The five-year , funded by the Canadian Institutes of Health Research (CIHR), brought together more than 61 Inuit youth researchers, Elders, cultural advisors, musicians, artists and voice actors to co-create a psycho-educational video game grounded in Inuit knowledge and culture.

Led by Professor Yvonne Bohr at 91亚色's , the initiative was developed in partnership with communities across Nunavut and was guided by Inuit youth for everything from the game's story and artwork to its music, voice acting and wellness content.

Inspired by Inuit Qaggiq, a traditional Inuit gathering space for learning and community renewal, the game combines Western therapeutic strategies (such as cognitive behavioural therapy) with Inuit Qaujimajatuqangit (IQ), a set values based on Inuit philosophy, Elder teachings and other tactics shared by Inuit youth.

During the game, players follow a young protagonist named Alaasua through seven quests exploring wellness topics identified as important to Inuit youth, including interpersonal conflict, substance use and relationship loss. 

Between October 2025 and July 2026, 276 Inuit youth from 37 communities across Canada tested the game and provided feedback through surveys, interviews and evaluation workshops. 

Bohr says the findings suggest the game is both safe and beneficial for participating youth. The research team found improvements in participants' confidence and ability to manage difficult emotions, challenge negative thoughts and use coping strategies such as seeking support from others. 

For many involved, the impact extended beyond gameplay. Inuit youth who co-created the game gained experience in research, leadership and mental health advocacy, while sharing Inuit culture and advancing traditional IQ principles.

"We have learned that young people in Nunavut have a great passion for supporting mental wellness in their communities," says Bohr. "While youth leaders and Elders are eager to evaluate Western mental health interventions for youth, Inuit knowledge about healing must be front and centre in those interventions. Ideally, any mental health intervention should be developed by youth themselves with the support of their communities."

The game鈥檚 success is attracting attention. Earlier this month, Virtual Qaggiq was featured by CBC News for its innovative approach to supporting Inuit youth mental health through culturally relevant digital spaces. 

"What excites me most about the Virtual Qaggiq project is the promise the game has shown as a culturally grounded mental health resource for Inuit youth," says project coordinator and 91亚色 research assistant Yogita Singh. "Seeing Inuit youth on the team grow from project council members into research assistants and emerging leaders in mental health and research has been incredibly inspiring." 

The research team is working with the Nunavut Department of Education to explore making Virtual Qaggiq available to youth through schools and afterschool programs across the territory. The team is also considering future initiatives that build on the project's community-led model to address other priorities identified by Inuit youth. 

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Dear 91亚色 community,

As 91亚色鈥檚 interim president and vice-chancellor, I am reminded again and again of what makes 91亚色 distinctive: our sense of social purpose to leave no talent behind, our ability to bridge disciplines to spark fresh thinking about complex challenges and our focus on convening people across sectors and borders to work as partners.

In the 2026 President鈥檚 Report, The Power of Connection, you will have the chance to hear directly from a few of the many gifted members of our community who are bringing these principles to life every day: a 91亚色 alumna, professor and donor who supported the growth of our Las Nubes EcoCampus in Costa Rica; the faculty, staff and partners who are developing our new School of Medicine; Indigenous researchers who are championing language revitalization; students who discovered unexpected career pathways; the faculty behind two unique interdisciplinary programs; and bold entrepreneurs who leveraged 91亚色鈥檚 innovation ecosystem, one an alumnus and the other a professor.

Their stories reflect something fundamental about 91亚色. We are at our best when we bring together different fields and perspectives to serve the public good.

Thank you to everyone who contributed to this report, and to everyone in the 91亚色 community for creating positive change through your teaching, learning, research and community engagement.

I hope these stories inspire you as much as they inspire me.

Read the 2026 President鈥檚 Report.

Sincerely,

Lisa Philipps
Interim President & Vice-Chancellor

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Presented by the Ontario Human Rights Commission (OHRC), the awards honour individuals whose work has made a significant impact in communities across Ontario. This year鈥檚 awards are presented to Distinguished Research Professor Carl E. James, student Tonny Muzira and alum Rana Espiritu Nasrazadani. 

Lifetime Achievement Award: Carl E. James, Distinguished Research Professor and Jean Augustine Chair in Education, Community & Diaspora at 91亚色 

Awarded to an individual for significant contributions over their lifetime to advance human rights. 

One of Canada's leading scholars on race, racialization and education, James has has spent decades examining the experiences of marginalized communities and the barriers they face in education and society. 

