Career Exploration
Please review each article prior to use: grade-level applicability and curricular alignment might not be obvious from the headline alone.
While the rest of us sleep in …
7 minute read Preview Saturday, Jul. 4, 2026Manitoba-shot Netflix series sets beloved Ingalls clan in the actual Prairies
5 minute read Preview Monday, Jul. 6, 2026Eight Winnipeg teens leave high school with hopes, dreams and an uncertain, AI-flavoured future
13 minute read Preview Friday, Jul. 3, 2026New Kevin Walters Plaza graced by art with heart
4 minute read Preview Friday, Jul. 3, 2026We know who is at risk, but we wait anyway
4 minute read Friday, Jul. 3, 2026Children with disabilities are experiencing a mental health crisis and Manitoba’s systems are waiting for them to really struggle before they respond.
Across Canada, children with disabilities experience far higher rates of mental health challenges than their peers. Nearly three-quarters of children and youth with disabilities experience elevated mental health challenges. More than one-third score in the “very high” mental health difficulty category, a rate nearly 10 times higher than among children without disabilities.
Between 30 to 50 per cent of children with neurodevelopmental disabilities are diagnosed with mental health conditions, compared to eight to 18 per cent among typically developing children. This includes children with autism, ADHD, FASD, intellectual disabilities, learning disabilities and communication disorders.
Children who struggle with communication, sensory regulation, mobility, executive functioning, or social interaction are often excluded long before systems recognize the emotional consequences of that exclusion. Loneliness and exclusion are not side issues — they are public health issues for children with disabilities.
WFPS responded to record number of medical calls in 2025, annual report shows
4 minute read Preview Thursday, Jul. 2, 2026Author George Toles on daily writing and keeping his eyes open
8 minute read Preview Thursday, Jul. 2, 2026Seven of city’s 10 best-paid employees work for police
3 minute read Preview Saturday, Jun. 27, 2026Vacation shouldn’t feel like workplace risk
6 minute read Preview Saturday, Jun. 27, 2026Versatile violinist goes with the bow, from Bach to the Beatles and beyond
8 minute read Preview Saturday, Jun. 27, 2026Director brings Métis identity, language to silver screen
4 minute read Preview Friday, Jun. 26, 2026Staff shortages threaten defence-related projects, construction industry warns
5 minute read Preview Friday, Jun. 26, 2026Indigenous Chamber of Commerce working to engage with members, increase membership
4 minute read Preview Friday, Jun. 26, 2026Manitoba misses mark in creating inclusive classrooms
4 minute read Friday, Jun. 26, 2026THE United Nations Convention on the Rights of the Child recognizes that all children have the right to an education that helps them reach their full potential. It should develop their personalities, talents and mental and physical abilities. Actualizing these rights in the classroom, however, is not as easy in practice.
Every classroom includes learners with different strengths, challenges, identities and experiences. Some students are especially gifted while others have medical needs, require accommodations or manage complex issues that require additional, individualized support.
Under Manitoba’s appropriate educational programming legislation, students are entitled to educational programming that meaningfully supports both their academic and social lives. However, the number of students in Manitoba who require complex support in the classroom surpasses the number of resources teachers currently have available.
The Manitoba Teachers’ Society recently surveyed 3,400 Manitoba teachers about these gaps. Seventy-eight per cent said students are not getting needed support and 63 per cent reported fewer educational assistants. Eighty-one per cent identified class size, complexity and lack of support as top issues — citing an increase in students with complex needs within the last five years. Today, nearly half of teachers have six or more students with complex needs, a sharp rise from previous years.