Animal Control Officers can issue tickets of $250 for feeding wildlife. More serious cases could lead to an increased fine in the range from $500 up to a maximum of $100,000 imposed upon conviction.
The Brant Museum uses its two locations, the Museum on Lakeshore Road and Ireland House just off Guelph Line, north of Upper Middle Rd., as locations for events that have little to do with the original purpose of the Museum.
Training to take over the kitchen.
The need the funds is the simple reason.
The most recent is a Culinary Kids Club, a hands-on program, designed for budding chefs between the ages of 8 – 12 years old.
Does the amount of time spent by a child watching TV have an impact on how well they do at school? Research suggest there is a link.
Recent research suggests there is a relationship between scores in reading, writing and mathematics and the amount of time spent watching TV or playing games on a cell phone.
In a study “Screen Time and Standardized Academic Achievement Tests in Elementary School, done by Child Health Evaluative Sciences, Peter Gilgan Centre for Research and Learning, The Hospital for Sick Children the findings are pretty clear.
Parent-reported total screen time and TV and digital media time were associated with lower reading and math achievement on standardized tests in elementary school.
Question Is there an association between different types of screen time in young children and academic achievement in grades 3 and 6, as measured by standardized tests in reading, writing, and math?
Findings In this cohort study of 3322 grade 3 children and 2084 grade 6 children recruited from primary care settings in Ontario, Canada, between 2008 and 2023, higher parent-reported total screen time and TV and digital media time were associated with lower reading and math achievement on standardized tests in elementary school.
Meaning These findings suggest that early interventions to reduce screen time exposure should be developed and tested to promote healthy screen use habits and enhance academic achievement in elementary school.
Importance Few studies have investigated the longitudinal associations between different types of screen time in young children and academic achievement in elementary school.
Objective To examine whether there is an association between screen time in young children and standardized academic achievement tests in grades 3 and 6.
Design, Setting, and Participants This prospective cohort study was conducted among children participating in the TARGet Kids! primary care cohort in Ontario, Canada, between July 2008 and June 2023. Participant data were linked to annual grades 3 and 6 provincial standardized academic achievement test results.
Exposures Parent-reported child total screen time, TV and digital media time, and video gaming time. The screen time measurement closest before the outcome was used.
Objective: To examine whether there is an association between screen time in young children and standardized academic achievement tests in grades 3 and 6.
Main Outcomes and Measures Academic achievement levels on standardized tests in reading, writing, and math for grades 3 and 6 were classified as below, at, or above the Ontario provincial standard.
Conclusions and Relevance In this prospective cohort study of Canadian children recruited from primary care settings, high levels of total screen time and TV and digital media in young children were associated with lower achievement levels in reading and math on standardized tests in elementary school. Early interventions to reduce screen time exposure should be developed and tested to enhance academic achievement in elementary school.
In this prospective cohort study of Canadian children recruited from primary care settings, high levels of early total screen time and TV and digital media time were associated with lower reading and math achievement in elementary school. Our findings underscore the importance of developing and testing targeted early guidelines and interventions to reduce screen time and TV and digital media exposure, with the goal of improving academic achievement in elementary school.
Anything done by academics results in lengthy reports and pages of footnotes. For those who want to do a deep dive link to the full report:
It’s been more than 18 months since the federal government announced a sharp cap on international student permits, and the ripple effects have begun to hit hard.
Dwindling international student enrolment is hurting the bottom line of universities and colleges throughout the country. For decades, they had been a key financial lifeline because their tuition fees were often at least three times higher than domestic students, thus plugging the hole left by stagnant provincial funding.
In some cases, international tuition provided nearly half of an institution’s revenue. With that model now disrupted, the consequences are increasingly dire. Some universities will scrape by with layoffs and cutbacks. Others, particularly smaller schools, may not survive at all.
While Ottawa and the provinces, which have the constitutional responsibility for education, continue to dither about how to fix this problem, there’s one key step the post-secondary institutions themselves can and should take – create branch campuses in other countries as some foreign universities have done.
Branch campuses abroad do not conflict with whatever domestic strategies are possible in Canada. Rather, they would complement them, providing a parallel stream of revenue and reputation-building that domestic subsidies alone cannot achieve.
They would also give Canada new leverage in global education, enhancing soft power and creating pathways for skilled immigration that directly serves our long-term economic needs.
While some assistance from Ottawa and the provinces may be beneficial to the schools in this area, the key is the independent resolve of each individual institution to get this done. That’s what happened with schools in the U.K., Australia and the U.S.
Action with consequences
Unfortunately, the federal government limited international student permits in response to allegations that their previous large number was contributing to the housing affordability crisis and thus rising inflation.
However, when it did this, Ottawa did not offer any tangible solutions or start discussions with the provinces on how universities and colleges are supposed to weather the resulting financial storm.
In addition, the situation in Canada could soon be complicated by the changing global economic environment. The number of international students could drop further as U.S. President Donald Trump’s tariffs abroad weaken the economies of countries where many international students tend to come from.
Malaysia as a starting point
Schools in the U.S., the U.K. and Australia have spent decadesbuilding global networks of branch campuses in other countries so that students don’t have to leave their homes to get a Western higher education.
However, Canada has remained strikingly absent in this arena. That is no longer just embarrassing, it is an existential threat given the current crisis.
As a starting point, Canadian schools should consider Malaysia. The country has positioned itself as an international education hub, welcoming foreign universities with clear regulatory frameworks and government incentives since the 1990s. English is widely used, operational costs are far lower than in Canada and demand from ASEAN, South Asian and Middle Eastern countries continues to rise.
Australia’s Monash University offering degrees identical to those in their home countries at a fraction of the cost while also feeding students into their graduate programs.
Australia’s Monash University and the U.K.’s University of Nottingham are two of the established players thriving there, offering degrees identical to those in their home countries at a fraction of the cost while also feeding students into their graduate programs.
These branch campuses offer a new source of revenue, enhance international reputation and strengthen research collaboration between the host and the provider country.
Inaction is a greater risk
Canadian universities could do the same – but only if they act fast. Other non-Western universities, such as those from China and Japan, are rapidly entering this arena.
The risk of inaction is obvious. Our dependence on international student tuition was a structural weakness – one that our competitors foresaw many decades ago, when they faced a similar environment of decreased public funding amid an uncertain global economic outlook.
It’s thus very clear. Unless Canadian institutions expand beyond our borders, they will continue to be forced to manage decline while those in other countries prosper.
Of course, opening branch campuses abroad is not without risk. Quality assurance, cultural adaptation and financial sustainability all require careful planning.
Canada does not, however, have to be alone in this venture. Indeed, notwithstanding the existing, mature frameworks of collaboration already in place in host countries, academic resources that include management experiences of universities operating branch campuses are also available as possible blueprints for operational consideration.
McMaster University could establish a presence overseas and run a program that included one year on campus in Hamilton.
The real problem is the far greater risk of refusing to take the initial step. If even a handful of Canadian schools later face financial troubles because they didn’t expand abroad, the consequences for our economy, workforce and global reputation will be far worse than the challenges of expansion.
The bottom line is this: the era of easy money from international students coming to Canada is over. Our universities can either cling to a dying model or take the bold step of going where the students are. Canada needs to hurry up because it’s already late to the race.
This article draws on research from the author’s undergraduate work under the guidance of political science professor David Matijasevich. The work focuses on international education policy with a particular focus on Canadian universities and global competition.
Chun-Kai (Jason) Wang: Independent Policy Researcher and Analyst, Doctor of Traditional Chinese Medicine, Registered Acupuncturist, Traditional Chinese Medicine Practitioner, Graduate of International Studies Major at SFU with Distinction
As you approach your exams at a Canadian university, the pressure can be overwhelming. With a busy schedule filled with lectures, assignments, and extracurricular activities, it can feel like there’s just not enough time to adequately prepare. However, with the right study strategies in place, you can set yourself up for success and make the most of the time you have. Whether you’re a first-year student or nearing graduation, these top study strategies will help you ace your exams with confidence and ease.
