Growing the next generation of Métis health researchers: How an MNO partnership is shaping the future of public health
In 2021, the Métis Nation of Ontario (MNO) launched an innovative capacity-building program to cultivate the next generation of Métis researchers and advance community-driven health research. What began as a small-scale effort to engage students has evolved into a dynamic collaboration between the MNO, ICES, and academic institutions across Ontario and beyond.
The program prioritizes hiring practicum students who are Métis citizens, while also welcoming non-Métis students. The goal is twofold: support important Métis population health research, and build lasting capacity within the Métis community. By nurturing emerging Métis researchers, the program is laying the foundation for sustainable, community-led research into the future.
“The MNO and ICES relationship has been instrumental in creating research opportunities for Métis students and building capacity in the Métis community in Ontario,” says Abigail Simms, an ICES epidemiologist, Métis citizen, and one of the first Master of Public Health (MPH) students to participate in the program. Former students are now mentoring future graduates. “Métis research is still an area of many firsts, and I’m honoured to help contribute to closing these gaps.”
The program initially recruited from the Dalla Lana School of Public Health (DLSPH) at the University of Toronto—where all three ICES staff members seconded to support MNO research had studied—it quickly expanded to include students from Trent University, Lakehead University, Sheridan College, and the Northern Ontario School of Medicine. The MNO has also supported Métis students studying abroad, reflecting a commitment to fostering talent wherever it resides.
Open to students at all stages—from undergraduate to professional studies—the program recently welcomed its first high school participant, marking a step toward involving younger learners in Métis population health research.
Real-world impact
The program’s community-based approach is unique. Students gain hands-on experience across a wide range of topics and research methods. All research is rooted in reciprocal relationships with MNO staff, leadership, and community, offering students an opportunity to learn about Indigenous governance and community-centred research ethics.
Carolyn Lacka, a Métis citizen and recent MPH graduate, completed two practicum placements with the MNO. The experience was transformative: “Working with the MNO and ICES as a graduate student was an amazing opportunity! This opportunity allowed me to graduate and remain supported post-grad, while building lasting relationships with colleagues and friends. I am so grateful!”
This partnership is also attracting talented Métis scholars at various stages of their academic journeys.
Lori Matthews, a Métis citizen, nursing faculty member at Cambrian College, and nurse with over 30 years of experience, returned to school to give back to her community. “This has been a significant learning experience for me, and I am deeply grateful for Dr. Edwards’ exceptional mentorship,” she says. Dr. Sarah Edwards, a staff scientist seconded to the MNO, is a settler and allied researcher for Métis health and wellness. She continues to mentor new students and junior staff at ICES.
“Working alongside students and my colleagues at the MNO to support Métis-driven research has been one of the highlights of my career so far. I have learned just as much from each of them as I’ve been able to share, truly reflecting the reciprocal relationships required when working with Indigenous partners,” Dr Edwards shared.
Building careers—and capacity
As students move into the broader public health and research space, their understanding of Métis communities, Indigenous methodologies, and ethical frameworks helps foster more inclusive and culturally grounded approaches across the sector.
The program has also made an impact at ICES. Working with students provides an opportunity to integrate Métis-specific knowledge and lived experience into the broader work of the Indigenous Partnerships, Data and Analytics department. ICES staff support students in building networks and research skills—fostering a new generation researchers and future ICES collaborators.
“Supporting Métis students in health research is about building the skills, knowledge, and leadership our Nation needs to shape our own health priorities,” says Sharon Cadeau, MNO Acting Provincial Secretary for Health. “This partnership is helping ensure our communities see themselves in research, policy, and the health system itself.
A sustainable path to Métis-led research
The MNO continues to shape the direction of the partnership, ensuring research remains Métis-driven and grounded in community priorities. ICES staff continue to engage new partners and raise awareness among Métis youth about career opportunities in epidemiology, analytics, and health promotion. Through outreach activities such as the Métis Scholars Series and the MNO Youth Council’s Tea Series, the hope is to grow the number of ICES-affiliated scientists who are Métis and promote the sustainability of Métis-led research. As more Métis students take on leadership roles, and as more researchers develop the cultural competence to support Indigenous-led work, the foundation is being laid for a future where Métis voices shape public health policy and practice.
“This relationship between ICES, the MNO, and our students is more than a partnership—it’s a long-term investment in community health, data governance, and equity,” says Simms. “We are building an evidence base that identifies key health issues for Métis people in Ontario and supports the fight for health equity.”
What started as a student initiative is now a catalyst for lasting, systemic change—and is laying the foundation for a future where Métis-led research is not the exception, but the standard.
To help build this future, academic institutions, researchers, and public health leaders are encouraged to support and invest in Métis-led research—because real change starts with who gets to ask the questions and whose knowledge guides the answers.