Education Justice Benefits Us All

What is education justice? It’s a term that’s becoming more prominent, but it can still feel abstract or difficult to define. Education justice is about more than just access to schooling—it’s about ensuring that every student has the opportunity to succeed, regardless of their background, identity, or circumstances. It’s about dismantling the barriers that prevent equitable learning and creating a system where all students can thrive.

Why do we do this work? We believe that every child deserves the chance to reach their full potential. But too often, systemic inequalities in the Canadian education system stand in the way. Students from marginalized communities face significant barriers—whether it’s underfunded schools, racial discrimination, or lack of access to necessary resources—that hinder their educational success.

Our Strategic Objectives

Improving the Quality of Education

Ensuring that all students receive a high standard of education, no matter where they live or their socioeconomic background.

Creating Equitable Learning Environments

Fostering inclusive spaces where every student feels supported, valued, and capable of achieving their full potential.

Dismantling Systemic Barriers

Actively identifying and breaking down the obstacles that prevent fair and just access to education for all students.

What Motivates Our Mission?

We’re driven to challenge and dismantle the systemic oppression embedded in the Canadian education system. Here’s why we focus on these critical issues:

Socioeconomic Status and Academic Achievement

Socioeconomic status (SES) remains one of the most significant predictors of educational outcomes, with students from lower SES backgrounds consistently facing greater challenges in their academic journeys. These challenges are evident across various aspects of the education system in Canada, reflecting deep-seated inequities that continue to hinder the potential of many students.

Academic Performance Disparities

Students from lower-income families are more likely to underperform academically compared to their peers from higher-income households. For instance, in Ontario, students from families earning less than $30,000 per year scored 20–30% lower on Grade 3 math and literacy tests compared to those from families earning more than $100,000 annually (Education Quality and Accountability Office, 2017). Nationally, over 50% of children from low-income households had below-average math scores, while only 33% of children from high-income households fell into this category (Burton et al., 2013). These disparities reflect not only differences in income but also in access to educational resources, opportunities, and support systems.

High School Dropout Rates

The likelihood of dropping out of high school is significantly higher for students from lower SES backgrounds. Research shows that Canadian children from lower socioeconomic backgrounds have higher secondary school dropout rates, which severely limits their future educational and career opportunities (Belley et al., 2014; Evans, 2004). This trend is particularly concerning given the increasing demand for post-secondary education and advanced skills in the modern job market.

Impact on Indigenous and Racialized Students

Indigenous students and students from racialized communities are disproportionately affected by the intersection of low socioeconomic status (SES) and systemic barriers within the education system. These groups face unique challenges that significantly impact their educational outcomes, often resulting in lower academic achievement and higher dropout rates. Indigenous students face significant educational disparities due to a combination of socioeconomic challenges and systemic discrimination. In British Columbia, data shows that 35% of Indigenous students failed to meet the provincial standards for fourth-grade reading comprehension, compared to just 18% of non-Indigenous students. This gap is even more pronounced in numeracy, where 45% of Indigenous students did not meet the provincial standards, compared to 23% of non-Indigenous students (British Columbia Ministry of Education, 2017). These statistics reflect the broader issues Indigenous students face, including underfunded schools, limited access to quality educational resources, and a curriculum that often fails to respect or integrate Indigenous cultures and perspectives. The cumulative effect of these barriers often leads to lower levels of academic achievement and reduced opportunities for further education and employment.
Racialized students, particularly Black and Southeast Asian students, also face significant educational challenges, particularly in Ontario. The Toronto District School Board (TDSB) data reveals stark disparities: Black students are twice as likely to be placed in non-academic streams, such as applied or essential courses, which limits their future academic and career opportunities compared to their white peers. Furthermore, Black students in the TDSB are three times more likely to be suspended, reflecting systemic biases in disciplinary practices (TDSB, 2017). These educational disparities are exacerbated by factors such as language barriers, cultural dissonance, and lower expectations from educators, which collectively hinder the academic progress of racialized students.

Long-Term Consequences of SES-Related Educational Inequities

The long-term consequences of SES-related educational inequities are profound. Students from low SES backgrounds are not only more likely to struggle academically but are also more likely to face long-term socio-economic disadvantages as adults. Lower educational attainment is linked to lower income, poorer health outcomes, and reduced social mobility, perpetuating a cycle of poverty and marginalization (Portnow & Hussain, 2016; Shaker, 2014). This cycle underscores the critical need for targeted interventions and policies aimed at leveling the playing field for students from disadvantaged backgrounds.

