Continuing with the work of the Indigenous Needs Assessment survey, CICMH aims to identify the gaps in supporting Indigenous post-secondary student mental health and wellbeing across Ontario and how better to improve mental health services for Indigenous students from an Indigenous perspective. This year we added a French version of the Indigenous needs assessment survey to include the voices of Indigenous francophone students.
Survey Results:
In total, we have 86 Indigenous students respond, 76 from the English survey and 10 from the French survey.
Institution
Accessing Services on Ontario Post-Secondary Campuses
*Please note we added additional questions to this year’s survey, which are displayed in the graph above. Last year, we generally asked Indigenous students if they accessed mental health services on campus and found 31% accessed services.
Indigenous Students and Mental Health on Campus
*Please note we added additional questions on stigma to this year’s survey, highlighted in green. Specifically, 60% of Indigenous francophone students were unsure if there was stigma around accessing mental health services on campus.
Barriers faced by Indigenous Students: English Responses
Barriers faced by Indigenous Students: French Responses
“… I had asked my accommodations person to reach out to my professors on my behalf because I was severely struggling with my mental health due to a traumatic situation at home. I was ignored and 3 weeks later, they only responded with a general “I’m sorry this is happening… by the way we need the receipts for your accessibility tools” in the same email”
Recommendations of Service Improvement on Campus: English/French
When comparing to last year’s findings there were no significant changes to recommendations by Indigenous students.
Accessibility of Services:
A common theme found in both surveys was the need for improved accessibility of services on campus. For example, more availability of appointments and flexibility in expanding services hours to accommodate student life and course schedules.
Awareness of Services:
Similarly, responses from both surveys shared concern in improving the awareness of services, such as improving the marketing of services on campus. Students also recommended improving the visibility of the services on campus. Here are a few tips to improve the awareness of your services on campus:
- Showcasing/highlighting services to students at different points of the year (ex. in between reading week and exam time)
- Being present on campus and promoting services in high traffic areas amongst students
- Utilizing social media to gain student attention and awareness of services offered
- Visual directories strategically placed on campus settings to assist students locating services (ex. placing turtle prints and or arrows on the floor or walls leading to the doors of the services or surrounding area)
Culturally Inclusive:
Mainly in the English survey, Indigenous students addressed the need to access culturally appropriate supports and activities on campus. Indigenous students highly stressed the need for increased access to Indigenous staff, such as mental health counsellors, to talk to. Many expressed the need for more culturally-based supports such as sharing circles and having space for smudging. Indigenous students also addressed the need for more cultural themed workshops on campus such as learning more about Indigenous culture, traditional customs, and language.
Improved Programming:
Many Indigenous students in the English survey voiced the need for improved programming of services on campus. For example, students suggested enhancing or improving food programs on campus such as food bank programs, establishing peer supports like talk buddies, financial support (budgeting, bursaries, scholarships), and creating wellness incentives such as supply giveaways and/or resources they require outside of campus. This was a new recommendation CICMH found this year.
Information on Mental Health:
Both surveys identified the need for more information and education materials on mental health. Recommendations included webinars, guest speakers, courses on understanding the basics around mental health, and how to handle stress, anxiety and depression. Indigenous students felt that if there was more information and education awareness on campus regarding mental health this would reduce stigma.
“Cultural practices, crafting, things like that to improve mental health. I attended a ribbon skirt workshop and i was so happy about it for a month after. Things like that really help with reconnecting and working on self-care. I also met a lot of staff from my institution i didn’t know. It was a great opportunity to meet new people! I feel comfortable with reaching out to staff. Also access to medicines! Easy access!”
CICMH Resources:
Webinar:
Understanding and Voicing the Needs of Indigenous Post-Secondary Students on Ontario Campuses
Infosheets:
CICMH Indigenous Post-Secondary Mental Health Needs Assessment (2023)