His research has shaped public policy and education practices across Canada. Notably, his report Towards Race Equity in Education: The Schooling of Black Students in the Greater Toronto Area helped spotlight inequities in Ontario's education system and informed discussions about academic streaming and student success. 

James holds the Jean Augustine Chair in Education, Community & Diaspora at 91亚色's Faculty of Education and has served as equity advisor to the dean. Through community partnerships and the national Securing Black Futures initiative, he works to improve educational experiences and expand pathways to post-secondary education for Black students.

鈥淚t is always a privilege to be recognized for contributions to community 鈥� particularly when the contribution helps to advance human rights and social justice," James says. "I am pleased to receive this recognition knowing that others have worked with me to make this possible.鈥� 

The Lifetime Achievement Award adds to numerous honours recognizing James' impact as a scholar, educator and community leader. His influence extends beyond research and is reflected in the generations of students, educators and community members he has inspired. 

Distinguished Service Award: Tonny Muzira, Bachelor of Public Administration

Awarded for outstanding contribution to advancing human rights.  

Muzira is an organizational policy and development specialist whose work focuses on housing, public health equity and community empowerment, particularly for Black immigrant and refugee communities in Ontario. 

During the 2023 Toronto refugee housing crisis, Muzira helped coordinate advocacy efforts that secured a federal commitment for emergency housing relief for hundreds of refugee claimants sleeping outdoors. He has since contributed policy recommendations to the City of Toronto on chronic homelessness. 

As co-founder of the Centre for Black Development Options Canada (CBDOC), Muzira has championed issues affecting Black immigrants and refugees, including organizing Toronto's first International Conference on Black Immigrants and Refugees in 2024. His work also supports HIV prevention and equitable access to sexual and reproductive health services for Black newcomers. 

"Receiving the Daniel G. Hill Human Rights Award is a profound honour," says Muzira, a student at the Faculty of Liberal Arts & Professional Studies.听"Daniel Hill showed that human rights are built through steady work in our communities, and I accept this award on behalf of the refugees, newcomers, youth and colleagues at the Centre for Black Development Options Canada who do that work every day. Housing, health and belonging are not charity. They are rights, and we will keep fighting until every person in Ontario can claim them."聽

Young Leader Award: Rana Espiritu Nasrazadani (BA 鈥�20, MPPAL 鈥�22), 91亚色 Senate representative, 91亚色 Alumni Board member 

Awarded to a person under age 30 for their outstanding contribution to advancing human rights.  

Nasrazadani is a disability rights advocate and policy advisor whose work focuses on accessibility, human rights and education. 

Drawing from her lived experience and professional expertise, she works to advance the rights of people with disabilities and address systemic barriers to equity and inclusion. Through her advocacy and policy development work, she has led initiatives and informed policies that strengthen accessibility, challenge ableism and foster inclusion in education and public policy.  

Recognized for her contributions to disability rights and accessibility, Nasrazadani was named one of 91亚色's inaugural Top 30 Alumni Under 30 in 2021. An active member of 91亚色's alumni community and a Senate representative, she has contributed to several University accessibility initiatives, including advising on the accessible design of the 91亚色 Markham Campus. 

"I am deeply honoured to receive this award," says Nasrazadani. "To be recognized alongside such inspiring leaders and changemakers is truly humbling. This recognition is deeply personal to me, reflecting both the progress made in advancing accessibility, inclusion and disability rights, and the work that continues ahead." 

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The ESR is a comprehensive review of 91亚色鈥檚 policies, practices and workplace culture. It aims to examine how systems across the employee lifecycle 鈥� from recruitment and hiring to career advancement and retention 鈥� guide equity outcomes. 

鈥淭he goal is to better understand where 91亚色 does well and where there remains room for improvements in our continuous efforts to foster an inclusive working environment,鈥� says Parissa Safai, interim vice-president equity, people and culture. 鈥淚nput from 91亚色鈥檚 faculty and staff is essential to advancing equity across the University.鈥� 

The survey provides an opportunity for employees to share experiences, observations and perspectives on how systems are working in practice, and insights will be used to inform recommendations related to employment equity. 

91亚色 staff and faculty members are invited to complete this survey regardless of whether they identify as a member of an equity-deserving group.  However, those who self-identify as part of five equity-deserving groups 鈥� women, racialized persons, Indigenous Peoples, persons with disabilities and members of the 2SLGBTQIA+ community 鈥� will have the opportunity to express interest in follow-up engagement opportunities, such as focus groups or one-on-one conversations.  

