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The Federation urges enforceable safeguards and educator consultation in addition to privacy and online safety commitments

Ottawa, June 8, 2026 – The Canadian Teachers’ Federation (CTF/FCE) – representing over 370,000 educators through 18 Member and Associate Organizations – welcomed several commitments in the federal government’s national AI strategy. Until now, policy has not kept up with the rapid pace of AI adoption in K-12 public schools. The strategy begins to address governance gaps that will help protect the rights and well-being of students and teachers.

While K-12 education across Canada falls mostly under provincial and territorial jurisdiction, Ottawa has an essential role in ensuring AI is used responsibly in schools. The CTF/FCE appreciated the strategy’s commitment to modernize online safety and consumer privacy laws, with explicit mention of protecting children. Specific legal tools to mitigate harms arising from AI chatbots, including those used in schools, are essential to address serious threats to young people’s learning and well-being. These are priorities that the Federation had previously urged the Ministry of AI and Digital Innovation to adopt.

“The government names trust as the north star of its strategy, but trust won’t be achieved while risky AI tools are flowing freely into public schools,” said Clint Johnston, President of the CTF/FCE. “For families and young people to trust AI, the government must hold technology companies accountable for ensuring systems are safe by the time they reach classrooms.”

The Federation appreciated the strategy’s commitment to AI literacy, including learning kits for K-12 educators, but warned that the scale falls short. The strategy promises to reach one million post-secondary students, but only 3,000 of Canada’s 420,000-strong public educator workforce. A commitment to train a few thousand teachers is not enough to improve Canada’s position from 44^th of 47 countries on AI literacy. Renewed investment in CanCode may help fill this gap, yet a fragmented approach carries risks. Critical AI literacy must be accessible to schools across the country, including rural, remote, and Indigenous communities which are often left behind. The government must also recognize that AI literacy cannot simply be a pathway to deeper AI adoption in schools. To ensure AI is beneficial in public education, students, educators, and unions must be at the core of defining and developing K-12 digital literacy programs – something that the CTF/FCE is well positioned to facilitate.

High-level commitments within the strategy must now translate into enforceable protections reflected in the classroom. With the strategy strongly encouraging AI adoption, the Federation warned against rapid deployment in schools and called for safety-by-design obligations; independent impact assessments; and procurement standards that match the bar the government has set for its own AI integration in terms of transparency, privacy, and accountability.

The AI Missions Program, while promising, does not make mention of education within its priority sectors. This is a missed opportunity for Canada to be a leader in developing education technologies in partnership with teachers and students, tools which serve the public good while reducing reliance on foreign-owned platforms with a history of data security issues. The CTF/FCE urged that a future AI Mission be dedicated to public-good education technology, co-developed with educators and students, and driven by school needs over profit motives.

“Over 90% of children in Canada attend public schools. Educators are on the frontlines as AI reshapes learning,” said Johnston. “They understand the risks to young people better than most of us, and should be meaningfully consulted on a better, safer path forward.”

The CTF/FCE stands ready to work with the federal government, provinces, and territories to ensure the “human-in-the-loop” principle extends into classrooms, so that the adoption of AI in K-12 does not strain the humanity at the core of learning.

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About the CTF/FCE

Founded in 1920, the CTF/FCE is a national alliance of provincial and territorial teachers’ organizations that represent over 370,000 teachers and education workers across Canada. The CTF/FCE is also an affiliate of Education International, which represents more than 33-million educators.

Media Contact

Nika Quintao, Director of Public Affairs
Canadian Teachers’ Federation (CTF/FCE)
[email protected]  
Mobile: 613-688-4319

In Opposition to the Use of the Notwithstanding Clause in Labour Negotiations

Banff, June 2, 2026 – Teacher organization presidents from across Canada, representing more than 420,000 educators, met in Banff, Alberta, on June 1, 2026, to discuss the potential use of the Notwithstanding Clause (Section 33 of the Canadian Charter of Rights and Freedoms) by provincial/territorial governments for issues it was never intended for, as it has been in Alberta.