1. Plan Ahead with a Study Schedule
Setting specific, measurable goals for each study session can keep you on track.
One of the most crucial aspects of exam preparation is time management. Procrastination is often the enemy of success, and without a proper study schedule, it’s easy to feel like you’re scrambling at the last minute. The first step in creating an effective study plan is to break down your study sessions into manageable chunks.
Start by determining how much time you have before your exams and then assign specific subjects or topics to each study session. Be realistic about how long each session should last, and allow for breaks to keep your mind fresh. Remember, quality matters more than quantity. A focused 60-minute session is more productive than a distracted 2-hour session. Be sure to integrate review days into your schedule, giving you time to revisit the material you’ve already covered.
Additionally, setting specific, measurable goals for each study session can keep you on track. For example, aim to master several practice problems or memorize key concepts within a set period. This will give you a sense of accomplishment as you progress through your study materials.
2. Use Active Learning Techniques
It’s easy to fall into the trap of passively reading textbooks or notes in an attempt to “cover” the material. However, active learning has been proven to be much more effective. Active learning means engaging with the material in ways that reinforce your understanding and retention of it.
Some effective active learning strategies include:
Summarizing: After reading a chapter or section, take a few minutes to summarize the main points in your own words. This forces you to process the information and identify the most important concepts.
Teaching: One of the best ways to ensure you understand something is to teach it to someone else. Find a study buddy or even explain concepts to yourself out loud. If you can explain it clearly to another person, you know you’ve grasped it.
Practice Problems: For subjects like math, science, and engineering, practice problems are essential. They not only help you apply what you’ve learned, but they also familiarize you with the format of the questions you may face on the exam.
Flashcards: Use flashcards to test your knowledge on key terms, formulas, or concepts. Writing out the flashcards by hand can help reinforce the material more effectively than simply reading through notes.
By incorporating these active learning techniques into your study routine, you will find that you’re able to retain more information and understand concepts more deeply, ultimately leading to higher exam scores.
3. Organize Your Study Materials
Effective study begins with well-organized materials. If you’re constantly flipping through disorganized notes or scrambling to find the right textbook, you’ll waste precious time during your study sessions. Take some time before your exams to organize your study materials.
Consider using a binder or digital tool to categorize your notes by topic or lecture. This will save you time when you’re reviewing key concepts and prevent you from feeling overwhelmed by clutter. If you prefer digital resources, applications like Notion or Evernote can help you organize your notes, while tools like Quizlet allow you to create digital flashcards for easy review on the go.
You can also organize your study materials by subject, ensuring that each area receives the appropriate amount of attention. Some students find it helpful to color-code their materials or to use tabs to mark important concepts.
4. Prioritize Difficult Subjects and Concepts
As you organize your study schedule, it’s important to prioritize the subjects or concepts that you find most challenging. It’s easy to fall into the trap of spending more time on the subjects you enjoy or feel most confident about, but this won’t help you improve in areas where you’re struggling.
To stay on track, focus your energy on the most difficult subjects during your peak hours of productivity, whether that’s early in the morning or late at night. For the subjects you’re more confident in, use them as a way to wind down during less focused periods.
Additionally, remember to reach out for help if you’re stuck on a concept. Canadian universities are known for their academic support services, and most offer tutoring, office hours with professors, and peer study groups. Take advantage of these resources to get clarification on material that you find difficult to understand.
5. Take Care of Your Health
A major factor in exam success is your physical and mental well-being. While it’s tempting to pull all-nighters and sacrifice sleep to cram for exams, this is counterproductive. Lack of sleep can affect your memory, concentration, and overall cognitive performance. In fact, research has shown that students who get adequate sleep before exams tend to perform better than those who stay up all night.
Get enough sleep (ideally 7-9 hours) each night, especially during the week before your exams. Eating well and staying hydrated are also crucial for maintaining focus and mental clarity. Your brain functions best when you fuel it with nutritious food, so opt for brain-boosting snacks like nuts, fruits, and vegetables.
Exercise is another excellent way to relieve stress and improve focus. Even just a 20-minute walk can boost your mood and energy levels. Incorporating physical activity into your daily routine can help you stay sharp during study sessions and maintain your overall well-being.
6. Stay Motivated and Avoid Burnout
Exam preparation can feel like a marathon, and it’s important to pace yourself. Without proper breaks and motivational strategies, it’s easy to become burnt out before the exam day arrives. To stay motivated, consider rewarding yourself after completing a study session or achieving a study goal. Rewards could include a break, a treat, or a short time for relaxation.
Additionally, don’t hesitate to mix up your study methods to keep things fresh. If you’re finding it hard to stay engaged with one subject, switch to a different one. This will keep you from feeling bogged down by monotony and help you maintain your focus.
As you navigate the challenges of exam preparation, you may find yourself overwhelmed by numerous assignments and deadlines. In such situations, seeking professional help is a practical solution. If you ever think, I need someone to write my essay online for cheap, it’s important to choose a reputable service that offers quality work at an affordable price. Many online platforms provide expert assistance that can help you manage your workload and focus on your studies, allowing you to excel in your exams without compromising on your academic integrity.
7. Utilize Past Exams and Practice Tests
One of the best ways to prepare for your exams is to review past exams and practice tests. Many professors provide previous exams or sample questions that reflect the format and content of the upcoming exam. Working through these practice tests will help you become familiar with the structure of the questions and the types of topics that may be covered.
Additionally, try to simulate exam conditions when taking practice tests. Set a timer and complete the test in one sitting to mimic the pressure of the real exam. This will help you manage your time and reduce test anxiety.
Conclusion
Acing exams at Canadian universities requires a combination of effective study strategies, good time management, and self-care.
Acing exams at Canadian universities requires a combination of effective study strategies, good time management, and self-care. By planning ahead, using active learning techniques, staying organized, prioritizing difficult subjects, and taking care of your health, you can significantly improve your chances of success. And remember, it’s not just about cramming right before the exam—it’s about consistent preparation, maintaining a healthy balance, and staying motivated throughout the entire exam season.
As international students flock to Canada for higher education, many of them look for ways to ease the financial burden of tuition fees and living expenses. One effective solution is participating in work-study programs, which offer students the chance to earn money while gaining valuable work experience. These programs allow students to balance both earning and learning in a way that enhances their academic journey. As part of managing their time, some students may even consider using services that can help them stay on top of their academic workload, such as those offering towrite my essay with attention to detail, ensuring that their assignments are polished while they manage work commitments.
What are Work-Study Programs?
One of the most significant challenges students face is finding time to focus on their studies while working part-time. It is easy to feel overwhelmed, leading to burnout or declining academic performance.
Work-study programs are designed to help students earn income by working part-time while they study. These programs are offered by various Canadian universities and colleges and provide students with the opportunity to work on or off-campus in positions related to their field of study. Not only do these programs allow students to support themselves financially, but they also offer opportunities to gain practical experience that enhances their resume and makes them more competitive in the job market after graduation.
Work-study programs often come with specific eligibility criteria. For example, they are typically available to full-time students who have demonstrated financial need. In some cases, students may be required to maintain a certain academic standing to participate. The hours are usually limited, allowing students to maintain a balance between their academic responsibilities and their work commitments.
Benefits of Work-Study Programs
Financial Support One of the primary benefits of participating in a work-study program is the financial support it offers. For international students, the cost of tuition and living expenses can be daunting. A work-study job can provide a steady income to help cover these costs, reducing the need for loans or financial assistance from family members. This financial independence can alleviate stress, allowing students to focus more on their studies.
Gain Practical Experience In addition to financial benefits, work-study programs offer valuable opportunities for students to gain hands-on experience in their field of study. Many of these positions are closely related to the student’s academic program, which can help them apply the knowledge gained in class to real-world situations. This experience is not only beneficial for personal growth but also for enhancing future job prospects.