鈥淭he Employment Systems Review reflects 91亚色鈥檚 ongoing commitment to employment equity, human rights and continuous improvement, aligned with the University鈥檚 DEDI Strategy, the Action Plan on Black Inclusion and the Indigenous Framework,鈥� says Safai. 

The survey opens Oct. 5 and closes Nov. 5 and is available online.听

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Sept. 30 marks the National Day for Truth and Reconciliation and Orange Shirt Day, a day to honour Survivors of residential schools, the children who never returned home and the families and communities forever changed by this system.

The day provides an opportunity to reflect on the tragic and painful history and ongoing impacts of residential schools, to deepen our understanding of their intergenerational effects and to renew our shared commitment to truth, healing and meaningful reconciliation. 

For non-Indigenous members of our community, this is a day for learning, accountability and reflection: to listen to Indigenous voices, engage with the history and ongoing legacy of residential schools, and consider our individual and collective responsibilities. For Indigenous members of our community, it may be a day for rest, remembrance, reflection and care. We ask everyone at 91亚色 to approach Sept. 30 with compassion and humility, recognizing that reconciliation is an ongoing responsibility that requires sustained commitment and action. 

This year marks 11 years since the release of the Truth and Reconciliation Commission of Canada鈥檚 final report and 94 Calls to Action. The Calls to Action urge governments, institutions and all Canadians to confront the legacy of residential schools and take meaningful steps toward reconciliation. This anniversary invites us to reflect honestly on the progress made, acknowledge where challenges remain and consider where we must continue to do better. 

At 91亚色, we remain committed to advancing reconciliation, guided by the Indigenous Framework (2017), the Indigenous Framework Review (2024) and the Decolonizing, Equity, Diversity and Inclusion Strategy 2023-2028. These commitments remind us that reconciliation must be embedded across the University, including in teaching and learning, research, policies and practices, and in our relationships. 

We recognize that, as an institution, we are still on a long journey. We are grateful to the individuals and communities who offer guidance, share knowledge and help us understand what meaningful reconciliation requires. We remain committed to building respectful, reciprocal relationships with Indigenous communities and to continuing to listen, learn and act. 

We invite all members of the 91亚色 community to reflect on how reconciliation informs your studies, research, practice, teaching and service at the University. We encourage everyone to explore the resources available on 91亚色鈥檚 National Day for Truth and Reconciliation website and to participate in events that create collective space for reflection, remembrance, learning and healing. 

Reconciliation is a responsibility we all share. As a community, may we approach this day with compassion, humility and care, and come together in a spirit of healing, recognizing that meaningful reconciliation begins with listening, is sustained through action and requires all of us to remain committed to the journey. 

Lisa Philipps
Interim President and Vice-Chancellor 

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The pair are part of a writing and editing team to receive the 2026 Thomas D. Clark Medallion 鈥� an award presented annually for books that enrich understanding of Kentucky's history, culture and people 鈥� for .

Co-edited by Wilburn Hayden Jr., professor emeritus and senior scholar in 91亚色's School of Social Work, Faculty of Liberal Arts & Professional Studies, the anthology brings together scholars, writers and artists in an interdisciplinary exploration of Black life in Appalachia.

The project builds on decades of scholarship examining race, identity and community and is a successor to the landmark 1985 collection Blacks in Appalachia, which helped bring national attention to the socioeconomic, cultural and political experiences of Black Appalachians.

"Our anthology is designed for the general public with an academic bent featuring chapters, essays and photos by four editors as well as additional 25 contributors," he says. "There are folks today that hold to the notion that Appalachia is a region of white people only. This collection documents the real-world Appalachian history and contemporary times of the existence of Black people within the region."

The award highlights the book鈥檚 contribution to broadening public understanding of the region鈥檚 diverse history and populations 鈥� often portrayed through a narrow lens. Drawing on scholarship, photography, personal narratives and creative work, the collection documents the experiences of Black Appalachians while exploring themes of identity, migration, discrimination, memory and community.

Wilburn Hayden Jr.鈥檚 chapter "Appalachian African American: Black Identity" traces the historical development of Black identity within Appalachia and examines the social and cultural connections that have shaped Black communities in the region.

"The essential element to the Black Appalachian identity binds Black people to the region and secures our position as one of the many unique populations in Appalachia," he explains.

In addition to its interdisciplinary approach, the book also became an opportunity for intergenerational collaboration. Among the contributors is Donovan Hayden, son of Wiburn Hayden Jr. and recent 91亚色 master鈥檚 graduate in theatre and performance studies.

