Doing Education Better

I was an elementary school teacher in Ontario for over 20 years. I recently resigned from my job, disillusioned by the lack of change in our system, even though we know better. I had been deep down a rabbit hole about the intersection of neurodiversity, parenting, education, and trauma. I had railed for years against a system that didn’t take into account the needs of different learners, or even seem to follow the pedagogy I had learned in my education degree, though I had done my best to run my classroom as inclusively and authentically as possible. But as I learned more about what we know from science and psychology, I realized that even knowing better, I was working in a system that would not allow me to put into practice what I knew was good for kids and learning. The true catalyst came in the form of a book called “Free to Learn,” by Peter Gray. It discusses parenting and education from prehistoric humans to the present, and it doesn’t paint a pretty picture of the current system. Then it offers alternatives that line up with what I had learned 20 years earlier, when I got my B.Ed. Those alternatives also lined up with what I was learning about neurodivergence and educational trauma. I realized I was no longer willing to be part of a system that I feel is failing kids and perpetuating many forms of marginalization.

This realization was a fairly sudden and violent shift in my perspective. I had been working up to it for a while, watching children struggle with expectations they couldn’t meet in school, watching teachers struggling to manage all their myriad responsibilities, as well as watching my own child recover from severe burnout, the light slowly coming back into his eyes the longer he was out of the system. But somehow, I was still unprepared for the intensity of feeling that followed reading “Free to Learn.” I decided I could not, in good conscience, continue. I thought perhaps I could start an alternative learning centre, an “Unschool,” if you will. But instead, we moved to Victoria, BC, partially in search of more progressive education. And we have not been disappointed. I have been so incredibly impressed with what I’ve seen of the education system here that I am contemplating a return to teaching.

People keep asking me what is so different out here. Why am I so impressed? What are they doing right? I can give examples, but I think it’s their overall approach to education. It’s like Ontario still believes that if you put kids in a classroom and tell them what they need to learn, they will learn it, while BC has figured out that learning is a relational activity, and one that has more to do with regulation and safety than just presenting information. The local system is more flexible, more child centred, and more aligned with current understandings of pedagogy, behaviour, and mental health. It’s like they want the system to work for kids, instead of the other way around. Here are a few things I noticed right off the bat:

• My youngest started school right after we arrived last year. He quickly found a group of friends and his social integration was prioritized. Everyone seemed to recognize that safety and comfort had to come before academics.
• In math, the teacher taught a lesson and then provided several worksheets, allowing students to select work at their “just right” level.
• In language, they worked on an artistic portrayal of the novel they read in class, with kids participating in multiple activities and then having an afternoon Open House to show off their work to parents. The school supplied snacks and the kids hung out in groups or walked parents through at their leisure. No one policed behaviour, and there was very little, though they were noisy and unfocused. But it felt like a celebration and everyone seemed at ease.
• Each term, middle school students have a “CC day,” with early dismissal for curriculum completion. These afternoons provide time for students with overdue or unsatisfactory school assignments to complete work before report cards are due. This provides motivation to get assignments in, as teachers have to sign off on students’ early dismissal, a quiet, non-punitive work space, and an opportunity for a bit of extra help for those who need just a small nudge. It also helps to ensure that teachers are working with all of the work a student CAN do, and not just what got handed in on time.
• I coached volleyball for a season, which meant I was in the school one lunchtime a week and got to see students interact with a variety of staff. The environment was relaxed and friendly. Kids were in hats and hoodies. They were casual with their teachers and on a first name basis with the office staff.

Everyone just seemed happy. There also seemed to be less challenging behaviour. The more I see of schools here, the more I think I understand why.

• There are no grades given. All the way to grade nine, reporting is based on a proficiency scale. Students are reported as emerging, developing, proficient, or extending. I think that language matters. It feels much better to have “emerging skills” than a D. “Proficient” feels better than a B
• Apart from the core subjects, students participate in “exploratories.” These are courses like art, drama, woodworking, and home ec, where students aren’t graded at all. They are literally exploring to figure out their strengths and interests. They participate in four exploratories a year, in 8-week blocks. At the end of each block, the kids self-assess and the teacher signs off on their assessment. They comment on their progress, their interest, and their skills (like tidying up after themselves, following directions, exploring strategies, and taking risks).

The general culture of schools seems to include the understanding that kids do well when they can and that behaviour is communication. When kids struggle to fit the school environment, an effort is made to change the expectations or environment, rather than “fixing” the kid.

One of my favourite surprises came this fall, when my youngest returned to middle school. The very first day, students only went for one hour. Incoming students in grade 6 arrived first, and returning students (grade 7 & 8) came after. For the next three days, students were placed in grade groupings rather than classes. They spent the week engaged in team building, assessments, and fun activities. On Friday afternoon, students were placed in the classes they’ll be in for the rest of the year.

For kids with anxiety, this removes SO MUCH stress! They have a quick intro just to get back on the property and hopefully find a friend. They have a few days to meet and greet without the pressure of the whole year on top of them. They do all the team building with a group of same age kids and ENJOY their first few days of school, forging relationships with both students and staff. And on Friday, when they get their class placements, they go home to process with parents rather than having to manage alone all day. Everyone starts fresh on Monday, but hopefully with a successful week already under their belts.