Networking Opportunities Work-study positions also provide students with the chance to build professional networks. Whether it’s connecting with professors, fellow students, or industry professionals, these connections can open doors to future career opportunities. Networking within the university or local community can be particularly useful for students who are planning to remain in Canada after graduation.
Time Management Skills Managing both academic work and a part-time job is an excellent way to develop time management skills. Students quickly learn how to prioritize tasks, meet deadlines, and balance different responsibilities. These skills are invaluable in the professional world, where the ability to juggle multiple projects and deadlines is essential.
Challenges of Balancing Work and Study
While work-study programs offer many benefits, balancing work and academics can be challenging, especially for international students who may be adjusting to a new cultural and educational environment. Here are some common challenges that students face:
Time Constraints One of the most significant challenges students face is finding time to focus on their studies while working part-time. Many students find it difficult to strike a balance between their coursework, exams, and work shifts. Without proper time management, it can be easy to feel overwhelmed, leading to burnout or declining academic performance.
Stress and Fatigue Juggling academic responsibilities with a job can lead to increased stress and fatigue. Many students may find it difficult to get adequate rest, which can affect their mental and physical well-being. Lack of sleep and constant pressure to perform well both at work and in school can take a toll on a student’s health, impacting their ability to focus and perform optimally in their studies.
Work-Study Balance The key to success in a work-study programis finding a balance between work and study. Some students may struggle to maintain this equilibrium, leading to a negative impact on their academic performance or work output. For example, a student might feel compelled to work longer hours during exam periods, which can compromise the quality of their studying or lead to lower grades.
Cultural and Language Barriers International students, in particular, may face cultural and language barriers that affect their ability to perform well in both work and study. Adapting to a new culture and language can be challenging, and the added stress of a job may exacerbate these difficulties. For some students, finding a job in a different language or work environment can be a source of additional stress.
How to Balance Earning and Learning
Get enough sleep, eat nutritious meals, exercise regularly, and find ways to relax and unwind.
While balancing work and study can be challenging, it is not impossible. Here are some strategies that can help students succeed in a work-study program:
Plan and Prioritize Effective time management is essential to success in a work-study program. Students should create a weekly schedule that allocates sufficient time for classes, study sessions, work shifts, and personal activities. By setting realistic goals and prioritizing tasks, students can stay organized and ensure they have time for both work and study. Additionally, students can use tools like calendars and task managers to keep track of deadlines and work schedules.
Communicate with Professors and Employers Open communication with both professors and employers is crucial. If a student feels overwhelmed, they should inform their professors or teaching assistants so they can seek additional support or extensions if necessary. Similarly, students should communicate with their employers about any upcoming exams or busy periods in their academic calendar, so work hours can be adjusted accordingly.
Avoid Overworking Although it can be tempting to take on extra shifts for financial reasons, students should avoid overworking themselves. Working too many hours can interfere with academic performance and overall well-being. It is essential to remember that academics should remain the primary focus, and the work-study position should not take precedence over coursework or exams.
Make Use of Campus Resources Many universities and colleges in Canada offer resources to help students manage the challenges of work-study programs. These may include counseling services, academic advising, time management workshops, and career services. Students should take advantage of these resources to improve their overall well-being and academic success.
Maintain a Healthy Lifestyle Maintaining a healthy lifestyle is vital when balancing work and study. Students should ensure they are getting enough sleep, eating nutritious meals, exercising regularly, and finding ways to relax and unwind. Practicing mindfulness, yoga, or engaging in hobbies can also help reduce stress and improve focus.
Conclusion
Work-study programs in Canada offer a valuable opportunity for students to gain financial independence, work experience, and develop essential life skills. While balancing work and study can be challenging, with proper time management, clear communication, and a focus on self-care, students can successfully navigate the demands of both. The key is to ensure that academic success remains the primary goal while making the most of the opportunities work-study programs provide. By finding the right balance, students can gain the best of both worlds: a fulfilling academic experience and a rewarding work-life balance.
The Chair of the Halton District School Board has written a letter to the Premier. Here is what the Chair has to say:
September 24, 2025
Honourable Doug Ford Premier of Ontario
Honourable Paul Calandra Minister of Education
Re: School Board Trustees and request for public consultation Dear Premier Ford and Minister Calandra,
At the September 16 Board meeting of the Halton District School Board, Trustees unanimously voted in favour of the following resolution:
Be it resolved that the Board of Trustees direct the Chair to write a letter to Premier Doug Ford and Minister of Education, Paul Calandra, with a copy to MPPs, Ontario Public School Boards’ Association, OSTA-ACO, Presidents of Provincial Unions, and the media, regarding the work of School Board Trustees and Student Trustees in fulfilling the mandates of the Board as set out in the Ontario Education Act, and that the Minister conduct a public consultation before making any changes to the Education Act regarding the role of Trustees.
Local school boards have been meeting in Ontario since 1816; often in one-room schools. There was a time when Premier Boll Davis led the Department of Education and made it one of the best in North America.
The position of School Board Trustee is the longest-serving democratically elected position in what is now known as Canada, serving our communities since 1816. Trustees are the only elected representatives whose primary responsibility is student achievement and well-being. We carry out our role and fulfill the mandate of our elected position through our deep connection and familiarity with the needs of the communities in which we live and whom we serve.
The requirement that Trustees must live in the area we serve, and bring the concerns of the community to the attention of the board, ensures that Trustees represent their communities’ interests and needs while acting as liaisons between the families we represent and the provincial government. When we reach out to our community for their input and feedback, we get genuine engagement that is relevant and meaningful.
Trustees are responsible for the oversight of their local school board through the Education Act and associated Regulations. We support the Ministry by ensuring the implementation of the provincial curricula, strategies and mandates, supporting the Ministry’s consultation needs, and by bringing local and provincial issues and concerns to the Ministry’s attention while keeping student achievement and well-being in sharp focus.
We are the greatest advocates and supporters of Ontario’s publicly funded education system, always cognizant of our responsibility to uphold public support of publicly funded education.
The families in our communities know we are very familiar with their schools and neighbourhoods, and that we will listen to their perspectives to arrive at the best possible decisions, whether setting the school board’s strategic direction through the Multi-Year Strategic Plan or focusing on our fiduciary responsibilities by leading evaluations into program viability, special education, school boundary reviews and (prior to 2017) school closures.
We engage with all key stakeholders in meaningful and extensive consultations, respond to parents’ concerns and sometimes opposition, navigate challenging community dynamics, and support students who are struggling in the school system.
On a daily basis, Trustees help students and their families navigate the education system, whether they are concerned about academics, have questions about program placements, want to report bullying, need mental health resources, or are seeking information about special education, all with the goal that no student be left behind.
Trustees are often the greatest — and sometimes the only — ally for a student and their family as we collaboratively begin to address their concerns and sort out issues, facilitating a connection to the staff person best equipped to assist them.
Amy Collard: Chair, Halton District School Board.
We chose to become Trustees because we care deeply about providing excellent public education in Ontario, and have a passion to fulfill our role with a deep sense of responsibility and dedication to every student and their success. This is what grounds and inspires us to do the very best we can for every student. By doing so, Trustees support their respective school boards and the provincial government in delivering on the mandate to provide the best possible learning experience for students.
The role of the school board Trustee was recently summarized by an HDSB Student Trustee in the following manner; she said, “How do we uphold democracy within our educational system? As locally elected representatives, Trustees serve as a structural avenue for accountability, transparency, debate, and most importantly for student priorities to be heard.”
Trustees are often the greatest — and sometimes the only for a community as we collaboratively begin to address their concerns and sort out issues. This public meeting on the closing of schools was organized by the trustees.
As elected representatives, we have an opportunity to continue working together in partnership — Trustees and MPPs — to focus on the bigger picture. Working as a team we can build a better, stronger public education system in Ontario. We would like to invite the Ministry’s collaboration with Trustees to identify and propose solutions to systemic issues and reach province-wide consistency while respecting local realities.
For all of the reasons mentioned above, we strongly recommend that the Minister engage in public consultations regarding Trustees’ continued role in strengthening public education prior to making any changes to the Education Act.
