Before landing in Geneva, there were plenty of logistics to deal with, from fundraising to visas to transportation. But the biggest part of the preparation, for Lerato, Janique, and Marissa, was grounding the students in the substance of the work. Helping their students imagine themselves taking a central role in international policy, and believing they belong there was key.

“It started with dreaming for them until they believed it themselves,” says Lerato. “That was the first and most important work; helping young Black students from a small university in Nova Scotia believe that their voices had a place on a UN floor. Once that seed was planted, everything else followed.”

Studying in a predominantly white environment, where professionals, business owners, and employers rarely reflect their identity, “can cause limited imagination for our Black students,” explains Janique.

“This experience shattered those limitations. It reframed the students’ imaginations and gave them a better outlook on their possibilities. The impact has been significant and transformative.”

Marissa says that preparing the students to speak on an international stage was “incredibly meaningful.”

“It was a powerful example of what can happen when students feel seen, supported, and grounded in their cultural identities. That process didn’t just prepare them to speak, it allowed them to show up authentically on that stage.”

With that unwavering support, preparation, and belief, the students who made interventions on the UN floor learned what they were capable of.

“There is something magical about being surrounded and supported by Black mentors who are certain of your capability, knowledge, and authority,” says Michaela.

“They stood behind me, uplifted me, and carried confidence until I found my own. When my voice shook or I stumbled over my words, I couldn’t help but smile because I was speaking at the UN, and people were listening, nodding, and seeing value in my statement.”