to be expressive in how they are feeling about campus/student life and depending on the context of the circle, on course content.⁶ The vulnerability displayed and shown by students demonstrates the level of safety built into the circle to share without fear of judgement, shame, or guilt.^1,6 That said, it should be noted that establishing trust and having students open up may take time, it is something that should not be rushed.

Through a sharing circle, students express their past or current problems, or concerns illustrating to others in the circle they are not alone.^1,6 Students come to understand and hear other students are dealing with similar experiences.  Shared experiences and perspectives may shift as they become aware of their peer’s ideologies and contributions.

 How to Create a Student Support Sharing Circle: 

In planning the circle, the following steps should be followed^1,6:

• *Optional: You may want an Elder or knowledge holder (a member within an Indigenous community who holds a high degree of traditional knowledge and customs) in attendance to provide an opening and closing message to your circle and contribute insightful and reflective messages to the students. Please reach out to the Indigenous Student Services on your campus for helpful resources and information on respectful etiquette when interacting with Indigenous knowledge holders and Elders.
• To have respectful etiquette in circle, you may want to have a talking stick or object for students to hold while they are speaking (an example could be a rock or eagle feather).
• Ensure the room or space you are holding the sharing circle is properly setup. For example, placing chairs in a large circle for everyone to have seat.
• Have name tags ready, snacks/refreshments available, and traditional medicines (i.e. tobacco, sage, or sweet grass)
• Prepare ice breaker and discussion questions ahead of time.  You may also want to share questions with students beforehand to ensure discussion and reflective engagement.
  • Personal life- how they overcame challenges, effective study habits, suggestions on how to make decisions

Sharing Circle Process⁶:

• To open the circle, you may want to smudge [Definition: to burn traditional Indigenous medicines (i.e. tobacco, sage, or sweet grass) as a way to cleanse any negative energy and mindset of students sitting in circle.] the room and/or offer the option for students to smudge themselves. Please consult your campus protocol when it comes to smudging on campus. For more information, please watch a video created by the First Peoples House of Learning at Trent University.

• Begin the circle by explaining the purpose of the sharing circle (explain the topic or theme of discussion) and outline protocol with students

• As a staff/faculty member, you begin the circle by setting the example to the students. You acknowledge where you are coming from, your perspectives and beliefs, and your own lived experiences related to the topic.

• Next, you’ll pass to the next student with introductions and anything they would like to share (the flow of the circle moves either clockwise or counterclockwise depending on which Indigenous protocol you follow as different Indigenous communities have varying protocols)
• Once introductions are completed, have an ice breaker question or discussion questions ready to be discussed. Repeat the process as you did for introductions.
• Be mindful of timing and know how long your circle will last to ensure everyone has time to share and reflect in a respectful manner
• As you facilitate the circle, make any necessary comments or connections from student’s stories or reflections
• As you close the circle, remind students of key takeaways and positive messages of hope through their healing journey. Remind students of supports available on and off campus.  

How to Conduct a Talking Circle: In the Classroom

A talking circle can be implemented into the classroom learning environment for students to express their concerns and questions regarding course content. The process of setting up the circle is similar, though less formal (no smudging, traditional medicines, or Elder present). As you facilitate the sharing circle, it may help identify where students are in their learning journey as well as which areas of learning may need more clarification. This will lead to a better learning environment for all.^1,6

As you begin the sharing circle, remind students that the circle is a safe space and that whatever they share will be kept confidential and be free of judgement from their peers and yourself as the professor. To help facilitate your circle, here are a few ice breaker questions⁶:

• what have they learned through discussing the topic?
• what would they have liked to learn about the topic?
• what are they struggling with on the topic?
• topics could address readings, lecture content, concepts

*If you have a large class size (30 students and up), you may want to consider smaller sized sharing circles (15-20 students) separately distributed throughout the semester.

For a virtual setting:

You can also virtually host a sharing circle or talking circle. The process is basically the same, it is just the virtual setup that is the only difference.  This can be implemented in the classroom or for a student support group.²

• Create an attendance sheet with the names of students in attendance (to keep track of when it is someone’s turn to speak/introduce themselves)
• Remind students to have their camera on, keep their speakers on mute to show respect to whoever is speaking, use the ‘raise hand function’ if they would like to share something or add to the conversation, and add a comment or question in the chat (if they are not comfortable sharing out loud)
• When the circle is closed, stay online if any students wanted to debrief on what was discussed

Please remember the following protocols are important during a sharing circle^1,3,4,6:

• When someone is talking, show them respect by keeping quiet and listening to what they share/contribute to the circle
• Information shared should be kept confidential (exceptions include disclosing hurting themselves or others) 
• Only the person holding the talking stick/object, should be allowed to speak
• Everyone who is participating and sitting in circle is equal, no one is above or better than anyone else in circle
• Everyone should leave their phones/laptop on silent or do not disturb mode to reduce the limit of distractions amongst the circle
• If someone is not comfortable with sharing when it is their turn to speak, they are free to pass the talking stick/object to the next person

How Current Post-Secondary Institutions are Implementing Sharing Circles on Campus:

1. Trent University

In efforts to decolonize the classroom setting, Trent University’s ‘Indigenization’ resource page offers ways of how to implement Indigenous culture, teachings, and customs into the classroom.  For example, they offer a resource book on ‘talking circles’ and ‘Indigenized Holistic Instruction’ for the classroom setting.

• George Brown College

 George Brown College’s Counselling & Student Well-being Department offers “Wellness Skill-Building Groups” to students throughout the fall and winter semester. Specifically, they offer sharing circles to students who would like to connect and learn about each other’s experiences on campus.

CICMH Resources:

Indigenous NA infosheets

Indigenous Post-Secondary Mental Health Needs Assessment: Indigenous Student Summary

Toolkit

Anti-Oppressive Practice toolkit – Part 2 

Trauma-Informed Practice & Care

Webinar

Indigenous Land-Based Learning: Cultivating Wholistic Wellness by Connecting with Nature

Understanding and Voicing the Needs of Indigenous Post-Secondary Students on Ontario Campuses

Just Get Over It: An Indigenous-led Approach to Learning about Colonialism

Indigenizing Mental Health Care Within the Post-Secondary Setting

Podcast

Connecting with Indigenous Students and Staff on Campus with Megan VanEvery and Katy Rankin

Pathways to Wellness: An Indigenous Resource for Student Wellness and Success

References:

1. Barkaska, Patricia, Gladwin, Derek. (2021). Pedagogical Talking Circles: Decolonizing Education through Relational Indigenous Frameworks, Journal of Teaching and Learning, vol 15 (1), pp. 20-38. https://.doi.org/10.22329/jtl.v15i1.6519
2. Danyluk, Patricia, Hanson, Aubrey. (2021). Using Indigenous Talking Circles in Online Environments, University of Calgary, pp 1-8. Retrieved from http://hdl.handle.net/1880/113550   
3. Regnier, Robert. (1994). The Sacred Circle: A Process Pedagogy of Healing, Interchange, vol 25(2), pp.129-144.
4. Stevenson, Jean. (1999). The Circle of Healing, Native Social Work Journal, vol 2(1), pp. 8-21.
5. Thunderbird Partnership Foundation https://thunderbirdpf.org/about-the-iwf/
6. Winter, Alaina. Using Talking Circles in the Classroom, Heartland Community College, accessed April 11, 2025 Retrieved from https://www.heartland.edu/documents/idc/talkingcircleclassroom.pdf