From Uncertainty to Advocacy: Brandon Wozniak's Journey

I started university with a lot of uncertainty about what I wanted to do. I was interested in sciences, dentistry, and had even interned as a pharmacist in high school. However, in my first year, I dropped out, unable to handle the full course load. I took two years off to work in construction, a job I soon realized I hated. A friend, who noticed similar symptoms in me, suggested I see a doctor, leading to an ADHD diagnosis that motivated me to return to school.

Back at school, I joined the Indigenous support program Access and achieved a perfect GPA in my first semester. I studied intensely, seeing no friends, and strived for excellence. When I got my first A in the second semester, I was initially devastated. However, I realized that an A is still a good grade and something to be proud of. I also recognized that my health was declining—I wasn’t seeing any friends, I was only eating processed foods, and I had lost a lot of weight.

Determined to change, I resolved to cook healthy food, exercise, see friends more, and be easier on myself regarding grades in my second year. However, financial challenges arose. During this time, I was introduced to student politics and became the Director of Sustainability. I held my first event, Arts in the Environment, and secured funding for a large event called Sustainability Night, both of which were successful. I also got funding for a water bottle giveaway to promote new water fountains and worked on a composting program that eventually expanded across the entire campus.

Volunteering and the community on campus made university feel less lonely. I appreciated the Indigenous community that Access provided and wanted to explore it more. Despite facing significant mental health struggles that required taking time off school, I returned and got a job with Indigenous Engagement. I ran for and was elected as the co-president of the Métis University Student Association (MUSA) to learn more about my culture and help revitalize Michif. I attended ceremonies, the Indigenous Circle of Empowerment, and became a mentor for Neechiwaken. My passion for accessibility issues grew because of my own mental health struggles. As MUSA co-president, I worked to improve membership rates by creating brochures, tabling, securing sponsors for shirts, and adding cultural elements to our logo. I also found funding to put on a language revitalization event, where a Michif speaker led an interactive session with a turnout of 30-40 people.

I also became president of the Accessibility Centre, helping to organize an event called Accessible Pathways to Success, which focused on helping students with accessibility needs find suitable employment after graduation. Being connected to both my Métis and Accessibility communities gave me a sense of purpose. However, when COVID-19 hit, I went off my medications and experienced a mental health relapse that took two years to recover from. By the time school returned to in-person learning, I had focused on my mental health with the support of a psychiatrist. This experience inspired me to become a psychiatrist and work in my community to improve mental health and help Indigenous people struggling with addictions.

Returning to school, I decided to take Indigenous studies courses to learn about the history of colonization and its genocidal impacts on Indigenous peoples. During this time, I worked at the Indigenous student centre and became a mentor for Wawatay. While working there, I shared my ADHD experience with a struggling co-worker, who then sought medical advice and found help. This inspired me to think of a potential program to help Indigenous students entering post-secondary education by screening for mental health issues and providing support services like access to doctors and education on natural products or behavioral therapies.

Over the last two years, I’ve been developing this program and aim to implement it and work as a psychiatrist for the program. I also aspire to create a health centre accessible to northern communities, offering holistic health services, traditional medicines, Elder support, and therapeutic practices.

The scholarship from Intellectual Property Institute of Canada has alleviated my financial stress, allowing me to focus on my education and the community support I want to offer someday.

University was a journey of self-discovery and resilience for me. From initial uncertainty and dropping out, to finding motivation through an ADHD diagnosis, and balancing academics with personal well-being, each experience shaped my path. My involvement in student politics, the Indigenous community, and mental health advocacy provided purpose and direction. Now, with the support of the Intellectual Property scholarship, I am committed to my education and dedicated to making a positive impact in my community.

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