The presidents affirmed their shared commitment to the democratic rights of teachers and all workers and stand united in their condemnation of the use of the Notwithstanding Clause as a tool to override constitutionally protected rights to freedom of association, collective bargaining, and strike action.

A Growing Pattern of Overreach

The Notwithstanding Clause was designed as a safeguard to be invoked only in exceptional and demonstrably justified circumstances. It was never intended to be a routine tool for governments to bypass the courts and silence workers amid legitimate labour disputes.

In the past five years, the Notwithstanding Clause has been used more frequently to deny human and democratic rights than at any other time in our lifetimes. Recently, Premiers in Alberta, Saskatchewan, Ontario, and Quebec have invoked the Notwithstanding Clause in the following legislation:

Bill 2, “Back to School Act” in Alberta, 2025
Bill 9, “Protecting Alberta’s Children Statutes Amendment Act” in Alberta, 2025
Bill 137, “Parents’ Bill of Rights” in Saskatchewan, 2023
Bill 28, “Keeping Students in Class Act” in Ontario, 2022
Bill 307, “Protecting Elections and Defending Democracy Act” in Ontario, 2021
Bill 96, “An Act respecting French, the official and common language of Québec” in Quebec, 2022

When governments invoke the Notwithstanding Clause to end labour disputes, they are not simply legislating. They are telling workers that their rights are conditional and that the Charter protections all Canadians depend upon can be switched off when it is politically convenient to do so. This is a threat not only to teachers, but to every worker and every citizen in this country.

Our Collective Position

The undersigned presidents, representing teachers and education workers in every province and territory across Canada, collectively and unequivocally declare:

The use of the Notwithstanding Clause during labour negotiations is an abuse of legislative power. Governments must engage in good-faith collective bargaining, not weaponize the Constitution to silence workers.
Teachers’ rights to freedom of association, collective bargaining, and the right to strike are constitutionally protected and must remain so. No government should be able to pre-emptively nullify these rights and block the courts from providing recourse.
The Notwithstanding Clause must only ever be used as a last resort, after judicial review has been permitted. Its pre-emptive use to shield legislation from Charter challenges is a subversion of the democratic rule of law.
The implications of this trend extend far beyond education, threatening every worker and citizen in this country. What is happening to teachers today can happen to any worker, in any sector, tomorrow. This is a national issue requiring a national response.

Together we call on all levels of government to take the following immediate actions:

Commit to good-faith collective bargaining with teachers and education workers, and resolve disputes through negotiation and mediation.
Pledge not to invoke the Notwithstanding Clause in the context of labour relations with teachers and education workers.
Support federal action to review and restrict provincial/territorial use of Section 33 when it is applied to deny citizens’ fundamental democratic and human rights.
Ensure judicial oversight is preserved by allowing courts the opportunity to examine the constitutionality of any legislation before the Notwithstanding Clause is considered.

Additionally, the Canadian Teachers’ Federation (CTF/FCE) Board of Directors has launched a petition that calls upon the federal government to “annul or repeal any future provincial legislation that restricts workers’ rights to strike and collectively bargain through the use of the Notwithstanding Clause, and to affirm the federal government’s responsibility to uphold Charter rights across Canada.”

The presidents of all provincial/territorial teachers’ organizations strongly encourage all Canadians who share our values to add their names to this petition before it closes on July 24, 2026. The petition can be found at: https://www.ctf-fce.ca/take-action/notwithstanding-clause-petition/.

It is not too late to act with integrity. But governments must choose to do so now.

