Walking into Bedford Road Collegiate, I instantly felt the energy of the school. Students filled the hallways, creating a vibrant and welcoming atmosphere.
I was visiting the school to meet and chat with Matt Recollet, a teacher and BIRM coordinator. As I approached his office door with his name on it, I hesitated, this didn’t look like a typical office. Instead, I stepped into a large, colorful room with walls covered in posters and bulletin boards. Students were seated at both ends of two large tables, some eating, others on their phones, chatting and relaxed.
“Matthew?” I called out. From the far end of the room, a voice responded, “Yes?” He was seated at a computer, surrounded by more vibrant décor.
I introduced myself, and a look of recognition came across his face. We’d met before during oyateki Partnership events. It’s possible that Matthew didn’t recognize me immediately, as his morning had already been full. While teaching, he received an alert about a plumbing issue at home. After rushing to resolve the issue, he returned to work exhausted, but still made time for our meeting, a testament to his commitment.
As we spoke, I quickly saw how adaptable Matt is; handling whatever comes his way with calm and cool approach.
When Matt first came to Saskatchewan from Ontario to attend university, he didn’t know anyone. He hoped to connect with like-minded students in the Education program.
Matt is Anishinnabe, from the Whitefish First Nations in Birch Island, Ontario. But not growing up on the reserve or in an Indigenous-based community, his primary source of Indigenous influences were his aunt and mother.
Feeling that he was missing the background and learnings related to his identity, upon his arrival at USask he sought out these resources and joined ITEP. He saw an opportunity as well with the Building Intercultural Relationships and Mentorship (BIRM) program, to become a mentor to Indigenous high school youth in the city.
His instincts were right, BIRM became a powerful way for Matt to reconnect with his Indigenous roots while supporting youth. The program connects post-secondary students with Indigenous high school students in a mentorship format that builds skills, explores Indigenous ways of knowing, and supports pathways into post-secondary education and careers.
Matt has been a mentor for the past three years, since the program began. He graduated with distinction from USask in the fall of 2024.
Nahanni Olson, BIRM’s Project Lead at USask, got to know Matt during his time as a mentor. She suggested to him that after graduation he could apply for a new role, a unique full-time position that combined half-time teaching at Bedford Road Collegiate with a half-time BIRM Mentor Coordinator position. Matthew was chosen for the role, one he now fully enjoys.
This blended role appealed to Matt, especially after seeing the program’s impact firsthand. His experience as a mentor helped prepare him for the classroom, strengthening skills like public speaking and group facilitation. He also took part in cultural ceremonies and teachings such as feasts, round dances, and sharing circles, that have shaped how he now teaches.
This blended role appealed to Matt, especially after seeing the program’s impact firsthand. His experience as a mentor helped prepare him for the classroom, strengthening skills like public speaking and group facilitation. He also took part in cultural ceremonies and teachings such as feasts, round dances, and sharing circles, that have shaped how he now teaches.
He has in turn been able to incorporate Indigenous ways and knowledge into his teaching in the classroom, including daily smudging, smudging circles, land-based learning, identifying medicines, and making dreamcatchers.
At Bedford Road Collegiate, Matt works closely with Elders and continues to gain awareness in protocols, learn about cultural protocols, like offering tobacco for teachings, leading talking circles, and passing on the Seven Grandfather Teachings.
The school is the ideal environment for this work. “The staff are open to ideas and ways that
As we talked, a student approached Matt with a food container. He paused our conversation to greet the student warmly. The youth handed Matt his leftover nachos just in case he hadn’t had a chance to eat. Matt thanked him and returned to our chat.
This wasn’t unusual. Throughout my visit, students came in and out, asking questions or grabbing snacks from the shelf near Matt’s desk.
Matt believes Indigenous students feel safer and more welcome at Bedford Road than they might in more mainstream environments. There’s no doubt that this is a result of a welcoming and encouraging environment that the school has nurtured. However, having staff that match that environment is what brings it all to life – educators like Matt.
When asked what he would tell other post-secondary students considering entering BIRM, he says,
“I would let future BIRM mentors know that they’ll develop a family, they’ll have those supports in place.
University can be a tough experience. You might get lost in the process. I think BIRM acts as a grounding point. It allows students to form those bonds they need with other mentors, as well as work with students.
Building those relationships is very wholesome, fulfilling and we become like a family.”
The bonds and relationship building are reflected in BIRM’s annual Impact Report: “The mentors want to learn from the students, to hear their stories, learn about their culture, and [let them know] that they believe in them.”
BIRMS’s mentor web page summarizes the experience best: “To support, inspire, and learn from/with the next generation of Indigenous youth in achieving their highest aspirations.”
For mentors like Matt, the impact of BIRM doesn’t end when the program does. The cultural knowledge, relationships, and leadership skills they gain continue long after, helping shape the next chapter in their lives and the lives of others.
For mentors like Matt, the impact of BIRM doesn’t end when the program does. The cultural knowledge, relationships, and leadership skills they gain continue long after, helping shape the next chapter in their lives and the lives of others.