Ontario has a great opportunity here and now. Let’s all work together.
Sincerely, Amy Collard
Chair, Halton District School Board Trustee, Burlington Ward 5
Cc:
MPPs
Ontario Public School Boards’ Association OSTA-ACO
The Halton District School Board will host a board-wide, interactive Secondary School Open House at Craig Kielburger Secondary School in Milton (1151 Ferguson Dr, Milton) on Saturday, Sept. 27th.
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This event is designed to help students in Grade 6–10 and their families explore the full range of opportunities available across HDSB secondary schools, including programs and pathways, academics, athletics, clubs, community and support and student life.
Secondary school students at a Skills Workshop
This is not just an information session. It’s a celebration of what makes the HDSB vibrant and unique. With hands-on activities, student-led booths and real-time engagement, this event will be fun, inspiring and a powerful first connection for future secondary students.
Curtis Ennis, Director of Education for the Halton District School Board.
“We’re excited to welcome students, families, staff and community members to the HDSB Secondary School Open House this weekend,” says Curtis Ennis, Director of Education for the Halton District School Board. “This event is a fantastic opportunity to see how our secondary schools support every student’s success. From academics and athletics to leadership, innovation and community involvement, we are proud to showcase the many ways HDSB schools empower students to excel today and prepare for the opportunities of tomorrow.”
To help ensure a smooth and enjoyable experience for all families, those interested in attending are asked to complete the registration form, including a preferred attendance time slot. Parking is free but limited, and time slots will be assigned on a first come, first served basis.
Parents/guardians with questions about the HDSB Secondary School Open House or secondary school in the HDSB can learn more by visiting the Secondary School Open House webpage on the HDSB website.
Not a cell phone in sight. Students are focused on the computer screens.
HDSB 2024-2028 Multi-Year Strategic Plan
The 2024-2028 Multi-Year Strategic Plan sets direction and prioritizes the collective actions of all students, staff, families and community members. This plan ensures our efforts as an organization are aligned and coordinated to support more than 65,000 students, 11,000 staff and the broader HDSB community. The six commitments identified in this four-year plan intersect and overlap to ensure that we take a cohesive approach to fulfilling its objectives.
Ontario’s residential construction sector is small and getting smaller, but sector unions appear reluctant to publicly raise concerns as the Ford government weaponizes a key grant program.
Ontario’s shrunken residential construction industry
Employment in residential construction per 100,000 population
Kick-starting Ontario’s residential construction sector to build thousands of much-needed new homes could create up to 30,000 jobs, an analysis of Statistics Canada jobs data shows.
Just 57,600 workers were employed in Ontario’s residential construction sector this June, according to StatCan’s survey of employment by industry. In other provinces with better housing results, employment is much higher.
Residential construction: small and getting smaller
Residential construction employs a smaller percentage of workers in Ontario than any other province except Saskatchewan. For every 100,000 employed workers, Ontario residential construction generates just 700 jobs compared to 913 in Quebec and 1,055 in British Columbia.
An Ontario home-building strategy that developed a sector as robust as in B.C. would add over 29,200 badly-needed jobs building badly-needed housing. At Quebec levels, Ontario would have about 17,500 more jobs. Over 800,000 Ontario workers were unemployed in August.
But Ontario housing construction has gone from bad to worse. In August, only 5,100 housing units were started in Ontario, according to Canada Mortgage and Housing Corporation. That result falls far short of the 12,500 starts per month the PCs in 2021 promised their policies would deliver.
The PCs’ housing flame-out has become a big jobs killer, making Ontario’s small sector even smaller. Employment is down almost 10 per cent in two years.
In June 2025 there were 6,100 fewer jobs in the sector than June 2023 when almost 64,000 Ontarians were employed in residential construction.
Lack of building also affects jobs outside the construction sector, particularly in forestry, which is heavily reliant on providing lumber to homebuilders. But other sectors, like utilities, are also affected.
Employment in Ontario residential construction, Jan 2018-Jun 2025
Unions quiet on jobs as PCs weaponize key training fund
Despite the job losses, significant unions in the sector appear to be self-censoring their concerns as the Ford government politicizes the Skills Development Fund (SDF) that union apprenticeship programs depend on.
The SDF has come under scrutiny after news reports of PC political meddling and grants going to private companies with a history of PC Party support. The Auditor-General has opened an investigation into the Fund.
A $17 million grant to Scale Hospitality was approved after the political intervention of an assistant to Ontario Premier Doug Ford and despite their application being submitted after the deadline and receiving a low score from bureaucrats. The assistant has since left Ford’s office, setting up a lobby firm that was then paid by Scale Hospitality.
Scale Hospitality proposed to train workers for several swanky downtown Toronto restaurants including some owned by significant PC Party donors. The $17 million project trained only 5,300 workers, according to the Ministry of Labour.
The Fund also supplied about $9 million to Canadian Niagara Hotels, whose CEO, Dino DiCienzo, has also been a generous PC Party donor. The grants raised the ire of instructors at Niagara College, which has been forced to cancel hospitality training due to Ford’s cuts to colleges. Their union, OPSEU, has publicly raised concerns the training grants to private companies are undermining the very stressed college system.
Unions in the building and construction sector have for many years been large recipients of SDF money to operate their apprenticeship and skills programs. But the SDF’s recent politicization now puts all grant recipients at risk of political threat or manipulation by the PCs.
After OPSEU raised concern about the government’s use of SDF money to help PC campaign donors, the Labourer’s Union last week distanced itself from the criticisms, pulling out of the Ontario Federation of Labour and saying it was “nothing but bad politics” to attack the Ford government or the SDF.
Tom Parkin is a social democratic columnist and commentator based in Toronto
He can be reached at: tparkin@impact-strategies.ca
University life is often romanticized as a period of independence, exploration, and academic achievement. Yet, for many students, it also comes with overwhelming challenges that can affect academic performance, mental health, and overall well-being. The transition from high school to university requires students to adapt to new environments, academic rigor, and personal responsibilities, often all at once. Understanding these challenges – and more importantly, how to overcome them – can help students make the most of their university experience.
This article explores the top challenges university students face today and provides practical strategies to overcome them.
1. Academic Pressure and Workload
The Challenge
One of the most significant struggles students encounter is adjusting to the intense academic demands of university. Unlike high school, where assignments are spread out and teachers often provide reminders, university coursework is more self-directed. Students juggle multiple subjects, extensive reading lists, research papers, projects, and exams – all while meeting strict deadlines. This pressure to succeed can be overwhelming for many, leading them to seek support. It’s not uncommon for students to turn to services when they need to get quality paper writing help to ensure their work meets academic standards.
Many students feel overwhelmed by the volume of work and the high expectations placed on them. This pressure can lead to stress, burnout, or even academic failure if not managed effectively.
How to Overcome It
Time Management: Use planners, digital calendars, or task management apps to prioritize tasks and avoid last-minute cramming.
Break Work Into Smaller Tasks: Dividing big projects into smaller steps reduces anxiety and makes progress more visible.
Seek Academic Support: Most universities offer writing centers, tutoring, and study workshops. Taking advantage of these resources can ease the burden.
Study Smart, Not Just Hard: Techniques like active recall, spaced repetition, and summarizing notes can improve retention and reduce study hours.
2. Financial Stress
The Challenge
For many students, university represents their first real encounter with financial independence. Tuition fees, textbooks, housing, food, and transportation can add up quickly, leaving students stressed about money. Many resort to part-time jobs, which, while helpful financially, can interfere with academic focus. International students, in particular, face additional expenses like higher tuition and visa costs.
How to Overcome It
Budget Wisely: Track expenses and set spending limits for non-essential items. Free budgeting apps can simplify this process.
Apply for Scholarships and Grants: Universities, governments, and private organizations often provide financial aid opportunities.
Work Strategically: If part-time work is necessary, choose flexible jobs on or near campus that won’t heavily interfere with studies.
