News – IPE/BC

Lessons are being learned… just not the right ones.

IPE/BC is an independent, non-partisan organization, however we recognize that IPE/BC Associates and guest authors hold a range of views and interests relative to public schools, education issues, and the political landscape in BC. Perspectives is an opportunity for Associates and others to share their ideas in short, accessible essays.

Lessons are being learned… just not the right ones.

The firing and reinstatement of the Greater Victoria School Board

May 31, 2026

By Moira Mackenzie

When IPE/BC responded to Minister Beare’s firing of the Greater Victoria School Board’s in January of 2025, it expressed deep concern for the undermining of the democratic process and for disturbing message it sent to young people as well. Today’s students are learning in an increasingly polarized, precarious and problematic world. The skills of dialogue, consensus building, advocacy and engagement are more important than ever. Young people need to be taught those skills and given the opportunities to practise them. They also need to see adults around them, especially those in positions of influence, modelling them. Yet, with the firing, the government ultimately chose the “might makes right” approach.

Now, sixteen months later, very disturbing details about the Ministry’s role leading up to the firing and beyond are coming to light. Although I appreciate the reinstatement of the Board, I remain very concerned for local democracy and, even more so, for the lessons being learned by young people. Regardless of where you stand on the issue of police in schools, I think we can all agree that we want children and youth to demonstrate basic pro-social behaviours, as a minimum. So, let’s compare just a few examples of those skills and behaviours with those of the Ministry in this whole debacle:

When you’ve done something that you shouldn’t have, come clean. Admit it, apologize, explain how you’ll address it, and do better next time.

The Ministry contested the order to provide all correspondence related to the matter and, when that wasn’t successful, it didn’t immediately disclose the highly inappropriate and revealing text messages between the Associate Deputy Minister and the Deputy Chief of the Victoria Police Department. The Minister described the omission as “an inadvertent error.” But Justice Lindsay LeBlanc had this to say, “I am deeply concerned with the representations that were made to the court concerning the non-existence of documents that have now been disclosed, I’m also deeply concerned and troubled with what appears to be a cavalier approach exhibited by the respondents in meeting the document production obligations.”

Furthermore, Justice LeBlanc concluded that the scope of her order requiring the province to hand over the documents was considered in court over multiple days and again at the B.C. Court of Appeal, and she has “no hesitation” in concluding the province was aware of what documents it was required to provide.”

However, the Minister’s reaction on having to concede its case and reinstate the board was to describe the situation as “a significant administrative error” and “not the outcome we were hoping for.” It was absent of an apology to the fired trustees, the school district community, or the public at large and absent of any commitment to doing much better in the future.

Don’t engage in name calling, putting others down and bullying. Practice basic respect for other people even when you don’t agree with their positions.

The content of the text messages demonstrates quite the opposite. Just by way of example, the texts include:
-referring to the GVSD trustees as “morons”
-calling the BC Human Rights Commissioner “an arrogant ideologue”
-calling a small group of protesters “losers” and scheming to catch a photo of the Board chair at the protest.
-mocking the trustees and their firing with the phrase “Karma’s a bitch.” ”
-texting that the chairperson of the board “would be the one that looks like a narcissistic moron.”

When you have greater responsibility in a situation, act like it. Live up to that responsibility and strive to put things right.

Keep in mind that both of the texters were in positions of responsibility and influence, a fact that should compel even greater professionalism. This week, the Victoria Police Chief was quick to state that the content of the texts did not reflect the standards of the conduct expected of the members of their organization and that she’d asked the Office of the Police Complaint Commissioner to review them. The Minister agreed that the texts were inappropriate and unprofessional and don’t reflect the professionalism of the government but didn’t disclose what action would be taken as a result. Overall, the Minister and her government have not yet responded in a way that would indicate an understanding of the damage done and the need to rectify it.

