As one of the few First Nations faculty members in pediatrics across Canada, Grant Bruno walks between two worlds. This week, he talks about his pioneering approach that weaves together Indigenous ways of knowing with modern medical care and research to transform how we understand and support neurodiversity and to improve the health of First Nations children.
Innovator Spotlight: Grant Bruno
January 23, 2025

How do you describe your work to people who don’t work in your field?
My work combines research and Indigenous ways of knowing to improve the health and well-being of children, especially those from First Nations communities. I focus on understanding and supporting neurodiversity, such as autism, from a perspective that values cultural strengths and teachings. At the same time, I aim to address the gaps in health care and research caused by colonial systems and to advocate for culturally safe and inclusive practices in health and academia. It's about bridging two worlds — modern science and traditional knowledge — to create meaningful change for children and families.
What’s one big problem you want to solve through your work?
I want to solve the systemic inequity in health care and research for First Nations children, particularly those with neurodiverse conditions such as autism. Many First Nations families face barriers to diagnosis, culturally safe care and support that align with their values and experiences. I want to help reclaim and integrate Indigenous perspectives into health systems and research, creating spaces where First Nations children and their families are seen, valued and supported in ways that honour their cultural identity and lived realities. Solving this means dismantling colonial biases and fostering approaches rooted in respect, equity and collaboration.
What does the word “innovation” mean to you?
Relationality is central to Indigenous innovation, focusing on connections between people, communities and the natural world that ensure ethical and sustainable solutions rooted in reciprocity. It also respects intergenerational wisdom, valuing the contributions of Elders, youth and future generations, and ensuring that creative solutions honour and incorporate diverse perspectives. Moreover, Indigenous innovation often arises from resilience and resistance, finding ways to thrive and maintain cultural integrity despite systemic barriers imposed by colonial systems. Examples include community-driven projects to revive Indigenous knowledge and healing through connection with the land, and cultural interventions that sustain Indigenous knowledge and practices in modern contexts.
What’s been your biggest a-ha moment — in life or work — so far?
One of my most profound moments came when I learned how many Indigenous cultures view autism not as a deficit but as a gift, a unique way of being that contributes to the diversity and strength of the community. This perspective shifted my understanding of neurodiversity and challenged the dominant, deficit-based narratives that often permeate Western medical and educational systems.
This realization underscored the importance of framing neurodiversity through strengths-based and culturally rooted perspectives. It affirmed that every individual’s way of experiencing and interacting with the world carries value and potential. Indigenous teachings often emphasize interconnectedness, and viewing autism as a gift aligns beautifully with the idea that every member of a community has a unique role to play.
How do you or your team come up with your best ideas?
Our best ideas often emerge through the circle method, which reflects the traditional Indigenous practice of gathering in a circle to share knowledge, stories and perspectives. This approach fosters inclusivity, respect and collaboration, ensuring that every voice, whether from Elders, community members or researchers, has equal space to contribute.
In the Maskwacîs Research Circle, for example, we create intentional spaces where community knowledge holders, university researchers and other stakeholders come together to share openly. The circle method encourages deep listening and a collective understanding that no single person has all the answers. It’s not just about brainstorming solutions but also about grounding innovation in cultural values and lived experiences.
This process is often preceded by smudging or another grounding practice to bring focus and mindfulness into the space. We also integrate breaks for reflection and ceremony, as they help create a connection to purpose and the spiritual aspect of our work. By centering these gatherings in respect and reciprocity, we find that the ideas that emerge are not only innovative but also deeply meaningful and culturally rooted.
What’s your favourite thing about working at the U of A?
One of my favorite things is the opportunity to engage in meaningful and impactful work that bridges academia and community. As one of the few First Nations faculty in pediatrics in Canada, I take pride in advocating for Indigenous perspectives in medicine and research, particularly in the realm of child health. The ability to collaborate with Indigenous communities, foster meaningful relationships and contribute to transformative healthcare policies for Indigenous children is both deeply fulfilling and humbling.
The U of A’s commitment to innovation and its strong support for research initiatives, such as through the Women and Children’s Health Research Institute, aligns closely with my goals. It provides a platform to lead programs like Ispimihk Awâsisak (Sky Children) which pursues ceremony-informed approaches to improving First Nations child and youth health.
Another highlight is working alongside inspiring colleagues and mentoring dedicated trainees, such as Emily Coombs, who bring passion and fresh perspectives to this work. These relationships and the potential for transformative change make my role at the U of A incredibly rewarding.
Do you have a role model at the U of A? How have they influenced you?
I have spent 13 years at the U of A, beginning with my bachelor's degree and continuing through my master's, PhD and now as a faculty member. Throughout this journey, I have been fortunate to have many mentors and guides who have shaped my academic and professional growth. Their support has been instrumental in helping me reach this point, and I carry their lessons with me as I navigate my role as a researcher, educator and advocate for Indigenous child health.
In Shape: The University Strategic Plan 2023-33, the University of Alberta commits to having a positive impact on our students and staff, our communities, and the communities we serve here in Alberta and around the world. How does the work you do create impact?
As someone who grew up and still lives within Treaty 6, I remain committed to implementing strengths-based research that honours the resilience, knowledge and gifts of Indigenous communities. Grounded in the teachings and values of this land, my work prioritizes strengths and capacities, rather than focusing solely on challenges or deficits. This approach aligns with the Indigenous worldview of interconnectedness, where every individual and community has unique contributions that enhance collective well-being.
By emphasizing strengths, we not only uplift communities but also create pathways for solutions that are culturally rooted, sustainable and empowering. Whether it’s through partnerships, collaborative projects like the Maskwacîs Research Circle, or initiatives such as the Indigenous Caregiving Collective, this philosophy ensures that the voices of the community guide and shape the research, leading to outcomes that are both impactful and transformative.
What’s next for you? Do you have any new projects on the horizon?
What’s next for me is expanding two initiatives that are deeply meaningful: the Indigenous Caregiving Collective and the Ispimihk Awâsiak program.
The Indigenous Caregiving Collective is an emerging project that focuses on supporting Indigenous caregivers who care for children with unique health or developmental needs. This initiative aims to provide culturally rooted resources, peer support and advocacy tools that honour the caregiving role as a source of strength and resilience within Indigenous families. By fostering a sense of community among caregivers, the collective seeks to elevate their voices and experiences while addressing systemic gaps in support services.
Meanwhile, the Ispimihk Awâsisak Program continues to evolve as we bring Elder Leona Makokis on as an Elder-in-Residence. Her guidance will deepen the program’s cultural grounding and expand its capacity to support Indigenous families and children holistically across Treaty 6. The program will also integrate research on Indigenous perspectives on child and youth health, ensuring that it remains both innovative and deeply connected to community knowledge systems.

About Grant
Grant Bruno is nêhiyaw (Plains Cree), a registered member of Samson Cree Nation and an assistant professor in the Department of Pediatrics at the U of A. With a background rooted in nêhiyaw understandings of health, his work focuses on creating culturally responsive healthcare models that support Indigenous children and youth, particularly in the areas of neurodiversity and intellectual disability. As a proud First Nations scholar, his research weaves nêhiyaw knowledge systems and Western frameworks to create inclusive, decolonized approaches to healthcare. He is currently the Academic Lead Indigenous Child Health for the Women and Children’s Health Research Institute (WCHRI) and is the founder of the Ispimihk Awâsisak (Sky Children) Program and the Indigenous Caregiving Collective.
Innovator Spotlight is a series that introduces you to a faculty or staff member whose discoveries, knowledge and ideas are driving innovation.
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