Learn Basic Financial Literacy: Understanding credit, debt, and savings can help students avoid common financial pitfalls.
3. Mental Health and Stress
The Challenge
University students often face high levels of stress, anxiety, and depression. Pressure to succeed academically, maintain social relationships, and plan for the future can feel overwhelming. According to numerous studies, mental healthissues among students have increased in recent years, partly due to academic pressures and the lingering effects of the pandemic.
How to Overcome It
Prioritize Self-Care: Regular exercise, adequate sleep, and balanced nutrition are essential for mental well-being.
Seek Counseling Services: Most universities provide free or low-cost counseling. Talking to a professional can help students navigate stress and anxiety.
Build a Support Network: Having friends, mentors, or family members to talk to reduces feelings of isolation.
Practice Mindfulness: Techniques like meditation, journaling, or deep breathing exercises can help regulate stress.
4. Adapting to Independence and Responsibility
The Challenge
For many students, university is the first time they live away from home. Suddenly, they must manage their own meals, laundry, finances, and schedules – on top of academic obligations. The sudden independence can feel liberating but also daunting, especially when poor organization leads to missed deadlines or unhealthy routines.
How to Overcome It
Create Routines: Establishing consistent habits around studying, eating, and sleeping helps maintain balance.
Set Realistic Goals: Break large responsibilities into smaller, manageable ones. For example, start with meal prepping one or two times per week.
Ask for Guidance: Universities often provide workshops on adulting skills like budgeting, cooking, and time management.
Learn from Mistakes: Struggles are part of growing into independence – view them as lessons rather than failures.
5. Social Adjustment and Loneliness
The Challenge
Moving to a new environment often means leaving behind established social circles. For many students, especially those studying abroad, building new friendships can be intimidating. Cultural differences, language barriers, andsocial anxiety can make it harder to connect, and students may feel isolated or lonely as a result.
How to Overcome It
Join Clubs and Societies: Universities offer a wide range of student organizations, from sports teams to cultural groups, which provide opportunities to meet like-minded people.
Attend Social Events: Freshers’ week, campus fairs, and academic seminars are excellent ways to build connections.
Use Peer Support Programs: Some universities assign mentors or peer buddies to help new students adapt.
Stay Connected With Home: Maintaining communication with family and old friends can provide comfort during tough times.
6. Balancing Work, Study, and Personal Life
The Challenge
Many students take on part-time jobs to support themselves financially. Others engage in extracurricular activities, internships, or volunteer work to boost their resumes. While these commitments are valuable, they can lead to exhaustion when combined with coursework and personal obligations.
How to Overcome It
Set Priorities: Decide what’s most important at any given time – sometimes academics may need to come first, while other times personal well-being takes priority.
Use Scheduling Tools: Color-coded calendars can visually separate work, study, and personal activities.
Learn to Say No: Overcommitting can lead to burnout. Choose activities that align with your goals and values.
Build Downtime Into Your Schedule: Rest and leisure are just as important as productivity.
7. Career Uncertainty and Pressure About the Future
The Challenge
University is not just about academics – it’s also about preparing for the future. Many students feel anxious about career prospects, especially with competitive job markets and rising expectations for internships and experience. Uncertainty about whether their chosen field will lead to stable employment can add extra stress.
How to Overcome It
Use Career Services: Universities often provide resume reviews, career counseling, and networking events.
Pursue Internships: Practical experience not only builds resumes but also gives students insights into potential careers.
Stay Flexible: Career paths are rarely linear. Keeping an open mind helps students adapt to changing opportunities.
Network Early: Building professional connections through alumni, professors, and LinkedIn can open doors to opportunities later.
8. Cultural and Language Barriers (For International Students)
The Challenge
International students often face additional hurdles, including adapting to new cultures, learning in a second language, and managing homesickness. These challenges can impact both academic performance and social integration.
How to Overcome It
Participate in Orientation Programs: These are designed to help international students adapt to local customs and campus life.
Improve Language Skills: Enroll in language workshops or use language-learning apps.
Seek Community: Joining cultural clubs or international student groups can create a sense of belonging.
Stay Connected Globally: Regular calls with family and friends can ease homesickness while fostering cross-cultural resilience.
Conclusion
University is a transformative stage of life, filled with opportunities for growth, learning, and self-discovery. However, it also presents real challenges – academic pressure, financial stress, mental health struggles, independence, social adjustment, and career uncertainty. By acknowledging these obstacles and adopting proactive strategies, students can not only survive but thrive during their time at university.
The key lies in balance: balancing work with rest, independence with support, and ambition with self-compassion. University is not just about achieving a degree – it’s about building resilience, acquiring life skills, and preparing for a fulfilling future.
Open to localresidents, students, groups, business employees, while space remains, this popular tree-ific event is fun, rewarding, and educational too!
Hosted by BurlingtonGreen and City of Burlington Forestry Staff, this year’s TLC (Tree Loving Care) eventwill bring community members together to carry out some hands-on stewardship activities at a former tree planting location at Pathfinder Park, in Burlington. The event will take place on Saturday, September 27th from 9 am to 11:30 am. Space is limited for this opportunity. Advance registration is required – below.
Together we will plant some trees, do a tree inventory, care for previously planted trees by doing some weeding and adding mulch, and we will create and scatter some native seed balls too!
BONUS: participants will have a chance to win a beautiful native tree to take home to plant in Burlington!
The TLC event requires advance registration and will take place rain or shine.
This project is also supported by the Reconnect Project. Click here to learn more!
REGISTER FOR THIS EVENT BY COMPLETING AND SUBMITTING THE FOLLOWING FORM:
What can women who aspire to become chief executive officers (CEOs) in America’s “Bible Belt” expect from their careers?
“Traditional theories suggest religion reinforces patriarchal norms, potentially limiting women’s rise to the top,” says Brock University Professor of Accounting Samir Trabelsi.
Trabelsi and then-master’s student Maryam Vashahi (MSc ’23), the study’s co-author, found no significant relationship between local religiosity and the appointment of female CEOs.
Even more surprising, the researchers say, is that women who become CEOs in highly religious states earned more than their male peers.
“Women continue to be significantly underrepresented in CEO positions, making it essential to understand the factors that either create barriers or open pathways for their advancement,” says Vashahi.
The team analyzed 2,936 CEO transitions in U.S.-listed firms between 1998 and 2021 along with religiosity measures from the Pew Research Center.
Religiosity is defined as being the expression of beliefs and practices in institutionalized religion and their influence on social behaviours and cultural norms in local settings.
The researchers expected that firms in states with stronger religious cultures would be less likely to appoint women CEOs, and that if women did attain the role, they would earn less than men.
Instead, the findings revealed an “exceptionalism premium,” says Trabelsi.
“Because female CEOs are rare in these environments, they’re seen as extraordinary and are compensated accordingly,” he says.
The study also revealed a paradox: women CEOs continued to be paid less than their male counterparts in more secular states.
“We suggest some firms may promote women to signal diversity but fail to back that up with equitable pay, a practice sometimes described as performative diversity,” says Trabelsi.
He also points out that both male and female CEOs in religious states earned less overall than their peers in secular states.
“So even though a woman CEO might out-earn a man in Alabama or Mississippi, she’s still likely earning less than a woman CEO in California or New York,” he says.
Another key finding was that companies with more women on their boards were significantly more likely to appoint a woman CEO, underscoring governance as a powerful lever for equity, he says.
There was a time when shares of public companies were traded in this building.. There was never a single woman on the trading floor. Changes do take place – even in the American Bible Belt.
In Canada, Trabelsi says only about five per cent of TSX-listed companies had a woman CEO as of 2024, and Canadian women executives still earn about 40 per cent less in total compensation than their male counterparts on average.
“From a governance perspective, Canadian regulators and boards could strengthen diversity and pay equity initiatives — for example, through enhanced transparency and leadership diversity targets — to help more women reach CEO roles and ensure they are compensated fairly once there,” he says.
