Working conditions are learning conditions

Manitoba’s public schools are at a tipping point.

Years of chronic underfunding, growing student needs, and persistent staffing shortages have left students underserved and teachers burned out. At the risk of sounding like a broken record, teachers are still being asked to do more with less and less.

As the province prepares to announce the 2026/27 education funding budget, this reality must be acknowledged and addressed with funding that actually meets the needs of Manitoba’s students. Educators are not asking for showy headlines or photo ops — of which there have been plenty — we are asking for adequate, equitable, and predictable funding. In fact, we are demanding it.

When the conversation turns to funding from tax dollars, it is immediately followed by, “How much is enough?” Economists can crunch the numbers, and statisticians can run the models, but as a public school teacher with more than 30 years of experience, I can tell you the answer is clear: “enough” is as much as it takes to ensure that students have properly staffed classrooms, timely access to supports, and educators have the time and resources to help each student reach their full potential.

When schools are funded this way, students thrive. When they are not, the cost is far greater than dollars alone — it’s a lost opportunity, a widening achievement gap, and long-term consequences that affect every one of us.

In short, when public education is neglected, it creates a ripple effect across nearly every system in society — from hospitals and social services to the economy and public safety. Investing in education isn’t just about schools; it’s about reducing long-term costs and strengthening society as a whole.

Anecdotally, we often hear that schools must put a greater focus on preparing students for the workforce and that the skilled trades are where the jobs are. Yet we are hearing from teachers in industrial arts programs that years of inadequate funding coupled with rising material costs have forced schools to cut units like electronics, screen printing, and residential wiring. Many of these teachers often pay out of pocket to keep basic programs running.

What is clear is that without adequate funding, Manitoba risks limiting students’ workforce readiness and widening regional inequities in education.

Many teachers now manage classrooms of 25 or more students, including multiple learners with complex needs. Since 2017, the proportion of teachers reporting more than six students requiring additional support per class has nearly tripled — from eight per cent to 23 per cent.

Yet educational assistants, mental health clinicians, and literacy specialists are increasingly unavailable, leaving teachers to operate in constant triage. Learning time is lost, minor behavioural challenges escalate, and student outcomes suffer.

Violence in schools is also rising at an alarming rate. Over half of Manitoba educators report it has worsened over their careers. Almost half have experienced threats, physical violence, or attempted assaults in the past year. Some teachers come to school and strap on Kevlar arm protectors because a student in their class is a chronic biter — a reality that no educator should ever face, but here we are.

I want to be clear, these incidents are not a reflection of “bad kids” — they are a symptom of unmet behavioural and mental health needs. Consider this: students spend approximately 12 years in the public school system. Without early intervention, a student who exhibits violent behavioural tendencies in the early years — such as biting — may escalate to more severe behaviours over time, becoming increasingly difficult to manage. Conversely, timely support can help mitigate these behaviours, enabling the student to develop positive social skills, succeed academically, and engage constructively with others.

But public school funding hasn’t kept up with the needs of today’s classrooms. Funding reached its highest point in 2016/17, but since then, the amount of money schools actually have to spend — after accounting for rising costs like supplies, technology, and salaries — has decreased every year through to 2024/25.

Matching inflation alone is not enough. Years of frozen or reduced budgets have eroded supports, increased inequities, and created classrooms that are, quite frankly, unsustainable.

Every student deserves a teacher who has the time and capacity to support them. Adequate funding should not be viewed as a cost; it is an investment in Manitoba’s future. We hope to see the provincial government take meaningful action by committing to stable, equitable funding for public education that meets the real needs of classrooms.

Because when working conditions improve, learning conditions improve — and every student benefits, and as a society, we all reap the rewards.

Lillian Klausen is the president of the Manitoba Teachers’ Society.