Racial Inequities and the School-to-Prison Pipeline

Racial inequities within the Canadian education system have long contributed to the disproportionate disciplining of Black and Indigenous students, which in turn fuels the school-to-prison pipeline. This term refers to the disturbing national trend wherein marginalized students, particularly those from racialized communities, are funneled out of schools and into the criminal justice system. This systemic issue is rooted in over-policing, biased disciplinary practices, and institutionalized racism, all of which combine to perpetuate cycles of disadvantage and criminalization among these communities.

Over-Policing and Discriminatory Discipline

Black and Indigenous students are subject to disproportionate levels of surveillance and punishment in schools compared to their white peers. For instance, in Toronto, Black students are three times more likely to be suspended than white students, despite similar behaviors. Additionally, these students are often more harshly disciplined for minor infractions, such as dress code violations or disruptive behavior, which would result in less severe consequences for non-Black students (BLAC, 2020). This over-policing not only disrupts their education but also reinforces negative stereotypes, making these students more likely to be pushed out of school altogether.

Criminalization of Student Behavior

The presence of police officers in schools, often referred to as School Resource Officers (SROs), exacerbates the criminalization of normal adolescent behavior, particularly among racialized students. In schools where SROs are present, Black and Indigenous students are more likely to be arrested for behaviors that might otherwise be handled by school administrators. This direct involvement of law enforcement in school discipline accelerates the transition from school to the criminal justice system, a phenomenon known as the school-to-prison pipeline (Edmonton SRO Research Project, 2020).

Long-Term Consequences of the School-to-Prison Pipeline

The impacts of the school-to-prison pipeline are far-reaching and long-lasting. Students who are suspended, expelled, or arrested are significantly more likely to drop out of school, which in turn increases their chances of unemployment, incarceration, and lifelong poverty. For Black and Indigenous students, these outcomes are compounded by systemic barriers in other areas of society, such as housing, employment, and health care, perpetuating cycles of disadvantage and marginalization (Restorative Discipline and the School-to-Prison Pipeline, 2020).

COVID-19's Deepening Divide in Education

The COVID-19 pandemic disproportionately impacted low-income, racialized, and Indigenous communities. Families in these groups were more likely to opt for online schooling due to higher risks of COVID-19, which exacerbated existing educational inequities. Research highlights that these communities experienced a deeper educational disruption due to the unequal distribution of resources and support (Bhamani et al., 2020; PEI Department of Education and Lifelong Learning, 2020)

Unequal Access to Technology and Online Learning

The rapid shift to online learning exposed a stark digital divide. While some students seamlessly transitioned to virtual classrooms, many others, particularly from low-income, rural, and Indigenous communities, struggled due to limited access to internet-enabled devices and reliable internet connections. In British Columbia, up to 30% of families reported having no access to internet-enabled devices. In Manitoba, the Winnipeg School District revealed that 40% of students did not have a computer at home, severely limiting their ability to engage in online learning (BC Ministry of Education, 2020; Froese, 2020). This lack of access significantly hindered their ability to participate in and benefit from online learning, widening the gap in educational outcomes.

Disproportionate Impact on Vulnerable Students

Students from racialized, low-income, and Indigenous backgrounds faced disproportionate challenges during the pandemic. In the Greater Toronto Area, 64% of families in low-income neighborhoods chose online schooling, compared to 78% in high-income areas. Similarly, only 60% of families in high-racialized neighborhoods opted for in-person learning, as opposed to over 80% in low-racialized areas (Bhamani et al., 2020). These groups, already facing systemic disadvantages, experienced reduced peer interaction, less access to in-person support services, and heightened risks associated with COVID-19 exposure, which compounded their educational struggles.

Exacerbation of Mental Health Concerns

The pandemic took a significant toll on the mental health of students. The percentage of youth reporting their mental health as "excellent" or "very good" dropped sharply from 60% in March 2019 to just 40% by July 2020. Adolescents, in particular, experienced higher rates of anxiety and depression, with one study showing that these scores were significantly higher during the pandemic compared to pre-pandemic levels (De France et al., 2021). Furthermore, the lack of access to school-based mental health resources and extracurricular activities contributed to a decline in students' overall wellbeing, with reports of social isolation and loneliness becoming more prevalent.

Mental Health and Educational Outcomes

Mental health plays a crucial role in a student’s ability to succeed academically. Unfortunately, many students across Canada, particularly those from marginalized communities, face significant mental health challenges that can hinder their educational progress. Understanding the link between mental health and educational outcomes is essential for creating supportive environments that foster both well-being and academic success.