Trabelsi says the research team, which also included Professor of Organizational Behaviour and Human Resource Management Dave Bouckenooghe and Professor of Accounting Kareen Brown, hopes the study will spark broader conversations about governance and gender equity.
“Breaking the glass ceiling is only the first step,” he says. “The real challenge is ensuring women are supported, compensated fairly and empowered once they get there.”
The Burlington Community Foundation presented its Vital Statistics report Tuesday morning to a room at the Art Gallery that was well attended.
The usual mention of the MP and the Mayor were made and then a panel discussion that included Joann Battaglis of First Ontario Credit Union; Garner Becket with the Conservation Halton Foundation, Christina Mulder, Director Burlington Food Bank and Catherine Villasenor of Home Suite Home. took place.
The most authentic panellist was Mulder, who was really blunt when she pointed out that the current rate of customer growth at the Food Bank is not sustainable.
In 2019 the Foodbank served 1985 people – in 2022 they served 3517. Since then, growth has exceeded 34% annually.
The panel was followed by having the people at the 15 or so tables in the room discuss what they had heard from the panel. The word “intersectionality” popped up a number of times – that one didn’t resonate with me.
The actual report was never presented – except for one page that gave grades (A, B, C or D) to different subjects that were mentioned in the report that was available online.
The data was solid, the people who did some of the research were more than credible. The number of responders to the survey work was on the low side – in the 250 range.
There were people in the room from various organizations that had well grounded understandings of what the issues were and the size of the challenges the city faces who didn’t get much in the way of an opportunity to speak to the room. Unfortunate.
The date and the range of people that were interviewed:
Consider these everyday experiences in today’s digitally dependent world rich with artificial intelligence (AI). A convenience store cashier struggles to make change. Your Uber driver gets lost on his way to your destination. A building contractor tries to calculate the load-bearing capacity of your new floor. An emergency-room nursing assistant guesses at the correct dosage in administering a life-saving heart medication.
All of these are instances of an underlyingproblem that can be merely an irritant or a matter of life and death. What happens when brains accustomed to backup from phones and devices must go it on their own?
Increasingly we are relying upon technology to do our thinking for us. Cognitive offloading to calculators, GPS, ChatGPT and digital platforms enables us to do many things without relying on human memory. But that comes with a price.
As AI-powered tools become more capable, our brains may be bowing out of the hard mental lift.
Leading cognitive science researchers have begun to connect the dots. In a paper entitled The Memory Paradox, released earlier this year, American cognitive psychologist Barbara Oakley and a team of neuroscience researchers exposed the critical but peculiar irony of the digital era: as AI-powered tools become more capable, our brains may be bowing out of the hard mental lift. This erodes the very memory skills we should be exercising. We are left less capable of using our heads.
Collective loss of memory
Studies show that decades of steadily rising IQ scores from the 1930s to the 1980s — the famed Flynn effect — have levelled off and even begun to reverse in several advanced countries. Recent declines in the United States, Britain, France and Norway cry out for explanation. Oakley and her research team applied neuroscience research to find an answer. Although IQ is undoubtedly influenced by multiple factors, the researchers attribute the decline to two intertwined trends. One is the educational shift away from direct instruction and memorization. The other is a rise in cognitive offloading, that is, people habitually leaning on calculators, smartphones and AI to recall facts and solve problems.
Surveying decades of cognitive psychology and neuroscience research, Oakley and her team show how memory works best when it involves more than storage. It’s also about retrieval, integration and pattern recognition. When we repeatedly retrieve information, our brains form durable memory schemata and neural manifolds. These structures are indispensable for intuitive reasoning, error-checking and smooth skill execution. But if we default to “just Google it,” those processes so fundamental for innovation and critical thinking may never fully develop, particularly in the smartphone generation.
A key insight from the paper is the connection between deep learning behaviours in artificial neural networks (consider “grokking” in which patterns suddenly crystallize after extensive machine training) and human learning. Just as machines benefit from structured, repeated exposure before grasping deep patterns, so do humans. Practice, retrieval and timed repetition develop intuition and mastery.
Atrophy of mental exercise
The researchers sound a cautionary note. Purely constructivist or discovery‑based teaching, starting with assumptions that “students know best” and need little guidance, can short‑circuit mental muscle‑building, especially in our AI world. The team found that when students rely too early on AI or calculators, they skip key steps in the cognitive sequence: encoding, retrieval, consolidation and mastery of the brain’s essential building blocks. The result is individuals whose mental processes are more dependent upon guesswork, superficial grasp of critical facts and background knowledge and less flexible thinking.
Even techno skeptics see a role for digital tools. Oakley and her colleagues argue for what they term cognitive complementarity — a marriage of strong internal knowledge and smart external tools. ChatGPT or calculators should enhance — not replace — our deep mental blueprints that let us evaluate, refine and build upon AI output. That’s the real challenge that lies ahead.
The latest cognitive research has profound implications for educational leaders, consultants and classroom teachers. Popular progressive and constructionist approaches, which give students considerable autonomy, may have exacerbated the problem. It’s time to embrace lessons from the new science of learningto turn the situation around in today’s classrooms. This includes reintegrating retrieval practice (automatic recall of information from memory), spaced repetition and step-by-step skills progression in Grades K-12.
Using your head
What are the new and emerging essentials in the AI-dominated world? Oakley and her team deliver some sound recommendations, including:
Teaching students to limit AI use and delay offloading.
Training teachers to design AI‑inclusive but memory‑supportive curriculums, demonstrating that effective AI use requires prior knowledge and the ability to distinguish fact from fiction
Guiding institutions to adopt AI in ways that build upon, not supplant, the human brain, such as editing original prose or mapping data.
Using our heads and tapping into our memory banks must not become obsolete. They are essential mental activities. Access to instant information can and does foster lazy habits of mind. British education researcher Carl Hendrick put it this way: “The most advanced AI can simulate intelligence, but it cannot think for you. That task remains, stubbornly and magnificently, human.”
The most important form of memory is still the one inside our heads.
Originally published by Policy Options.
Paul W. Bennett, Ed.D., is a senior fellow at the Macdonald-Laurier Institute, a director at the Schoolhouse Institute and chair of researchED Canada. Widely known for producing three nationally recognized Canadian history textbooks in the 1980s, he is an executive board member of the Canadian Association for the History of Education and the author of Saving History in Canada’s Schools.
*Composed in a fierce dialectical encounter with ChatGPT.
The Burlington Library reports on their Big Borrows stories which is now an annual tradition, as “we explore what Burlington readers are borrowing most from their public library. Now that our Kids Summer Reading Club is wrapped up for another year, it’s a great time to check our borrowing statistics to see what titles are tops with kids so far this year. Here’s what we found.”
The BIGGEST Borrows
There were 29 children’s titles borrowed at least 70 times, for a whopping 2,433 total borrows
“We’re so impressed with the incredible enthusiasm our young customers have for reading this year! The breakdown of the most borrowed physical books (includes children’s fiction, graphic novels, children’s readers & pre-readers, and picture books) goes like this: five titles were borrowed 100 or more times; three titles were borrowed 90-99 times; six titles were borrowed 80-89 times; and 15 titles were borrowed 70-79 times—that’s 29 children’s titles borrowed at least 70 times, for a whopping 2,433 total borrows January through August!
“And here’s the best thing: the kids exceeded last year’s numbers—by a lot. From January to August 2024, BPL members borrowed 37 children’s titles at least 50 times for 2,256 total borrows. In comparison, if we counted children’s physical titles borrowed at least 50 times since January 2025, they would number over 100, with nearly 6,800 total borrows. Wow!
“Let’s take a look at the books that are inspiring these super-readers.”
Top Children’s Fiction
“Not surprisingly to us, Jeff Kinney’s Diary of a Wimpy Kid series saw lots of check-out action, with Diary of a Wimpy Kid Double Down taking top spot with 125 borrows and Cabin Fever (tied with a Dav Pilkey graphic novel) at #3 with 103 borrows. Fifteen books by the author landed in the top 20 children’s fiction titles borrowed since January.