His chapter is an essay that recreates a conversation between three authors reflecting on their memories of the Black southern food chitlins (chitterlings). He blends his sociology and playwriting background to highlight how the authors use this unique food to explore race, poverty and growing up in the Appalachia.

According to Wilburn Hayden Jr., the chapter emerged organically from conversations among contributors. His son鈥檚 essay, he notes, 鈥渨as developed on his own from an email thread with the other co-authors. I was surprised when the other co-authors decided to include it.鈥�

For Donovan Hayden, the essay offered an opportunity to recognize the work of his father and other authors.

"I thought it was important to reflect back the people who worked so hard on this project. The three men have dedicated their lives to telling Black Appalachian stories. It felt only right to include this quirky and unfiltered exchange as another story in that history," he says.

The recognition from the Thomas D. Clark Foundation, say father and son, underscores the significance of that work and its contribution to ongoing discussions about race, place, culture and belonging.

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This year, the 91亚色 community is invited to participate in a special Heart Garden that asks them to reflect on how reconciliation informs their learning, teaching, research, professional practice, daily work or personal lives.

Community members can share their reflections by writing them down on a paper heart at select in-person events and tabling locations at 91亚色鈥檚 three campuses on Sept. 28.

A digital submission option is also available through 91亚色鈥檚 National Day for Truth and Reconciliation website. These reflections will become part of a Heart Garden installation at Skennen鈥檏贸:wa Gamig on Sept. 30.

Community members are also encouraged to centre the experiences of residential school survivors and engage in reconciliation by:

• wearing an orange shirt, a symbol that raises awareness of the intergenerational impacts of residential schools and affirms that Every Child Matters;
• exploring reports, films, podcasts and other resources available through the University鈥檚 National Day for Truth and Reconciliation website; and
• attending one of the events being offered throughout the month, including the University鈥檚 Sept. 30 commemorative gathering.

Film screenings

From Sept. 21 to 24, the University will host screenings of The Knowing by award-winning journalist Tanya Talaga. The four-part documentary series follows Talaga's search for answers about her family history while exploring the enduring effects of residential schools and colonial policies on Indigenous families and communities. Viewers should be aware that the series includes content that may be distressing for survivors and their families.

One of four episodes will screen daily at 2:30 p.m. in 91亚色 Lanes, Room 301A, in the following order: The Knowing; Stolen Children; Lost, Found and Lost Again; and The End is the Beginning.

is required, as space is limited.

Heart Garden community reflections

On Sept. 28, community members can visit Heart Garden reflection tables from noon to 3 p.m. at Vari Hall (Keele Campus), the Welcome Desk (Glendon Campus) and the West Atrium (Markham Campus).

Participants will be invited to respond to the reflection question and add their thoughts to the Heart Garden. Reflections will be incorporated into the Sept. 30 installation at Skennen鈥檏贸:wa Gamig.

Indigenous community gathering

On Tuesday, Sept. 29, Indigenous community members are invited to gather on a drop-in basis, at Skennen鈥檏贸:wa Gamig from 11:30 a.m. to 3:30 p.m. The gathering will provide an opportunity to connect through informal conversation and shared time together. Medicines, beading materials and refreshments will be provided. This event is open to those who self-identify as Indigenous.

Commemorative event

On Wednesday, Sept. 30, 91亚色 community members are invited to attend the University鈥檚 National Day for Truth and Reconciliation commemorative event in person or online. Advance and bringing YUCards is encouraged.

Beginning at 10 a.m.in the Helliwell Centre at the Keele Campus, the event will be livestreamed, with in-person viewing locations available at MK2050 on the Markham Campus and the Theatre at the Glendon Campus. A panel discussion will respond to this year鈥檚 Heart Garden reflection question and reflect on themes from The Knowing, highlighting reconciliation in action within the 91亚色 community.

Following the event, in-person participants will be invited to Skennen鈥檏贸:wa Gamig for light refreshments and an opportunity to engage with the Heart Garden installation.

For additional information and resources, visit the鈥�National Day for Truth and Reconciliation website.

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For many Indigenous learners, choosing a post-secondary institution involves more than academics. A community of support, culturally responsive spaces and a sense of belonging can influence where students see themselves succeeding.