These are just a few examples of teaching the wrong lessons. I also found the government’s own Safe and Caring School Communities policy to be a handy lens through which to view this matter. There appears to be a chasm between the good intentions expressed in the policy and the practice in this particular situation. For example, the policy includes these expectations on school communities:

-Teach, model, and encourage positive social behaviours that contribute to the school community, solve problems in peaceful ways, value diversity, and defend human rights
– Respond consistently to incidents in a fair and reasoned manner, using interventions that repair harm, strengthen relationships, and restore a sense of belonging
-Use school-wide efforts to build community, fostering respect, inclusion, fairness, and equity
– Set, communicate, and consistently reinforce clear expectations of conduct
– Work together to better understand issues such as bullying, racism, discrimination, and other worrisome behaviours and respond effectively and appropriately
– Respond consistently to incidents in a fair and reasoned manner, using interventions that repair harm, strengthen relationships, and restore a sense of belonging

It’s still not too late for the Ministry to teach the right lessons. But the longer it waits to do so, the more it appears to condone behaviours that are quite the opposite of what we rightfully expect of young people today. Lessons are being learned.

Moira Mackenzie is member of the IPE/BC Board and a retired teacher with many years of experience in the Surrey and Cariboo Chilcotin school districts and in supporting teachers and public education as a member of BCTF staff.

News

New report on public tax dollars going to private schools in BC

Thanks very much to Andrew Longhurst and the CCPA for this powerful new report, Public funding for B.C.’s private schools is indefensible. In a thorough analysis, Andrew reveals that per-pupil private school spending is increasing faster than public school per-pupil spending in BC. He concludes, “There is no justifiable reason—financially or ethically—to keep funding private schools at a time when public schools are facing real spending cuts by the provincial government.”

We agree! We hope you’ll check out the full report and share it with others.

Updates

Is Public Education at Risk?

Is Public Education at Risk?
Like you, the Institute for Public Education/BC believes that quality, inclusive, well-supported public schools are key to a thriving society and healthy democracy. But we’re increasingly worried that we’re at risk of losing our public education system through privatization, chronic underfunding, profiteering, and the diversion of public funding to elite private schools. That’s why we’re hosting a panel presentation and discussion on this issue on April 23rd, and we hope you can join us. Find out all the details here.

News

Our hearts are with Tumbler Ridge

To the students, families and staff at Tumbler Ridge Secondary School and the community of Tumbler Ridge as a whole, our hearts are with you. We know that you are dealing with unbearable shock, grief and anguish. No one should have to face such a horrendous tragedy. No students should have to go to school worried for their safety; no parents should have to send their children off to school worried about whether they will come home and no teacher, support staff or administrator should have to worry about a shooting and the loss of lives at their school. We’re thinking of you, standing with you and sending our deepest condolences and unwavering support.

News, Perspectives Blog, Updates

B.C.’s School Boards matter, but only if they act like it

B.C.’s School Boards matter, but only if they act like it

December 14, 2025

By Patti Bacchus

With elected school boards under threat in Ontario, it is more important than ever for B.C.’s boards to demonstrate their relevance by engaging meaningfully with their communities and stakeholders.

Elected school boards are already gone in Nova Scotia, Quebec (where francophone boards were replaced, though anglophone boards remain), and Newfoundland and Labrador. Their elimination is part of a troubling trend toward increasingly centralized control of public education.

In British Columbia, Education Minister Lisa Beare flexed her ministerial muscles shortly after her appointment by firing the elected Greater Victoria School Board and replacing it with a sole administrator. The board’s offence? Ending its police officer liaison program — a decision made after a lengthy public consultation and formal decision-making process, but one the minister appears to have disagreed with nonetheless.

I firmly believe that locally elected school boards are essential to a strong public education system — but only if trustees understand their governance role and lead collaboratively, transparently, and with authentic community engagement.

Unfortunately, I’ve seen that commitment erode in my own district, Vancouver. The Vancouver School Board now bars the public from attending standing committee meetings, upending decades of practice. It’s unclear what problem this change is meant to solve — the meetings are already livestreamed. Perhaps some trustees are simply uncomfortable with members of the public sharing the same physical space. The board has even begun forbidding photography and recordings during public meetings, another break from long-standing norms. For what purpose?

As the Vancouver School Board’s longest-serving chair, and as a former DPAC representative, I know how critical open committee meetings are to meaningful engagement and community-building.

But this isn’t about me. It’s about the survival of local democracy—and convincing the public that elected school boards are worth keeping. That case becomes very hard to make when people are made to feel unwelcome in meeting rooms, or are scolded or threatened for something as innocuous as taking a photo at a public meeting.

Even registering to speak to trustees has become a convoluted, bureaucracy-laden process that could be — and was — far simpler. What is the point of locally elected trustees if they go out of their way to make it difficult for the very people they serve to engage with them?

