CLASS SIZE IS NOT JUST A NUMBER
WHY PUBLIC EDUCATION IN ONTARIO
IS AT A BREAKING POINT BY CYNTHIA ROULSTON
F
or 25 years, I’ve had the privi- lege of being a public elementary school teacher in Toronto. I’ve guided generations of learners, collaborated with families and
witnessed the evolving challenges facing our education system. One issue that has remained stubbornly unresolved and only grown worse is class size. In the private school sector, small class
sizes are a celebrated feature, oſten highlight- ed on glossy brochures promising individual- ized attention and better student outcomes. Yet in the public system, when educators speak up about overcrowded classrooms, we are too oſten met with accusations of self- ishness or laziness. Tese claims suggest we are simply seeking lighter workloads, which couldn’t be further from the truth. Back in April 2019, before the world shut
down due to COVID-19, I stood shoulder to shoulder with thousands of educators across Ontario to protest funding cuts to public ed- ucation. We marched not just for our rights, but for our students, who were already deal- ing with worsening mental health, increased violence and rising class sizes. Now, six years and one global pandemic later, these issues have only deepened. Meanwhile, Ontario is
16 ETFO VOICE | FALL 2025
facing a teacher recruitment and retention crisis on a scale I’ve never seen in my career. Te connection is undeniable. Te pro-
vincial government continues to undermine public education by cutting funding and launching media campaigns that erode pub- lic trust in teachers. Educators are leaving the profession in droves. And those of us still in the classroom are leſt to manage untenable conditions. Ultimately, it’s Ontario students and families who are paying the price.
REDUCED INDIVIDUAL ATTENTION = REDUCED OPPORTUNITY
One of the most immediate impacts of large class sizes is the erosion of individual sup- port. With 30 or more students in a room, it becomes impossible to offer the kind of one- on-one interaction that is critical to student success. Tis disproportionately affects stu- dents who already face systemic barriers. In my years in the classroom, I’ve seen a
dramatic rise in the number of students with mental health needs and learning differences. Tese students need more than just curricu- lum delivery; they need customized learning environments and educators who have time to observe, adapt and respond. All students need consistent access to mental health sup-
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