In partnership with Ontario Federation of Indigenous Friendship Centres, 91亚色's Office of Indigenous Initiatives, the five-day Indigenous Pathways Program helps aspiring Indigenous learners ages 18 and older build meaningful and intentional connections ahead of their academic journeys. The immersive experience introduces participants to 91亚色's academic offerings while connecting them to the University鈥檚 Indigenous-focused spaces, resources, supports, staff and faculty across its three campuses.

By helping learners feel welcomed, supported and able to envision a future at 91亚色, the program fosters belonging and helps build confidence, clarity and purpose leading up to the transition to post-secondary education. It also reflects a broader institutional commitment to Indigenous student success, says Holly LaForme, manager, Indigenous initiatives at 91亚色鈥檚 Division of Equity, People & Culture.

鈥淔or many Indigenous learners, education systems have not always felt safe, welcoming or full of possibility. Arriving at a large urban institution, often far from family, community and familiar supports, can feel overwhelming,鈥� says LaForme, who helped lead the IPP project. 鈥淎t the Centre for Indigenous Student Services, connection and community-building are foundational to the way we support student success. My hope is to bring a sense of care, familiarity and relationality to the university experience so Indigenous learners feel grounded as they adapt to a new environment, explore their identity and define their path forward.鈥�

Throughout the week, participants stayed in residence and engaged with faculty, staff, current students and alumni. In collaboration with the Faculty of Liberal Arts & Professional Studies, programming highlighted a range of academic pathways through experiences that included a session with Indigenous scholar, 91亚色 assistant professor and acclaimed author Jesse Thistle; workshops in creative writing and social work; hands-on engineering and AI activities at the ; career-focused programming at the , including an Indigenous alumni panel; and a visit to 91亚色's Markham Campus for a immersive day that concluded with a sacred fire.

For participant Sheena Kitchemokman, meeting other Indigenous students and learning about resources available at 91亚色 were key reasons for joining the program.

"The reason why I signed up for the Indigenous Pathways Program is to see what opportunities are available and to meet other Indigenous students who are going to 91亚色," she says.

That sense of connection is a central focus of the program, says LaForme. By introducing participants to Indigenous faculty, students, alumni and support staff, the program helps learners build relationships and gain a clearer understanding of what life at university can look like.

鈥淩ather than asking students to imagine whether they belong in a post-secondary environment, the program provides a meaningful way for participants to experience that community firsthand,鈥� says LaForme, who notes some learners travelled from northern communities to participate.

Those connections, she adds, extend beyond the classroom. Participants are introduced to Indigenous spaces across 91亚色鈥檚 campuses, including Skennen鈥檏贸:wa Gamig, an Indigenous support centre at 91亚色鈥檚 Keele Campus where Indigenous students can use the space for community and cultural connection. For Kitchemokman, it was a welcoming space that left a lasting impression.

"My favourite space on campus is the native student lounge," she says of Skennen鈥檏贸:wa Gamig. "It really does make me feel at home."

Finding this strong sense of community, as well as a clearer understanding of academic options, strengthened her confidence in choosing 91亚色 for her post-secondary studies. She describes one session she attended as inspiring, noting she had 鈥済oosebumps listening to the panel talk about their life experiences and education stories.鈥�

She says the program would benefit all Indigenous learners 鈥� especially those considering 91亚色.

"Coming to the Indigenous Pathways Program has convinced me that this is the right university for me because of all the love and support you get from faculty and student bodies," she says.

Although the Indigenous Pathways Program spans five days, its impact extends beyond a single week.

鈥淏y helping prospective students explore university life, connect with Indigenous community and experience the care and shared hopes offered by non-Indigenous allies, friends, peers and partners across the 91亚色 U community, the program creates meaningful pathways into post-secondary education,鈥� says LaForme.

鈥淏eing able to physically experience these spaces, build relationships and see oneself at 91亚色 is an important first step in making that future feel real, supported and full of possibility.鈥�

LaForme says the program, which ran July 27 to 31, has already encouraged some of the participants to apply.

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Jean-Pierre, a faculty member in 91亚色's Department of Sociology, Faculty of Liberal Arts & Professional Studies, received the award for her article "Overlooked and underserved: How inclusive education oversights exclude Black students."

Published in the , the study investigates how the intersection of race and disability shapes educational experiences and access to support in Canadian schools.

The award recognizes the impact of research emerging from 91亚色 that advances understanding of equity, inclusion and educational access. By identifying barriers that can remain hidden within existing systems, the study offers evidence to inform policy and practice aimed at creating more equitable learning environments.