This problem isn’t unique to Vancouver or even to B.C. In The State of the System: A Reality Check on Canada’s Schools, Nova Scotia education writer and commentator Paul Bennett examines the evolution of school governance across Canada. He argues that “our public schools, initially established as the vanguard of universal, accessible, free education, have lost their way and become largely unresponsive to the public they still claim to serve.”

I don’t always agree with Bennett, but on this point he’s right in some cases.

Later in the book, Bennett observes that trustees are often treated as though they should “behave much like children in grade school, focus narrowly on policy, avoid administrative matters, keep their distance from local groups, respect rigid board solidarity, and act primarily as goodwill ambassadors.” This culture, he argues, cuts boards off from the communities they are meant to represent — and he identifies it as one of the factors that led to the elimination of elected trustees in Nova Scotia.

We should learn from that.

I frequently hear from newly elected trustees that they’ve been advised by senior management or their provincial organization not to speak to the media or engage with the public on social media. Good grief. What is the point of local government if local elected officials are discouraged from talking to the locals?

As an education columnist, I regularly contacted individual trustees for comment. Some told me they were “not allowed” to speak to journalists, because only the chair could do so. While it’s true that chairs speak on behalf of boards, individual trustees are also elected officials. They can— and should —speak publicly, provided they are clear they are not speaking for the board. Accountability demands open communication.

New trustees are also warned not to meet with community groups or individuals — especially union representatives — unless the entire board is present. That’s pure balderdash. The very purpose of local government is local contact. This siege mentality frustrates the public and, over time, risks breeding public indifference — making it far easier for governments to abolish school boards altogether with minimal public pushback.

Make the Most of a Whittled-Down Role

I served as a school trustee for eight years, without regrets. I worked with a strong caucus, and together we accomplished important work. We held the public’s ground against relentless pressure to close schools and sell valuable public land. We successfully negotiated hundreds of millions of dollars for new schools and seismic upgrades.

We developed a model for incorporating purpose-built childcare centres into new and rebuilt schools. We launched a Mandarin bilingual program, opened an Indigenous-focused school, and expanded early literacy intervention.

Yes, the trustee role is diminished from what it once was. Trustees can no longer levy taxes, and most collective bargaining now happens provincially. Still, I believe passionately that school boards can — and should — be among our most democratic institutions, precisely because they are closest to local values and concerns.

Outside of small-town city councils, there are few places where grassroots movements should be able to have more influence than at a local school board.

Vibrant, effective boards, where debate is encouraged, all voices are heard, and access to trustees is open, are a vital component of a high-functioning public education system. By most measures, Canada’s public schools are remarkably successful, delivering strong outcomes for the public investment they receive. Do school boards contribute to that success? I believe they do, at least in some cases.

Yet many B.C. school boards are moving in the opposite direction. Restrictive codes of conduct muzzle trustees. Barriers discourage public participation. Boards increasingly take direction from management, rather than exercising independent governance. Too much of the public’s business— because school board business is the public’s business —takes place behind closed doors or in private emails instead of in public meetings, where it belongs.

B.C. school boards need to give themselves a hard shake. They must decide whether they want to do the hard but essential work of transparently representing the public — or continue fussing over decorum and control as they inch toward irrelevance.

I hope they choose the former. I fear many will continue with the latter, and we will all be poorer for it — especially students.

School board elections are next fall. Ask candidates to commit to open meetings with open public galleries, and to making public participation easy, not burdensome. Ask whether they understand how to use the trustee role to improve educational opportunities for all students — not simply to rubber-stamp management recommendations.

If you don’t want to listen to the public, or keep communication open, accessible, and respectful, then running for school trustee may not be for you.

School boards matter. Strong public schools depend on them. Don’t squander them by electing ineffective—or inaccessible—trustees.

Patti Bacchus is a former education columnist and is the Vancouver School Board’s longest-serving chair (2008-2014). She sits on the board of the Institute for Public Education (BC).

News, Updates

Is this Systemic Oppression or Systemic Abuse?

Thank you very much to Kim Block, Chairperson, Board of Directors, BCEdAccess, for granting IPE/BC permission to reprint this incredibly powerful post on the state of inclusion in BC’s public schools. We deeply admire and appreciate the work of BCEdAccess; an organization has been supporting parents of students with disabilities and complex learners since 2014. Find out more about BCEdAccess here and contact your MLA to call for well-supported, properly funded, meaningful inclusion in BC’s public schools.