Take Action

Signatories
Jason Schilling – Alberta Teachers’ Association (ATA) 
Gabrielle Lemieux – Association des enseignantes et des enseignants franco-ontariens (AEFO) 
Éric Godin, Association des enseignantes et des enseignants francophones du Nouveau-Brunswick, Fédération des enseignants du Nouveau-Brunswick (AEFNB/FENB) 
Carole Gordon – British Columbia Teachers’ Federation (BCTF) 
Clint Johnston – Canadian Teachers’ Federation (CTF/FCE) 
Mona-Élise Sévigny – Éducatrices et éducateurs francophones du Manitoba (ÉFM) 
David Mastin – Elementary Teachers’ Federation of Ontario (ETFO) 
Heidi Ryder – New Brunswick Teachers’ Association, New Brunswick Teachers’ Federation (NBTA/NBTF)   
Dale Lambe – Newfoundland and Labrador Teachers’ Association (NLTA) 
Peter Day – Nova Scotia Teachers Union (NSTU) 
Justin Matchett – Nunavut Teachers’ Association (NTA) 
René Jansen in de Wal – Ontario English Catholic Teachers’ Association (OECTA) 
Martha Hradowy – Ontario Secondary School Teachers’ Federation (OSSTF/FEESO) 
Andy Doran – Prince Edward Island Teachers’ Federation (PEITF) 
Samantha Becotte – Saskatchewan Teachers’ Federation (STF) 
Ted Hupé – Yukon Association of Education Professionals (YAEP) 
Chris Cowley – Ontario Teachers’ Federation (OTF)
Heidi Yetman – Quebec Provincial Association of Teachers (QPAT)
Rita Mueller – Northwest Territories Teachers’ Association (NWTTA)
Lillian Klausen – Manitoba Teachers’ Society (MTS)

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About the CTF/FCE

Media Contact

Nika Quintao, Director of Public Affairs
Canadian Teachers’ Federation (CTF/FCE)
[email protected]  
Mobile: 613-688-4319

Third edition of the Parachute Educator Survey Series reveals why educator overwhelm is the norm and not the exception.

Ottawa, February 5, 2026 – The Canadian Teachers’ Federation (CTF/FCE) has released the first findings of the Fall 2025 edition of Parachute, its pan-Canadian educator survey series, examining the realities driving Canada’s teacher retention and recruitment crisis. With almost 7,000 completed responses from teachers, principals, vice-principals, and education workers across the country, this edition turns its focus to the dual forces now defining public education: class size and classroom complexity.

What the data shows is stark: Class sizes are rising; complexity is escalating; and the time teachers have to teach is shrinking. Together, these conditions are reshaping the learning environment for millions of students—and pushing educators to the brink.

Class Size Isn’t the Whole Story

Average class sizes in Canada already sit high at 22–26 students, with some K–6 teachers reporting classes that exceed 40, 50, and even 60 students. Teachers in classes of 26 or more students are less likely to report having access to adequate education assistants or specialized support personnel. In other words, 26+ often marks the moment where the classroom stops behaving like a “teaching unit” and starts behaving like a triage unit. But educators are clear: the issue is not size alone. Even small classes are becoming unmanageable as complexity intensifies.

Complexity Is the True Breaking Point

Inside a typical K–6 classroom of 22 students, teachers now navigate a multi-layered mix of behavioural, learning, emotional, linguistic, and socioeconomic needs—often without the supports designed to meet them. 80% of educators say they lack adequate access to specialized supports like educational assistants, resource teachers, psychologists, and behaviour interventionists. And 25%–30% educators report that they are rarely or never able to provide the supports outlined in their students’ Individualized Education Plans.

The result is predictable: teachers are spending less time teaching, more time trying to plug widening gaps, and students’ learning potential suffers. Across all grades, direct instruction accounts for just ~36% of classroom time. In K–6, one in four minutes is lost to behaviour management.

“ If you look across at any jurisdiction, province or territory, you’re going to see similar issues…troubles with retention and recruitment fueled by class sizes, class complexity, class composition, increasing violence in schools…” said Clint Johnston, President of the CTF/FCE in a recent SOURCE podcast conversation with ATA President Jason Schilling. “But I often think that there’s a root cause that’s not being talked about and that is the funding piece: it just seems like provincial and territorial governments aren’t willing to take the steps that they know are needed.”

What Educators Say Must Change

Educators across the country identified three urgent priorities:

Enforceable class composition provisions;
Legal standards for student–teacher ratios;
Increased funding for specialized supports.