“Respectfully removing Kinney’s titles from the list since they are always mega-hits with the kids, here are the most borrowed physical children’s fiction titles so far this year, each with 50 or more loans.”
Andrea Grebenc had some cogent comments on why school board trustees are needed and what they have done, but, other than pressing the local MPP to urge the government to leave well enough alone there wasn’t much in the way of concrete steps parents could take.
Natalie Pierre speaking in the provincial legislature.
The problem is that Burlington MPP Natalie Pierre is part of the problem. Photo ops and toeing the party line covers the job she does. She doesn’t really have the support of the community – squeaked in by less than 50 votes during the April election.
During the Grebenc interview we expressed some concern about nothing in the way of a statement from the HDSB trustee chair. Grebenc explained that the Board doesn’t meet in the summer and now meets just once a month. Fair enough, the Board will meet sometime, hopefully soon.
We asked if Grebenc planned on delegating on the mater. She explained that the rules are that you can delegate on issues on the agenda. There is provision to waive that rule but the trustees have to approve a request to delegate by a majority vote. One would think that as a former Board chair they would permit a delegation.
The trustees serve on a number of committees – the audit committee, one that Grebenc has never served on. There is a Discipline Committee – they review decisions on suspending a student on behavior issues.
Why have trustees not spoken up? They fear repercussions and they don’t want to have to put up with social media blow back.
Grebenc serving as Chair of the School Board.
Grebenc also explained that the province determines what the budget is going to be. Once the board has a budget they decide what they can do and what might have to be cut. Salaries eat up more than 80% of the budget – not much left to squabble about.
Two areas where the trustees in Burlington have been effective is special education and French immersion.
There was a major battle to get additional funds allocated to Special Education and the baord view prevailed.
One of the really strong programs is the Baccalaureate program. It is a very popular and well attended program in Oakville. Burlington has its version of the program but it isn’t as well attended as the Oakville offering.
We have already reported on our efforts to get a statement from current Chair Amy Collard. Other than saying there had not been a response Collard had nothing to say.
What was particularly disappointing with the Collard response is how effective she was when the Board decided that two of the five high schools had to be closed.
Amy Collard staring at then Director of Education Stuart Miller when the Board was debating the closure of Burlington high schools.
Collard was withering in her questioning of the Director of Education Stuart Miller. She managed to have the decision to close Bateman High school moved back by to years.
For reasons that I’ve been able to discern Amy Collard just gave up and it looks as if the government has given up on the concept of school board representing the interests of the community.
School Board and City Council are as local as you can get. Once you loose it – it will be very hard to get it back.
The Minister of Education doesn’t see it that way.
Education Minister Paul Calandra calling the way school boards operate a “very old model” and promising to announce changes before the end of the year. He has already started looking at other options, including getting rid of elected trustees.
“The work they’re doing right now, they will not be doing in the future — there is absolutely no way,” Calandra told the Toronto Star in an interview. “The model just has to be updated, one way or another.”
Paul Calandra: “..school boards operate a “very old model”.
He added: “any change that I do make with respect to trustees, it will be accompanied by a very robust mechanism” for parents to “have their voices heard if there is an issue that they need to have addressed with their child in the school.”
The revamp “is all about making it better for students, parents and teachers,” he said.
Critics warn that eliminating elected trustees won’t solve any problems — and could create a whole set of new ones. They point to places like PEI or New Brunswick, where trustees were reinstated after public outcry, or Nova Scotia, where they are set to make a return after the education centres that took over their work left families feeling shut out of the system.
Former Halton District School Board Chair Andréa Grebenc is warning that recent signals from Education Minister Paul Calandra and the Premier about removing elected school board trustees would silence community voices, weaken accountability, and widen the opening for inequities and privatization in Ontario’s education system.
“Trustees are not ceremonial figures,” said Grebenc, who served eight years as trustee and four as chair. “They are elected officials with legislated responsibilities under Ontario’s Education Act — responsibilities that directly affect students every day.”
Trustees’ core duties include prioritizing student achievement and well-being, developing and monitoring policies, exercising fiduciary and resource stewardship, overseeing the Director of Education, representing and communicating with their communities, and serving on mandatory committees such as Special Education and Audit.
“These responsibilities translate into real decisions — from ensuring resources reach children with special needs, to holding boards accountable through audits, to shaping policies that reflect local community values,” Grebenc added.
Trustees Hold Governments Accountable
Trustees have repeatedly brought forward community voices when government announcements lacked evidence. In 2019, Halton trustees raised alarms about the government’s plan to move 25,000 children with autism into public schools with almost no notice and no resources. Their advocacy sparked protests and forced the province to back down.
That same year, when the province proposed larger class sizes and mandatory eLearning, Halton trustees organized one of the largest community consultations in Ontario. Nearly 7,000 parents responded, overwhelmingly rejecting the plan. The report was cited in Question Period, and the government scaled back its proposals.
“This is a clear pattern,” said Grebenc. “The province makes sweeping changes without evidence, and trustees are the ones who analyze the local impact on schools, student achievement, and well-being. Without trustees, these changes go unchallenged.”
Concerns About Unelected Supervisors
Grebenc also raised concerns about unelected supervisors appointed by the province to oversee boards.
Andrea Grebenc: “Education is a government service meant to be comprehensive, effective, and equitable.”
“The supervisors currently in place overwhelmingly come from financial and legal backgrounds, not education. They are paid exorbitant amounts, yet deliver no clear outcomes or benefits over the democratic system already in place,” said Grebenc. “Education is a government service meant to be comprehensive, effective, and equitable. With a calculated 30 per cent return on investment, weakening the system through political appointments should concern every Ontarian.”
Trustees Defend Communities
Trustees are often the most effective line of defence against short-sighted provincial priorities. The province has already shown interest in selling off prime school land to developers without considering long-term needs.
“Eliminating trustees would not solve Ontario’s education challenges,” said Grebenc. “It would silence local voices, weaken accountability, and turn schools into political assets rather than places of learning. Trustees fight for students, families, and communities. Without them, public education would lose its vital connection to the people it is meant to serve.”
We will be interviewing Grebenc later today. When she was Chair of the HDSB she was very effective.
Republished from Canadian Centre for Policy Alternatives
Each generation has learned to figure out the dominant media of its time. Boomers learned to decode TV advertising. Gen X questioned the news. Millennials fact-checked viral posts. Gen Z learned how to spot inauthentic influencer branding.
Gen Alpha – individuals born after 2010 – is facing something unprecedented.
Artificial intelligence (AI) is reshaping how content is created and shared, and young people today must learn to distinguish what is real. Today’s children are surrounded by content that looks and sounds real, yet is entirely generated by AI.
A visitor experiences a real-time AI-generated video during the Premier Conference & Exhibition on Computer Graphics & Interactive in Vancouver Aug. 12, 2025. Liang Sen/Xinhua via ZUMA Press
A new literacy challenge: When fake looks too real
The pace and realism of artificial intelligence are accelerating. Tools like Google Veo 3, for example, can generate high-resolution photorealistic videos with striking accuracy all from a single text prompt. The results can resemble anything from casual street interviews to reimagined historical events. The lighting is natural, the gestures eerily lifelike and the pacing believable. Earlier digital fakes were easier to identify with obvious signs like visual glitches or awkward animation. Now those visual giveaways are becoming harder to spot. Members of Gen Alpha, at an age when they are least equipped to assess what’s on their screens, are growing up with content realistic enough to trick experts.
This isn’t the same as watching a CGI (computer-generated imagery) live-action Disney remake or playing a hyper-realistic video game. It’s true that children can sometimes confuse fantasy with reality. But by the time they are five or six, they typically understand that content defying basic logic — like talking mammals or magic spells — is imaginary. These cues help their developing minds separate fiction from fact.
Children’s reasoning becomes more refined between the ages of seven and eight. They start applying a mix of logic, context, personal experience and trusted input from others to what they see, although it is still inconsistent. But just as that ability sharpens, AI-generated content removes the very cues they rely on.