By Kim Block, BCEdAccess

October 18, 2025

Trigger warning: Children’s Self-harm, mental and emotional distress.

The division of resources in society is a political decision. When resources become scarce in education, students with disabilities and diverse abilities are severely impacted. Impacts that last a lifetime.

The Ministry of Education and Child Care has the obligation to provide every child with a quality, equitable education. They defer this responsibility to school districts. School districts blame the Ministry for not providing them with the funding, policy structure, employment agreements and resources to be able to deliver quality, equitable education to all students.

School districts are incredibly underfunded. Children with disabilities are being pushed out of schools because of a lack of appropriate resources to support them. Many children are resorting to self-harm. They are experiencing increased anxiety and depression. They are dropping out or moving to online options. Parents are being forced to quit their jobs. By underfunding schools, we are creating a situation that forces people to be more dependent on other government systems.

BCEdAccess has already blogged about the impacts of scarcity in education titled “Scarcity in Education = Harmful Work & Learning Environments ” .

We have many reactive systems in society. To receive a service at a hospital, you need to be sick first. To enter our criminal system, you need to commit a crime first. But our education system is designed to be preventative. It’s the one system that doesn’t wait for there to be a person in need of help. It should automatically provide a quality education for all children. They just need to show up. The reality is, the education system is now a reactive system. There are not enough resources for all children. Only responding to students’ disability-related needs when complaints are being filed or when intense advocacy by parents is being done. When resources are not there, students with disabilities are forced to leave school out of self-preservation and survival.

BCEdAccess has gathered testimonials from parents and guardians from our Facebook group. We thank the families for their emotional labour in sharing their experiences. I want to warn readers that these are heavy and intense experiences. What is consistent throughout these testimonials is that parents are overwhelmed by navigating a system that is harming their child. The impacts on their children are incredibly harmful. This is systemic oppression. When I read the testimonials and hear of the impacts, I wonder, how is this not emotional and mental abuse?

Children are self-harming due to the school environment. If they were self-harming due to their family environment, MFCD would be involved. But if this kind of trauma is occurring at school, it’s government-approved.

When these students become adults, their struggles with functioning in society will be blamed on them. Their struggles to find employment will be viewed as an individual character flaw. Not as society’s failure. Not as systemic oppression. Not as systemic abuse.

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“My daughter is quiet and non behavioural. She has never received support. She is diagnosed asd and LD. After grade 6 her confidence continued to drop and anxiety got worse. She turned to self harm and school refusal. Currently in grade 11 and 5 years of fighting the system only to continue to hear “we have kids throwing desks and our supports are thin.” I finally gave up and decided to home school.” – Anonymous parent

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“Transition to high school. I learned at my child’s 15 minute iep meeting this week that none of his teachers are even aware he has a designation, and that it is up to me to tell them.

My son harmed himself for the first time due to the stress school start up has caused. He also wants to drop out and is in distress daily. So am I. We both feel exhausted and lost. The support block as mentioned above is not working for the same reasons. It is so frustrating. I told the learning suppprt staff this at the IEP meeting and they said we might have to enforce it? But how? No one has followed up since. It’s just so frustrating and exhausting. We seem to slip between the cracks deeper and deeper each year. A psych ed was recommended for last year but I continue to be told he is “low priority” and it’s pretty clear it isn’t gonna happen.” – Anonymous parent

“My son is in grade 10, the school is enjoying use of the funding, but doing nothing to set him up for success. He has attended 4 hrs this year and the counselor has checked in once and the autism-program-specific-teacher has checked in once. We’ve never had an IEP meeting in 3 years. Backdated IEP-like documents and literally blank progress reports were nefariously uploaded to parent connect after an audit, but the substance of them did not apply to my son and also included an incorrect diagnosis. The very basic common sense best practices for working with neurodivergent people are absent in the autism-specific program in our district. My son has become so anxious and depressed that he’s nearly stopped eating and has lost 10lbs this month – he was slender and had fallen off his growth curve in the first place. The doctors keep asking us “what is the school doing??” —nothing!“– Anonymous parent

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“September start up was one of the worst we have had so far. My daughter had lost all of her trusted adults at school due to layoffs and was expected to start with all new staff as our district believes that students should be able to work with anyone. This was so stressful and triggered some of the worst anxiety of have ever seen in my child and zero support from out district, we had no other choice but to enrol in online learning . Since our district doesn’t even offer online learning anymore, we had to switch out of our district completely so my child could receive proper adaptations and support supports. Not only has this affected her mental health, but it has taken a toll on our family in general as I have had to leave my job so I can support her with online learning, leaving us with only one income.” – Anonymous parent