For the school, this gives them time to see who actually arrives after the summer vacation, which students might need a bit more support this year, which kids should or shouldn’t be together, and maybe which staff will be a good fit for students. They get a few days to get back into the swing of school without any pressure to start academics. And when they get their permanent classes, they can continue the “Get-to-know-you” period, because they’ve only lost three days, rather than the three weeks I was accustomed to losing in Ontario.

In elementary school, they have a similar system, where students go to last year’s class for the first week, thereby reducing anxiety and forming classes based on actual attendance. They transition on Friday afternoon too. I think it’s brilliant, and also not that hard to do.

My other son started high school, and I am even more impressed by what I’ve seen there. He describes it this way: “I need to survive the school system. I feel like my teachers are there to help me do that, rather than me trying to survive their classes.” It feels like a team. Students’ needs are prioritized. There is incredible flexibility. My son started back after a three-year hiatus. No one asked about missing pre-requisites or insisted on age-appropriate placements. They just put him in and said they’d support him where he needed it. The district principal gave matter-of-fact information and asked my son what he wanted and needed to be successful. They centred his voice and gave him agency in his decision of what school and program would best suit his needs. He took the advice offered to start at a smaller school, but decided he preferred the regular program to special education support. No one questioned his decision or tried to talk him into a different choice. It was refreshing and inspiring and highly empowering.

Because it’s small, all of the electives at his school are multi-grade, so everyone who takes art, or robotics, or any other elective, is in the same class. Each elective class has a mix of kids from grade 9-12. This means there can be no lectures that are aimed at just one grade level. The kids work on projects and teach each other, with the teacher as resource and guide. Kids come and go from classes as they are ready, taking breaks when they need to. Fridays are shortened to make time for learning support. After school clubs, like drama, theatre crew, and outdoor ed are credit courses. My son is in theatre crew. He stays after school one day a week to help build sets as part of a team. More experienced students run groups under the supervision of the theatre teacher. They are learning skills on the fly and getting academic credit for doing so. This is real-world learning and shows respect for students’ free time and interests.

And then… I became an EA (educational assistant).

I’ve only been on the job for two weeks, so there’s still lots to learn. But I am so incredibly impressed by my first nine days. I’ve worked everywhere from kindergarten to high school, in fancy neighbourhoods and what I would consider “inner city” schools. Here are a few highlights from my experience:

• One school has 28 EAs, all of whom wear walkie-talkies. They are short staffed every day and work together as a team in a way I’ve never seen before. Many work 1:1 with high need kids or in classrooms with multiple high need students. They work to help kids access their best education, with an understanding that the secret is to change expectations rather than changing kids.
• It is not unusual to see kids out walking alone in the halls. At least one grade one classroom had three passes on the wall – one for the washroom, one for the office, and one for “I’m taking a walk.”
• Many elementary schools have stationary bikes or small trampolines in the hallway. Kids are encouraged to take a minute or two of exercise when they need a regulation break.
• Every elementary school I’ve been in has at least one sensory room. At one school, my job included taking two different kids for “scheduled sensory breaks” in a room filled with heavy work materials, like a small trampoline, heavy balls, a tunnel, and a crash mat. They got five minutes of free independent play before returning to class. This is a PREVENTETIVE measure designed to avoid dysregulation.
• I have never seen a child punished or shamed for misbehaviour. They are prompted, supported, and redirected, with the understanding that all people make mistakes, especially when learning.
• At one school, all of the teachers went by first names. Kids ate when they were hungry and were encouraged to take a drink if they were struggling to pay attention. When a child had a meltdown and stormed out of the room, he was left to regulate himself in the hallway, without being followed. He took the time he needed and returned to class ready to continue.
• On the door of one classroom, there was a sheet with “Useful Phrases” that both started and ended with, “We give lots of chances.”
• Schools routinely have fruit available.
• Classrooms and libraries routinely have headphones available.
• It is common to have more than one adult in any given room.
• There is a strong focus on Indigenous wisdom and reconciliatory practices.
• Most classrooms I’ve been in have a variety of seating, including beanbag chairs, sofas, rockers, and wobble chairs.
• Most elementary classrooms, even up to grade three or higher, have free choice activity time on a regular basis, where kids naturally learn through play.
• All elementary education is inclusive. Kids with a range of special needs, both physical and cognitive, are included and supported within regular classrooms.
• High school education is also inclusive, with students attending regular classes as much as possible, with a great deal of EA support.

It isn’t perfect. It’s public education. There is never enough money or staff to do what’s needed. Kids have needs that can be hard to meet within an institutional setting. Not all staff are on board, and some are struggling to shift from an old-school mindset. But the idea that kids need space to make mistakes, even big ones, is both refreshing and inspiring. Treating kids with respect, autonomy, and trust seems to create an environment that supports positive interactions, self-esteem, and learning. There is less anger and frustration, more acceptance of individual difference, and a more co-operative atmosphere. Overall, I am so glad that I’ve had the opportunity to see a better learning model in action. I might just try my hand at teaching again!

**Disclaimer: I am aware that my experience is not universal. I have delayed posting this because I am aware that there are people here in BC who are struggling to find support for their kids, and I don’t want to speak over their very real concerns. But I also believe it is important to celebrate what is going right and share it with the hope of inspiring positive change.**