Sounding the Alarm for Educators in Canada

Big societal changes like the ones we are currently living through in politics, technology, and the world order, are always reflected in the institutions that make up our social fabric. This is especially true of our schools. As we struggle to find new ways to adapt how we think about and deliver education in this rapidly changing world, it is both a difficult time within the educational environment and a time of great opportunity.

We are educators and systems thinkers who have been observers of the educational landscape in Canada for many years. Recently we have been pondering how to help educators adapt responsively and creatively to this new world. What do they need to thrive and grow despite the storm of change outside? If not addressed, the hardships our educators face will eventually  affect our ability to deliver the education children deserve, and impact them and their families. Inevitably, this will also shape the future of all of us. When the needs of children and those who care for them are not prioritized, we all lose.

 We must urgently turn our attention to what we see happening in education, as it costs more and takes longer to fix things once they are broken. This is the first in a series of three articles in which we describe the current challenges within our schools and propose some helpful ideas for using this moment to create positive and sustainable change.  We see this moment as one that calls for a collective reflection by all within the education system to dream of what might be possible in this new landscape.

In the current moment, there is extreme pressure on schools from the outside: political dissension, budget cuts, increasing needs of the student population, and the reduction of complex issues to polarized and political opinions about what should be prioritized. An ideological war is being waged over what we choose to value and to invest in that will have huge consequences for society.

This has created a pressure cooker inside our schools, and educators are feeling this through increased workloads, lack of resources and support, and inadequate pay. The ever-increasing pressure on educators is causing widespread burnout among them, exacerbating an already existent shortage of personnel. This is the reality of educators across Canada, but the situation in Quebec is even more dire, due to years of chronic underfunding of education, and the recent drastic reform measures taken by the Quebec government.

In June 2025 the government of Quebec announced a massive cut of 570 million dollars from the budget for school boards and the new school centres. The public outcry of parents, unions, and educators forced them to backtrack and reinvest 540 million. This still constituted a massive cut at a time when in fact more investment in education is desperately needed. There are more students than ever entering the system and more professionals leaving the system, resulting in excruciating shortages of support people and resources.

It is hard to overstate the destabilizing effect and the uncertainty that these actions of the government have unleashed upon the education system. And yet at the same time the government is demanding extreme fiscal accountability from this overwhelmed system, doling out the reinvestment of funds in a restrictive and punishing manner that forces school boards and centers to incur higher administrative costs to prove their commitment to lowering costs - on a monthly basis. As taxpayers, we all agree that accountability in funding is important. But it is also important to understand the needs and pressures of the system before taking such drastic measures. When we place this type of burden upon organizations that are short of personnel, stressed, and overextended, what important things will not be getting done in order to meet these obligations?

There are consequences for not investing more thought, money, and resources into our schools. Our educators need for us to recognize that they are being asked to do too much with too many constraints.  They need support, tools, and capacity.

Here are some of the reasons why.

The 2025-2026 school year in Quebec began with almost 5000 positions in schools yet to be filled – including teachers and support staff. This is no surprise, because conditions within schools are difficult for educators, and burnout is taking its toll. Since May 2025, 2749 special education technicians (TES) have left the system. So, not only are classrooms overloaded, but they are also understaffed with those who provide support for high needs students who need the extra attention. This is hard for all the children in a classroom and puts incredible pressure upon teachers. It is also believed to be a factor in the increasing rate of violence within schools.

Plus, it is estimated that 10% of educators in Quebec’s schools do not have specialized training in education. Due to this incomplete training, they depend on the help of teachers with accreditation and experience in pedagogy and classroom management to help them. Already busy and overworked, this represents an added and exhausting burden on teachers.

Another issue is inadequate pay. Teachers in Quebec are already paid less than anywhere in Canada. Budget cuts and constraints imposed by the ministry of education have further reduced the paid hours outside of teaching time that teachers need to create and prepare lesson plans, meet with parents, and organize class trips and cultural enrichment activities, etc.  This is making it difficult to expose students to the broader cultural experience they need. There is limited access to libraries within schools, and it is a complex process to organize field trips to libraries and other cultural institutions. The truth is that in order to meet their commitments educators are often working long hours unpaid.

The new bureaucratic processes and obligations, and the heavy overlook also reflect a pervasive devaluing of the role of teachers, and this feels especially hard when they are overwhelmed with classroom responsibilities. Inevitably this often results in their departure from the system. Our children and all of us lose when teachers with passion and experience are pushed to these extremes and must leave the system to preserve themselves.

It is no wonder then, that the role of those in leadership in schools has become increasingly difficult. Administrators are faced with unrelenting pressure from outside the schools to make miracles happen with inadequate sums of money. At the same time they are grappling with the daily pressure of schools that are understaffed and underfunded, they are attempting to support teachers, students, and parents. They face huge amounts of pressure from all directions.

For some, it feels like an impossible situation. The rate of attrition among experienced administrators is high. Many are retiring early, and many others are on extended sick leave – creating a worrying shortage of principals and vice-principals.

Due to this, many school principals have been moved into these positions prematurely. They may not have had the time to acquire the leadership skills they need to manage organizations, especially given the crises that schools are facing.  They will need tools, resources, and support to help them effectively navigate the changes within the educational environment. When we support leaders, we also support teachers, staff, children, and parents. By connecting and empowering leaders – we help them to provide the support, tools, and resources that everyone needs. And so sustainable solutions always begin with help for leaders.

When systems are under such incredible pressure from outside forces it may seem as if there is no agency within the system to do something about the situation. We might feel helpless or hopeless. But although there are some factors outside of our control, there are still actions we can take from within the system to help alleviate some of the conditions. The situation is not hopeless, and we are not helpless. It is important to recognize and address the constraints faced by those within the system and yet also dream of new ways of doing things.

It is important to start as we have, by acknowledging the hardships educators face. But seeking solutions to these hardships and to the constraints of the system can begin by opening up connections to the wider world. By looking to peers outside of our own systems, we get to see what others experiencing the same or similar issues are doing. This not only addresses our isolation as leaders but also invites a wider perspective and access to new ideas and innovative ways of doing things.

Our next article will offer some ideas for ways in which we can support leaders with tools and resources. Meanwhile, here is one school principal who has found an innovative way to address some of the issues in his school. We think you might enjoy learning about his approach!

Principal Lamb exchanged his desk for a mobile office rolling through the halls of his school. He carries supplies, fills in for teachers when they have to leave the classroom for a few minutes, deals with behaviour problems and other disruptions, and more. His presence and availability is powerful and impacts the school culture enormously. He is available, willing to help, and understands the pressures and stresses teachers face. By mitigating those pressures, everyone in the school benefits.

We must never stop dreaming of new ways of doing things...