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“My 5-year-old son has Type 1 diabetes and has been asked by school not to attend school for more than two hours a day because there’s no one trained or available to safely support his medical needs. The isolation has been devastating for him and for us. Every day he’s reminded that his disability means exclusion, not inclusion. We’ve been told his safety can’t be guaranteed, so access to education has become conditional. It’s exhausting to keep explaining that my child’s right to be at school safely, equitably, and fully included is a human right, not an optional service.” – Anonymous parent

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“My five-year-old son is receiving 3–4 different EA supports in a single day because the school hasn’t been able to figure out consistent support. When he does have assistance in class, that support is shared with two other children who require more intensive help, leaving my son with even less support. At lunch and recess, he has no supervision at all — which has already resulted in him running off the field once. I later found out that, instead of addressing this properly, the school placed him in a sectioned-off area where he couldn’t access the rest of the playground. To me, this feels like segregation rather than inclusion — the opposite of what schools are supposed to practice. Thinking that this might be our journey for the next 12 years is overwhelming.” – Anonymous parent

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“My child has suffered in self-esteem, self-determinism, and mental health concerns. They also hate school. Because of teacher attitudes, they now think that they won’t be able to have a good, well-paying career and also feel very ashamed of their diagnosis. They’re also a lot more cynical towards thinking people will help them and not judge them. The insistence on having Grade 9’a immediately start to self-advocate, when they already have school-related anxiety, is ridiculous. My child feels embarrassed every time they have to remind teachers in front of other students of their accommodations, which is quite frequent, and many times they just give up. My child (and I) has had to battle with teachers to get their accommodations allowed, and the accommodations are quite simple (more time on tests, able to work in quiet space if needed, body breaks, etc). I’m worried that my child may hurt themselves, might drop out of school, and/or never be motivated to find work that they are good and enjoy, BECAUSE of how the school system, high school in particular, has treated them.” – Anonymous parent

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“A lack of resources landed my child alone in a locked storage closet (without my knowledge or consent!).” – Anonymous parent

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“Transitioning into middle school, the model is completely different. The support we had access to in elementary school for sensory regulation for my G designated child with learning disability doesn’t exist in his current school. They have an academic support block that doesn’t work for a demand avoidant kiddo with ADHD. We had an early IEP meeting with the school counsellor, but so far none of our requests have been supported due to our child not needing “intensive supports”, but he’s at high risk for dropping out of school already– he missed all last week and now we’ve found out the one contact we had that my son felt connected to, this specific counsellor is leaving and I have to meet again with his new case manager and get everything going again and repeat all advocacy- but nothing has been put into place anyways due to lack of supports. It’s so frustrating- around and around just to be told there’s no access/support/body to help.” – Anonymous parent

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“A 16 year old child who was non-behavioural with learning disabilities received little to no support in middle school and is now majorly struggling with school, has about a grade 4 math level, has major anxiety and easily overwhelmed. Is struggling with mental health issues and on the verge of being a drop out due to school avoidance. Due to them being non-behavioural, no addiction issues, they don’t qualify for an alt school and can’t handle regular school.” – Anonymous parent

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“My child has zero supports in the classroom. Unable to read and write, there is no support for him to even write his name on his paper in grade 2. I collect his papers and work through them with him in the evening. We are exhausted, we are stretched so thin. My child is aware he is behind, and his confidence and self esteem is non existent and is now refusing school because of the lack of support and connection. Designation, flight risk, and psych ed incoming.” – Anonymous parent

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“My son started high school, gr. 9 last Sept. He was only allowed to attend a total of 19 full days between Sept-Jan. Because of his needs, specifically his learning disabilities, that were not being met-they refused any support or accommodations unless he was confined to the Learning Resource Room for his allowed 2-3 hours a day. No class time or instruction allowed. In late January after an incident with another student who was bullying him, he was not allowed to return at all. We were given the option of online which is not realistic for him, or to attend an alternative school for troubled youth. My son now works full time at 15 and says he lost his childhood because of not being allowed to go to school like other kids-this was his school story for the last 4yrs. He knows he will likely have to wait until he’s 18 to do any schooling now. Our child not being allowed to attend and everything else that has gone into trying to work with people who don’t seem to care at school has caused significant trauma, impacted our mental health, emotional health, my physical health has taken a hit due to the stress and financially…Well can’t make money to support your family when your constantly called away from work or have to be available to pick up/drop off for the couple hours a day your child is allowed to attend.