Connection Between Mental Health and Academic Performance

Mental health issues such as anxiety, depression, and stress are strongly linked to academic performance. Students who struggle with mental health challenges often find it difficult to concentrate, engage in class, and complete assignments. This can lead to lower grades, increased absenteeism, and a higher likelihood of dropping out of school. Research indicates that adolescents with poor mental health are more likely to see declines in their academic performance, which can create a vicious cycle where academic struggles exacerbate mental health issues, further impeding their ability to succeed (Wallin et al., 2019)

Impact on Attendance and Engagement

Mental health problems often manifest in ways that directly impact a student’s engagement with school. For instance, students with high levels of anxiety or depression may skip school to avoid stress-inducing environments, leading to chronic absenteeism. This absence from school not only affects their academic performance but also limits their social interactions and connection to the school community, which are vital for both mental health and academic success. A study found that students who experienced significant mental health issues were more likely to have lower attendance rates and to miss out on critical learning opportunities (Duncan et al., 2021)

Long-Term Consequences of Poor Mental Health

The long-term consequences of poor mental health during adolescence are profound. Students who experience mental health issues are at greater risk of lower educational attainment, reduced employment opportunities, and poorer overall life outcomes. Research has shown that lower secondary school grade point averages are predictive of a higher likelihood of developing depression in adulthood (Wallin et al., 2019). This highlights the importance of early intervention and support for students facing mental health challenges to break the cycle of disadvantage and enable them to achieve their full potential.

Food Insecurity and Educational Achievement

Food insecurity is a pervasive issue that affects many students across Canada, particularly those from low-income families. The lack of consistent access to nutritious food has far-reaching consequences on a child’s ability to learn and succeed in school. Understanding the connection between food insecurity and educational achievement is crucial for addressing this barrier to student success.

Impact of Food Insecurity on Cognitive Development and

Academic Performance

Children who experience food insecurity are at a significant disadvantage when it comes to cognitive development and academic performance. Research shows that inadequate nutrition can impair brain function, leading to difficulties with concentration, memory, and problem-solving skills—abilities that are essential for academic success. Students from food-insecure households are more likely to struggle with basic subjects like math and reading, and they often score lower on standardized tests compared to their peers who have reliable access to nutritious food (Faught et al., 2017). This disparity in academic performance is a direct reflection of the critical role that nutrition plays in a child’s ability to learn.

Attendance and Behavioral Concerns

Food insecurity also contributes to higher rates of absenteeism and behavioral problems in school. Students who are hungry or malnourished are more likely to miss school due to illness or fatigue, and they may also exhibit disruptive behaviors in the classroom as a result of irritability or an inability to focus. Chronic absenteeism further exacerbates the educational gap, as students fall behind in their studies and struggle to keep up with their peers. Behavioral issues linked to hunger can also lead to disciplinary actions, which disproportionately affect students from food-insecure backgrounds and contribute to a cycle of academic failure (Roshanafshar & Hawkins, 2018)

Long-Term Consequences of Food Insecurity

The long-term consequences of food insecurity extend beyond the classroom. Students who experience chronic food insecurity are at a higher risk of developing serious physical and mental health problems, such as obesity, diabetes, and depression. These health issues can further impede their ability to succeed academically and can limit their opportunities for higher education and employment. Moreover, the stress and anxiety associated with not knowing when or where their next meal will come from can take a significant toll on a student’s overall well-being, leading to long-lasting impacts on their academic and personal lives (Fung et al., 2012)

Barriers Faced by 2SLGBTQ+ Students

2SLGBTQ+ students face unique and significant challenges within the education system that can profoundly affect their academic success and overall well-being. These students often encounter environments that are not fully inclusive or supportive, leading to experiences of discrimination, harassment, and exclusion. Understanding these barriers is essential to creating a safer and more equitable educational experience for all students.

Harassment and Discrimination in Schools

2SLGBTQ+ students are disproportionately subjected to verbal, physical, and sexual harassment within the school environment. Studies show that these students are five times more likely to experience verbal harassment related to their sexual orientation and nearly four times more likely to face verbal harassment based on their gender identity compared to their cisgender, heterosexual peers (Kosciw et al., 2020). This constant threat of harassment creates a hostile school climate where 2SLGBTQ+ students may feel unsafe, unwelcome, and unsupported. The impact of such a climate is severe, leading to increased rates of absenteeism as these students may avoid school to escape the harassment, which in turn negatively affects their academic performance and mental health.

Exclusion and Lack of Representation

Beyond direct harassment, 2SLGBTQ+ students often experience exclusion and a lack of representation in the curriculum and school activities. Educational materials and discussions that fail to include 2SLGBTQ+ perspectives contribute to a sense of invisibility and marginalization. This exclusion can prevent these students from fully engaging with their education, as they do not see their identities reflected or respected within the school environment. Moreover, the lack of visible 2SLGBTQ+ role models and allies within schools further exacerbates feelings of isolation, making it difficult for these students to find the support they need to navigate their educational and personal challenges (Kosciw, Clark, Truong, & Zongrone, 2020).