It mimics the look and feel of real footage, can imitate the voices or appearances of trusted people and blends seamlessly into their feed in between YouTube videos and TikTok clips. Since children’s ability to evaluate media is still developing, this level of realism makes it harder for them to tell if they are watching a person or a program pretending to be one.
And it’s not just children. Many adults sometimes struggle to tell the difference, especially when content looks credible. Even when it is labelled as AI-generated, the small display warnings are often missed, misunderstood or ignored by viewers.
The effects become harder to ignore as Gen Alpha continues using this content to form an understanding of the world. This past June, Alberta police issued a provincewide warning after Cybertip.ca reported nearly 4,000 sexually explicit AI-generated deepfake images and videos of youth between 2023 and 2024. This has raised concerns about how AI is being used to exploit and harass young people.
The same advances making video generation more accessible are also driving its misuse in exploitative and deceptive ways. Children are encountering misinformation as well as faulty AI-generated “educational” science, history and current events videos. Research shows that when teenagers lack the tools to evaluate digital information, it limits how they participate, learn and make informed decisions online.
These gaps in digital competence are tied to educational and civic outcomes, such as school performance, access to online opportunities, as well as political and societal participation. These disparities may persist without digital literacy in schools, parental guidance at home and clearer safeguards from platforms.
Building AI literacy where kids learn and live
Addressing these challenges requires action across multiple fronts. Provinces and schools boards in Alberta, British Columbia and Ontario have begun piloting AI education initiatives. However, there is no consistency across jurisdictions, nor is there a unified framework to support teachers, guide parents and ensure that students develop the ability to understand, evaluate and use AI responsibly throughout Grades K-12.
In most classrooms, AI digital literacy remains optional, fragmented or absent altogether. School boards offer professional development, but teachers note that concerns about AI can’t be meaningful addressed in the limited time provided. A national survey commissioned by the organization Actua showed that less than half (48 per cent) of educators interviewed felt equipped to use AI tools in the classroom.
Some 46 per cent felt confident teaching responsible AI use and 42 per cent felt ready to teach students how to use artificial intelligence effectively.
School librarians have raised similar concerns. They point out that many students lack the foundational skills to critically assess AI-generated content, even as smart tools become more integrated into learning environments.
Globally, a 2023 review of AI literacy efforts found that most programs neither assess what students actually understand nor give much attention to the broader socioeconomic consequences of poorly applied machine learning. Without structured support and dedicated training, the responsibility falls unevenly across schools and classrooms. This leads to inconsistent learning conditions and widens existing gaps in AI literacy.
The burden on parents is just as heavy. They are expected to manage children’s exposure to increasingly advanced AI tools that generate voices, images and videos. At the same time, they must evaluate and consent to a growing number of apps and devicesthat collect their children’s data. Yet many parents lack the knowledge, tools or guidance needed to make informed choices. Before expecting parents to help children use AI wisely, we need to give adults the resources and confidence to understand it first.
Towards a more equitable AI future
Co-ordinated national efforts are needed to ensure all schools have access to trained educators, inclusive AI curriculums and the digital infrastructure for equal learning opportunities in classrooms and at home. AI tools like writing assistants or text-to-speech programs can support learning and improve accessibility for students with different needs. But those benefits only matter if children understand how the tools work and can judge the reliability of the information they produce.
The groundwork for a stronger, more cohesive countrywide approach to AI literacy for youth should include:
A national K-12 AI strategy that aligns provincial efforts and ensures consistent instruction across provinces.
Required AI training for teachers entering the profession and as part of ongoing professional development to give educators the skills needed to use AI in the classroom confidently and responsibly.
Lessons on deepfakes, evaluation of AI-generated media and principles of data rights and consent as part of AI literacy education taught at age-appropriate levels throughout Grades K-12.
Expanded access for families to bilingual AI literacy resources that contain clear, plain-language guidance to help parents support their children’s use of AI at home and complements what children are learning in school.
Clearer and consistent labels on AI-generated content — including deepfakes — across digital platforms to support transparency and young users’ awareness.
The digital world is changing quickly. If Canada wants the next generation to grow up informed, capable and confident in what it sees, AI literacy must become a priority. The longer we wait the harder it becomes to teach what should have been learned from the start.
Tough times ahead for elected school board trustees.
Premier Ford said the public is “done” with what some school boards have done.
“There’s some good and there’s some bad ones,” the premier said Wednesday morning.
“The bad ones like to go to the baseball game and rent a box for $34,000 and in the hotel suites looking over the baseball game that other people can’t afford, and then they say they don’t have money,” he said, referring to a controversy involving a retreat by senior administrators at the Thames Valley District School Board, which the province took control of in April.
Catholic trustees in Brant “decided it would be a great idea to fly to Italy, spend $120,000 … on their junket and their trip, have a great time in Italy, say it’s for Italian artwork and bring back $100,000 of Italian artwork,” Ford said of an overseas trip taken by four elected officials to purchase religious sculptures for schools.
“Last time I went to schools, it’s the kids paintings and everything else that are on the wall,” he added.
Minister Paul Calandra announced at the end of June that he would send supervisors to take over the Toronto District, Toronto Catholic, Ottawa Carlton and Dufferin-Peel Catholic boards.
HDSB Chair Amy Collard
Ontarians are “done” with spending scandals at school boards, and it’s time to hold them accountable, Premier Doug Ford said just days after his education minister said he would consider doing away with elected trustees.
There have not been any complaints about the Halton District School Board. Nor has there been any comment from School Board Chair Amy Collard.
We asked HDSB Chair Amy Collard:
“Do you expect to be making a Statement?”
Her response:
“Thank you for reaching out. I have not issued a statement on this.”
I was surprised at the response. When she was just a trustee and not the Chair Collard was tough, especially during that time when the Board decided to close two of the seven high schools.
We are digging around for comments from other people that are informed and knowledgeable on just what is taking place.
We may well see a situation come October of 2026 when there will not be a trustee positions on the ballot.
That would give Collard an opportunity to run for the Ward 5 Council seat – something she has mused about in the past.
By Gazette Staff
By Pepper Parr
By Pepper Parr
By Chun-Kai (Jason) Wang
Chun-Kai (Jason) Wang: Independent Policy Researcher and Analyst, Doctor of Traditional Chinese Medicine, Registered Acupuncturist, Traditional Chinese Medicine Practitioner, Graduate of International Studies Major at SFU with Distinction
By Samanthat Serle
By Gazette Staff
By Tom Parkin
Tom Parkin is a social democratic columnist and commentator based in Toronto
By Gazette Staff
Hosted by BurlingtonGreen and City of Burlington Forestry Staff, this year’s TLC (Tree Loving Care) event will bring community members together to carry out some hands-on stewardship activities at a former tree planting location at 
Together we will plant some trees, do a tree inventory, care for previously planted trees by doing some weeding and adding mulch, and we will create and scatter some native seed balls too!
By Burlington Gazette
But Trabelsi and his team turned that stereotype on its head in their study, 
Instead, the findings revealed an “exceptionalism premium,” says Trabelsi.
The usual mention of the MP and the Mayor were made and then a panel discussion that included Joann Battaglis of First Ontario Credit Union; Garner Becket with the Conservation Halton Foundation, Christina Mulder, Director Burlington Food Bank and Catherine Villasenor of Home Suite Home. took place.
Even techno skeptics see a role for digital tools. Oakley and her colleagues argue for what they term cognitive complementarity — a marriage of strong internal knowledge and smart external tools. ChatGPT or calculators should enhance — not replace — our deep mental blueprints that let us evaluate, refine and build upon AI output. That’s the real challenge that lies ahead.
Originally published by Policy Options.
By Gazette Staff
Former Halton District School Board Chair Andréa Grebenc is warning that recent signals from Education Minister Paul Calandra and the Premier about removing elected school board trustees would silence community voices, weaken accountability, and widen the opening for inequities and privatization in Ontario’s education system.