It’s ruined my faith in systems meant to support our children.” – Anonymous parent

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“My guy went from bell to bell support g designation in grade 8 to 0 support in grade 9. Nothing academic is done with him anymore.” – Anonymous parent

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“No functioning laptop at school has prevented my son from familiarizing himself with Google classroom materials when he’s at home (where he feels safe). I’ve had to purchase a laptop for him. Note: my son is at home doing online courses. He cannot do this without supervision so I can’t work.” – Anonymous parent

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“Never having the proper EA support, has resulted in a kid that lacks confidence, thinks they’re stupid, and hates school. Major anxiety around school.” – Anonymous parent

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“My Grade 6 daughter’s mild diagnosis has escalated to fight-or-flight violence due to accomodations not being used. Daily exclusion in sensory room or back room. I am not sure she is learning anything. She has been sent home causing financial loss to me as a single working mom.” – Anonymous parent

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“……an undiagnosed invisible disability for my youngest and more lack of support, three years behind at school, accused of being lazy and not trying hard enough, resulted in unjustly removed and attempted suicide in effort to get help.

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When is it going to be enough?

These are innocent children. They haven’t done anything wrong. Disability is a natural part of human variation. They don’t deserve this. Their families don’t deserve this either.

What has to happen for the government to realize that not properly funding an equitable education system is doing way more damage to society and creating more dependency on all systems in the future?

Not funding an education system is systemic oppression for a chosen group of people. I think this is systemic abuse. These are human rights violations.

We can change this.

So what can we do?

Parents, if your children are being negatively impacted by the lack of resources and support in the school system, I encourage you to tell your story to the BC Human Rights Commissioner. Their office welcomes with open arms the stories of people with lived experience. They use people’s experiences as a way to guide and shape their work.

The reality is that advocacy will always fall on us to bring awareness to the issues we are facing. Like it or not, people with privilege wouldn’t be able to guess this stuff, even if they wanted to. It’s too far out of their scope.

I cannot tell you the number of times people in government have told me, “Kim, if it’s as bad as what you say it is, we would see more people filing complaints.” We need to muster whatever energy we have left and write that email to the BC Human Rights Commissioner. It doesn’t need to be perfect. Don’t worry about rambling. Just spill it all out. If you are aware of someone in your life who you think needs to have their story told, sit with them. Offer to type it out in an email while they talk it out. Be the ally. Support them in speaking their truth.

Send it in. Subject heading: Speaking my truth – We need help.

I can’t tell you how many parents are advocating and doing what they do because they never want anyone else’s child to experience what theirs did.

You are powerful. And your children are worth it. And other people’s children are worth it too.

If you are an ally, please write to your MLA. We need all the support we can get.

Updates

What’s Left of Public Education When the Left Starts to Leave

“While public schools are gutted by underfunding and reformed to serve the interests and aims of economic organizations, neoliberal reformers simultaneously promote alternatives to the public system by celebrating choice in education. Like the word independent, the word choice is purposely used to obscure links to privatization. The sanitization of privatization with these terms can make people who would otherwise reject privatization feel better about their choices and to not think more deeply about them.”

Thank you to IPE/BC Associates, Shannon DM Moore and Justin Fraser, for shining a light on education privatization in BC in the latest publication in our Occasional Paper Series, What’s Left of Public Education When the Left Starts to Leave.

Updates

National Day for Truth and Reconciliation

On September 30^th, please join us in reflecting on how we can work together to advance the Truth and Reconciliation Commission’s Calls to Action in our public schools. At IPE/BC, we’re worried about the impact of residential school denialism and the rise of racism and white supremacy on the well-being of Indigenous children and youth. All young people deserve to be nurtured in their neighbourhood schools and their communities. However, the rights and security of Indigenous students are threatened when their history and the experiences of many generations of their families are denied. Together, let’s do all we can to make sure that Indigenous children and youth are acknowledged on September 30^th and feel safe, respected and welcomed every single day of the year.