Mental Health Challenges

The cumulative effects of discrimination, exclusion, and harassment place 2SLGBTQ+ students at a heightened risk for mental health issues. These students are more likely to experience anxiety, depression, and suicidal ideation compared to their heterosexual and cisgender peers. The stress of navigating an often hostile school environment can lead to significant mental health challenges, which in turn impact academic engagement and performance. Mental health issues among 2SLGBTQ+ students are closely linked to the discrimination they face, making it critical for schools to address these challenges through inclusive policies, mental health support services, and affirming practices (Kosciw et al., 2020)

Educational Barriers for Indigenous Students

Indigenous students in Canada face significant and systemic barriers that hinder their educational success. These barriers are deeply rooted in the historical and ongoing effects of colonization, systemic racism, and socioeconomic disparities. Addressing the educational challenges faced by Indigenous students requires a multifaceted approach that considers cultural, economic, and systemic factors.

Systemic Underfunding and Resource Gaps

Schools in Indigenous communities, especially those on reserves, often receive less funding compared to non-Indigenous schools. This disparity results in inadequate infrastructure, outdated materials, and a lack of access to essential educational resources. As a result, Indigenous students frequently underperform academically, with lower literacy and numeracy scores. For instance, in British Columbia, 35% of Indigenous students did not meet reading standards, compared to 18% of non-Indigenous students, reflecting the consequences of these resource gaps (British Columbia Ministry of Education, 2017)

Cultural Disconnect and Curriculum Gaps

The curriculum in many Canadian schools often fails to include Indigenous histories, languages, and cultural practices, leading to a sense of alienation among Indigenous students. This cultural disconnect can cause students to disengage from their education, as they do not see their identities and experiences reflected in what they learn. Schools that integrate Indigenous perspectives into their curriculum have seen improvements in student engagement and academic success, but such integration remains inconsistent and insufficient across the country (Blatchford, 2016).

Socioeconomic Challenges

Indigenous students are more likely to live in poverty, face inadequate housing, and have limited access to healthcare—all factors that negatively impact their educational experiences. These socioeconomic challenges contribute to higher dropout rates and lower high school completion rates among Indigenous youth. For example, only 46% of First Nations students living on reserves complete high school, compared to 91% of non-Indigenous students. These barriers are often compounded by the need for students to leave their communities to access secondary or post-secondary education, which can further disrupt their educational journey (Statistics Canada, 2016).

References

Assembly of First Nations. (2018). Indigenous-Led Education And Language Revitalization. Assembly of First Nations.

Blatchford, C. (2016). The Curriculum Gaps And Their Impact On Indigenous Students. Assembly of First Nations.

British Columbia Ministry of Education. (2017). Foundation Skills Assessment (FSA) Results. British Columbia Ministry of Education.

Black Legal Action Centre (BLAC). (2020). The State Of Black Students In Toronto's Schools. Black Legal Action Centre.

Duncan, G. J., Ziol-Guest, K. M., & Kalil, A. (2021). The Impact Of Mental Health On Student Attendance And Engagement. American Educational Research Journal.

Edmonton SRO Research Project. (2020). School Resource Officers And Their Impact On Student Criminalization. University of Alberta.

Faught, E. L., Williams, P. L., Willows, N. D., Asbridge, M., & Veugelers, P. J. (2017). The Association Between Food Insecurity And Academic Achievement In Canadian School-Aged Children. Public Health Nutrition.

Government of Canada. (2019). First Nations Control Of First Nations Education Act And Distinctions-Based Indigenous Post-Secondary Education Strategies. Government of Canada.

Hass-Wisecup, J., & Saxon, M. (2018). Restorative Justice In Education: Transforming School Discipline. Journal of Educational Change.

Kosciw, J. G., Clark, C. M., Truong, N. L., & Zongrone, A. D. (2020). The 2019 National School Climate Survey: The Experiences Of Lesbian, Gay, Bisexual, Transgender, And Queer Youth In Our Nation’s Schools. GLSEN.

Ontario Human Rights Commission. (2019). Discriminatory Discipline Practices In Ontario Schools. Ontario Human Rights Commission.

Roshanafshar, S., & Hawkins, E. (2018). Food Insecurity In Canada. Statistics Canada.

Statistics Canada. (2013). Educational Outcomes For Indigenous Populations In Canada. Statistics Canada.

Statistics Canada. (2016). High School Completion Rates Among Indigenous And Non-Indigenous Youth. Statistics Canada.

Wallin, U., & Ahlström, G. (2019). Mental Health And Its Correlation With Academic Performance In Adolescents. Journal of School Psychology.