School and learning
Please review each article prior to use: grade-level applicability and curricular alignment might not be obvious from the headline alone.
U of W falls back on tuition hikes amid budget crunch
5 minute read Preview Monday, Jul. 13, 2026How great managers adapt without playing favourites
7 minute read Preview Monday, Jul. 13, 2026Kids Market ringing up joy at Victoria Beach
4 minute read Preview Friday, Jul. 10, 2026FIFA World Cup, youth job gains gave the labour market a lift in June
5 minute read Preview Saturday, Jul. 11, 2026Celebrating an important milestone in their new country
4 minute read Preview Wednesday, Jul. 8, 2026Play for all: story time inspires students to fight for accessible playgrounds
5 minute read Preview Wednesday, Jul. 8, 2026Winnipeg high school football coach subject of hazing investigation
4 minute read Preview Tuesday, Jul. 7, 2026Countdown is on for Camp Arnes
3 minute read Preview Friday, Jul. 3, 2026Eight Winnipeg teens leave high school with hopes, dreams and an uncertain, AI-flavoured future
13 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.
Artificial intelligence requires human-led thinking
4 minute read Tuesday, Jun. 30, 2026Picture this. A teacher creates an assignment using AI. There is a provocation generated by a prompt, followed by vague parameters and a generic rubric. The AI-generated emojis are left in, and the task and success criteria are not connected to the passion, interests or soul of the child.
Subsequently, the child responds using AI. The thinking and language are clearly not their own and there has been no transformative or profound educative experience to stir cognitive dissonance. The child has not been asked, or better yet invited, to engage in sophisticated thinking and work that matters to them. That matters to community.
When the child uses AI, it’s considered “cheating.”
So here we are. An opportunity lost because we are not thinking deeply about the impact of AI on our species.
Teen charged after Winnipeg teacher bombarded with disturbing images
5 minute read Preview Monday, Jun. 29, 2026Summer school for RESPs
5 minute read Preview Monday, Jun. 29, 2026Transit says it’s short $6.5M to provide free rides for youth year round
6 minute read Preview Friday, Jun. 26, 2026Australia plans to strengthen laws banning children from social media
4 minute read Preview Saturday, Jun. 27, 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.
Bible stories are approved as required reading in Texas public schools
5 minute read Preview Monday, Jun. 29, 2026Teachers’ union recognizes teacher group focused on climate-change issues
4 minute read Thursday, Jun. 25, 2026Manitoba’s newest professional teacher group has a mandate to share tips for managing eco anxiety and deliver solutions-based lessons on climate change.