Introduction
Saskatoon Public Schools is facing a critical challenge as the contracts of 80 educational assistants (EAs) will be terminated over the next two weeks. The decision follows the unexpected shortfall in federal funding from Indigenous Services Canada (ISC) under Jordan’s Principle. This move raises concerns about student support, funding stability, and the broader implications for First Nations children’s education.
Why This Decision Was Made
The school division proactively hired additional EAs based on previous funding patterns. However, with the expected federal funds not received, officials state they cannot sustain these positions.
“Without continued federal funding, it is no longer sustainable to maintain these positions, and the school division lacks the resources to cover the gap,” said Kim Stranden, school board chair.
ISC press secretary Jennifer Kozelj emphasized that Jordan’s Principle is designed to fill service gaps for First Nations children but should not replace provincial funding responsibilities. The growing number of approved requests under Jordan’s Principle—rising from 614,350 in 2021-22 to nearly three million in 2023-24—has put additional strain on available resources.
The school division has expressed frustration over the unpredictability of funding sources, stating that relying on temporary solutions makes long-term planning difficult. Many educators and parents have voiced concerns over what they see as a failure to prioritize sustainable educational funding.
The Impact on Students and Families
For many students, especially those from First Nations communities, educational assistants provide essential support, including tutoring, special education assistance, and psycho-educational assessments. Without these professionals, students who rely on specialized assistance may face significant learning setbacks.
“The support provided by these educational assistants has been crucial for student success. We understand the significant impact this will have on our students, families, and staff,” said Deputy Director of Education Charlene Scrimshaw.
Parents and caregivers affected by the layoffs will receive direct communication from their respective schools before February 14. Many families are now left wondering what alternative support will be available for their children.
Teachers and support staff are preparing for increased workloads as they try to compensate for the loss of educational assistants. Some schools are considering alternative strategies such as peer mentoring, volunteer programs, and additional teacher training to address gaps in student support.
The Role of Jordan’s Principle in Education
Jordan’s Principle was established in 2007 to ensure First Nations children receive government services without jurisdictional disputes delaying necessary support. Named after Jordan River Anderson, the principle has helped millions of children access essential educational and healthcare services.
Despite its success, experts argue that Jordan’s Principle was never intended to be a long-term funding solution for public schools. Instead, it is a temporary measure to address funding gaps. Provincial governments hold primary responsibility for ensuring equal access to education, which has sparked debate over whether they should step in to cover the financial shortfall.
As demand for Jordan’s Principle funding continues to rise, some policymakers suggest reviewing the allocation process to ensure sustainability. Others call for increased provincial investment in education to prevent similar funding crises in the future.
Broader Implications for Education in Canada
The situation in Saskatoon highlights a broader national issue: the challenge of securing stable education funding for Indigenous and marginalized students. Many school divisions across Canada rely on a mix of federal and provincial funding, creating uncertainty when temporary funding sources expire.
Education advocates argue that stronger collaboration between federal and provincial governments is necessary to establish clear, long-term funding commitments. Some experts suggest that dedicated federal-provincial agreements could ensure stable and predictable resources for schools supporting Indigenous students.
Beyond Saskatoon, the loss of educational assistants may set a precedent for other school divisions facing similar funding shortfalls. The debate over who bears responsibility for Indigenous education funding remains ongoing, with many calling for policy reforms that provide clearer financial obligations for all levels of government.
What Happens Next?
Saskatoon Public Schools remains committed to advocating for renewed funding while working with existing staff to minimize disruption. Teachers and administrators are exploring alternative ways to support students, but without financial intervention, maintaining the same level of support will be challenging.
Educational advocacy groups are urging families to engage in discussions with policymakers to push for sustainable solutions. Parents and community members are encouraged to attend school board meetings and reach out to elected representatives to emphasize the importance of maintaining adequate support for students in need.
Conclusion
The loss of 80 educational assistants in Saskatoon Public Schools highlights the precarious nature of funding reliant on Jordan’s Principle. As stakeholders debate the role of provincial versus federal funding, the most immediate concern remains ensuring First Nations students continue receiving the educational support they need.
Parents, educators, and policymakers must push for long-term solutions to avoid future funding crises and ensure sustainable educational support for all students. Stay informed by following local news updates and engaging in discussions on how to secure reliable education funding.
While the immediate effects of these cuts will be deeply felt, the larger question remains: How can Canada build an education system that guarantees stability for its most vulnerable students? The answer lies in policy reform, community engagement, and a commitment from all levels of government to prioritize education as a fundamental right rather than a fluctuating budget line item.
