Recently, there has been much focus on the troubling gaps in our K-12 educational supports, including those provided through programs like Jordan’s Principle. We need to address this important issue that touches the heart of our community; our children’s education, particularly for those who are neurodiverse. Education is not just a right; it is a fundamental responsibility, and we must ensure that no child is left behind, no matter their unique needs.

While there’s been acknowledgment that education is primarily a provincial responsibility, answers regarding the reduction in service hours have been scarce. This leaves many of our children without the supports they require to thrive in their school environments. Our stance is clear; the education of our children must be taken seriously, and we will continue to push for accountability and action.

One of our primary concerns is the inconsistency in support for neurodiverse children. Many Indigenous children have been provided full-time student assistants through Jordan’s Principle, while non-Indigenous children in similar situations receive far less individualized support. This imbalance has created confusion and even frustration among parents. We cannot allow Jordan’s Principle to be used to fill gaps that should be addressed by the province.

The larger issue is with how the education system allocates resources. Schools are given a limited number of student assistant (SA), and instructional resource teacher (IRT) hours based on the number of children needing support, but not based on the severity of their needs. This often results in critical gaps, where schools are forced to apply for extra funding through Jordan’s Principle rather than receiving adequate provincial support from the outset. Additionally, precious SA hours are being diverted to cover busing needs, which takes away from in-school instructional time. We believe these hours should be reserved for classroom support, with separate funding provided for transportation.

The growing number of children with exceptionalities, including behavioural and social-emotional challenges, only highlights the need for better provincial planning. A shortage of specialists like pediatricians, occupational therapists, and speech therapists means that children’s needs are often unmet until they become more severe. More support is needed early on, both in the school system and within our healthcare system. Early intervention is key when it comes to best supporting a child’s needs.

The education of our children, Indigenous or non-Indigenous, neurodiverse or neurotypical, must be a priority for all. We will continue to hold both the provincial government and the federal government accountable to ensure that Jordan’s Principle is implemented fairly, and that no child is left behind.

As we navigate these challenges, let us be mindful that our children are watching. We must respectfully work toward an outcome that both provides and protects the education our children deserve. And we must work quickly.

Important Links

https://www.educationaccordnl.ca
https://www.afn.ca/uploads/Social_Development/Jordan%27s%20Principle%20Handbook%202019_en.pdf
https://fncaringsociety.com/jordans-principle
https://qalipu.ca/qalipu/wp-content/uploads/2016/01/Flyer-Jordan’s-Principle-with-contact-information.pdf