Further reading and resources to inform our collective commitment to reconciliation and the well-being of Indigenous children, youth and families:

National Centre for Truth and Reconciliation

Orange Shirt Day Society

FNESC Learning First People’s Classroom Resources

BCTF Aboriginal Education Resources

Events around BC on September 30th- See pages 48-84

News, Perspectives Blog, Updates

Education Assistants play a critical role in inclusion

Education Assistants play a critical role in inclusion

September 12, 2025

By Kirsten Daub

When people think about education assistants, they often picture someone giving a student some extra help with math or reading. And while that is certainly part of what an EA does, their role encompasses so much more.

In every classroom across British Columbia, education assistants play a critical role in ensuring all students get access to the quality public education. EAs ensure that all kids – including kids with diverse learning abilities or disabilities – can have meaningfully access to public education in this province.

We know that not everyone learns the same way. Education professionals are adept at modifying curricula to suit a variety of learning styles and needs – Individual Education Plans (IEPs). But in a classroom with a large number and wide range of students, without an EA, teachers struggle to meet the learning needs of all their students.

EAs play a vital role in understanding the unique needs of students, making their IEPs work in the classroom context, and working with teachers to modify IEPs to respond to the unique needs of a student.

But EAs work goes far beyond implementing personalized learning strategies.

Kids are small versions of adults whose brains are still developing and often haven’t yet learned how to constructively express their feelings. Kids with neurodevelopment differences may need extra help with communication, social interaction and behaviour. EAs are experts in understanding what students are communicating with their behaviour and responding to that student’s needs.

It’s easy to get frustrated when we don’t feel understood. For some kids, that frustration becomes behaviour that’s disruptive or harmful to others. EAs have the specialized training and expertise to understand behaviour, support students in communicating their needs, managing those needs, offering emotional support to help students feel confident in the classroom, and facilitating interaction with other students and encouraging friendships.

In short, EAs are the key to fostering a truly inclusive education system for all students.

In an ideal world, every student who needed one would have an education assistant assigned to them. This is not our current reality.

Instead, EAs are often assigned multiple students to support. I’ve spoken with EAs who support four or five different students in one day. They are frustrated that they can’t spend more time with students, and they see first- hand that a growing number of kids are not getting what they need to succeed in the classroom.

Kids are getting frustrated, acting out and giving up.

Without a consistent level of support, EAs just can’t keep up with the needs of the students who need them to meaningfully experience public education. And when students’ needs aren’t met, that can make the role of an EA harder to fulfill. This is leading to EAs report experiencing stress and burnout trying to do a nearly impossible job.

School Districts across B.C. often struggle to balance budgets. Cuts to support staff are often how those budgets are balanced. In spring of 2025, for example, the Surrey School District faced a $16-million-dollar deficit. Part of the District’s response was to cut fifty EA positions. This can only mean that students who rely on EAs will have less support, and EAs will be stretched even more.

This is not a unique situation. School districts across the province need more funding to adequately staff classrooms. Many districts are struggling with recruitment of qualified EAs due to lack of hours and earning potential. As school districts make more cuts to balance budgets, the crucial work of EAs will become more unsuitable – EAs will suffer more burn out and leave the profession, and kid will have less support.

If B.C. is truly committed to inclusive public education, we need to make immediate and long-term investments. School operating grants as a percentage of the province’s GDP have decreased significantly since 1981.

We can do better for our kids.

Ensuring every student has the resources they need to succeed is an investment in stronger families, stronger communities and a better province. Most importantly, increased education public education spending is an investment in our kids – all our kids.

Kirsten Daub is member of the IPE/Board of Directors, the K-12 Sector Coordinator for the Canadian Union of Public Employees in British Columbia (CUPE BC Region) and a CUPE National Servicing Representative. Previously, Kirsten worked for over ten years for CoDevelopment Canada building international solidarity between unions and social justice organizations in Canada and Latin America.

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Healthy school food; Let’s do it together

There is more to do to help kids have access to healthy food at school – let’s do it together.

Please join the Coalition for Healthy Schools and school trustees from across the province to discuss how to help kids have access to healthy food at school and support the implementation of quality programs in every district.

September 25^th at 6:30pm

Featuring Brent Mansfield (co-founder of Lunch Lab, founder of the BC Chapter of the Coalition for Healthy School Food and a Vancouver teacher) and Mark Robinson (Trustee for School District 68- Nanaimo Ladysmith).

Please join by Zoom at this link.