鈥淭his award highlights the importance of studying how race and disability intersect in educational settings,鈥� says Jean-Pierre. 鈥淏y drawing on the perspectives of students, caregivers and community members, we were able to identify ways that disability-related procedures can inadvertently limit access to learning opportunities for some Black students."

CACS award committee members noted in the announcement that Jean-Pierre's work "advances research in the field and will continue to be a meaningful reference point for curriculum scholars for years to come."

The study finds that policies intended to promote inclusion and equity do not always lead to equitable experiences for Black students, and participants described three recurring issues: incorrect use of Individual Program Plans (IPPs), limited support for mental health needs and inconsistent identification of learning disabilities and related accommodations.

Jean-Pierre suggests that school processes can unintentionally create barriers when racism and ableism are addressed separately, such as failing to follow-up with Black students' caregivers after an assessment to facilitate a student-family-school discussion to plan and implement accommodations.

This, she says, points to the need for closer alignment across inclusivity and equity resources.

The study calls for closer partnerships among schools and Black families, students and caregivers, along with more consistent identification of learning disabilities and implementation of accommodations. It also points to the need for teacher education and professional development that address how racism and ableism can shape educational experiences.

The award follows recognition from the Canadian Sociological Association, which awarded Jean-Pierre the 2025 Outstanding Service Award for her 鈥渆fforts to engage Black and/or Francophone faculty and students鈥� leading to the growth of the CSA.

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Patrick Abure (MA鈥�26), who graduated from the Development Studies (DVST) program, received the Canadian Association for the Study of International Development (CASID)  Institutional Membership Prize for his student essay Institutionalising Legitimacy: Gendered Gatekeeping, Women Refugee-Led Organisations, and the Limits of Localisation in Uganda.

The paper explores why women refugee-led organizations in Uganda are trusted by the communities they serve while continuing to face barriers to direct funding, partnerships and participation in decision-making processes.

Abure drew on interviews with leaders and community members served by three women refugee-led organizations in the Bidibidi and Imvepi refugee settlements, located in northwestern Uganda. His research examines how factors such as registration requirements, audits, reporting expectations, budgets, infrastructure, networks and gendered expectations can affect the recognition and support women refugee-led organizations receive.

鈥淩eceiving the CASID Institutional Membership Prize for my paper is a deeply meaningful honour,鈥� says Abure. 鈥淭his recognition affirms the importance of research that centres refugee knowledge, leadership, and lived experience, especially the work of women refugee leaders serving communities affected by humanitarian crises.鈥�

He hopes that more refugee-led research like his can help challenge assumptions about 鈥渨ho is seen as an expert, a leader and a legitimate actor in humanitarian response.鈥�

Valerie Lawson (MA鈥�25), also a graduate of DVST, received the 2026 Fraser Taylor Prize from the Canadian Association of African Studies (CAAS), which recognizes the best graduate student paper presented at the previous CAAS conference and supports publication of the winning paper in the Canadian Journal of African Studies.

Lawson was awarded for her research, Health Care Access: An Analysis of the National Health Insurance Scheme in Accra, Ghana, which investigates how people enrolled in Ghana鈥檚 public health insurance program can still face out-of-pocket health-care costs and how those expenses affect health-care-seeking behaviour and financial well-being.

Through interviews with National Health Insurance Scheme subscribers, Lawson examines how systemic inefficiencies, coverage gaps and socioeconomic factors influence access to care and public trust in health-care systems. By situating these challenges within broader policy and political-economic contexts, her research contributes to discussions on universal health coverage and the impacts of health reforms across Africa.

Lawson鈥檚 work was supported by 91亚色 through the Dahdaleh Global Health Graduate Scholarship from the Dahdaleh Institute for Global Health Research and the Greta Coger Travel Fund from the Harriet Tubman Institute. She also credits the Development Studies program for how it 鈥減layed a central role in shaping my academic foundation and professional direction.鈥�

鈥淭he program equipped me with a strong interdisciplinary understanding of global development grounded in equity, critical analysis and policy informed thinking,鈥� she says. 鈥淭hrough DVST, I developed essential skills in research, communication, coordination and stakeholder engagement.鈥�

Both Abure and Lawson were supervised by Associate Professor Mohamed Sesay from the Department of Social Science, who praises their recent recognitions, which will see their award-winning papers considered for publication in their respective associations' journals.

鈥淭heir achievements reflect the strength of graduate education and mentorship within the Development Studies program while demonstrating how 91亚色 researchers are contributing to conversations on refugee leadership, health equity and social justice鈥� says Sesay.

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