Sure. I'll look at our challenges, so the recommendations will be the opposite.
Flexibility is number one. That's a huge challenge for faculty and staff to understand the challenges of indigenous students. There at times has to be flexibility to even the playing field.
There have to be unique, tailored supports or interventions. We need to meet the needs of the individuals because, again, we have a wide array of first nations, Métis, Inuit, urban, reserve-based and so forth, so there needs to be unique, tailored supports.
Again, as I had mentioned previously, for our students—and it could be for others—the cost of living in the city is horrendous, so we have to find ways for monetary as well as other supports for them to be able to safely and securely get through without worrying about money at all times.
There is the need for multiple spaces and inclusion. The idea of belonging is so important. We need to make sure that there are spaces, such as our collegia that we have within the Longhouse, and others.
I am glad the other witness brought up land-based learning. We have really partnered with the UBC farm and what's happening over there, so we have the indoor Longhouse and then the farm is the outdoor. We really try to bring some programming together where there can be smudging if that's one's tradition, fires and so forth.
The idea of belonging in many other ways, such as was brought up, that having a language.... It's difficult and there are so many languages, but at least have a few languages, which we do and we do have an elder in residence for the Longhouse, who is also in the language department, so there is some cross-work going on there.
Then ongoing—