The findings from the Fall 2025 Parachute survey reinforce a growing national reality: students who need help aren’t getting it, and teachers cannot continue filling every gap alone. Class size and complexity are inextricable realities. Addressing them requires long-term, incremental systemic shifts to safeguard a profession on the edge of collapse—and essential to ensuring Canadian public schools remain a sustainable and equitable learning environment for all.

About the Parachute Educator Survey Series

The Parachute survey series is open to education professionals, including teachers, principals, education assistants, and support workers. It is an initiative of the CTF/FCE, in partnership with its 18 provincial and territorial Member and Associate Organizations. The series informs the CTF/FCE’s pan-Canadian Retention & Recruitment Strategy: a 3-year initiative aimed at addressing the systemic issues fueling the attrition crisis.

Infographic (PDF)

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About the CTF/FCE

Media Contact

Nika Quintao, Director of Public Affairs
Canadian Teachers’ Federation (CTF/FCE)
[email protected]  
Mobile: 613-688-4319

The Canadian Teachers’ Federation releases latest results of Parachute, a pan-Canadian educator survey series. Second edition reveals key insights into why teachers stay—and why many are preparing to leave.

July 17, 2025 – Ottawa, Ontario – The Canadian Teachers’ Federation (CTF/FCE) has released initial findings of the Spring 2025 edition of its national Parachute survey series—a 3-year scan of the teaching profession to gather vital data on the issues fueling Canada’s retention and recruitment crisis.

This second edition of Parachute focused on the urgent question of teacher and education worker attrition—examining what motivates educators to enter and stay in the profession, and what compels them to consider leaving. With over 5,000 completed responses and strong representation from across the country, the Spring 2025 survey underscores an ongoing crisis in teacher retention, while clearly reaffirming that what keeps educators committed is their students.

Key findings from the Spring 2025 edition include:

Nearly 1 in 2 educators (45%) have considered leaving the profession in the past year;

39% reported having also considered taking a sick leave, and 38% a personal leave;

Despite this, 93% say working with students remains a core reason they stay in the profession;

Perceptions of working conditions have improved slightly since Fall 2024 – but only 50% agree they have a safe working environment. Aggression and violence in schools are an unremitting issue;

Professional value remains a pressing concern: a majority say they feel undervalued by the public, with 1 in 10 reporting they “never” feel valued.

When asked what change would make the biggest positive impact on their work, the overwhelming response was smaller class sizes.

“The story emerging is one of dedication – and exhaustion,” said Clint Johnston, President of the Canadian Teachers’ Federation. “Teachers remain deeply committed to their students. But if we don’t address systemic issues like class size, workload, and professional respect, attrition rates will continue to rise, and students will suffer the greatest cost of government inaction.”

The Fall 2025 survey will examine the key issue of Class Size and Classroom Complexity.

About the Parachute Educator Survey Series

For more information, visit the CTF/FCE’s Take Action webpage.

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About the CTF/FCE

Media Contact

Nika Quintao, Director of Public Affairs
Canadian Teachers’ Federation (CTF/FCE)
[email protected]  
Mobile: 613-688-4319

Protecting Public Education Across Canada

Saskatoon, May 28, 2025 – Canada’s teacher organization presidents met in Whitecap, Saskatchewan, May 25 and 26, 2025, to discuss protecting public education across Canada. The discussion focused on two critical concerns: the ongoing challenges with teacher retention and recruitment, and the rising incidents of violence and aggression in schools.

The presidents affirmed their shared commitment to public education and called for governments to invest in teachers, student supports, and safer school environments.

The presidents’ stance is reinforced by recent findings from the Canadian Teachers’ Federation (CTF/FCE). Results of the CTF/FCE 2024 Parachute Survey highlight the seriousness of the situation:

Nearly 80 percent of teachers report difficulty managing unpredictable and increasing workloads; and 70 percent identify poor working conditions as a significant factor.
95 percent of educators observe that staff shortages are negatively affecting students, with the most serious impacts being unmet academic needs and reduced access to specialized supports.
55 percent of educators report having experienced violence or aggression in the past year.
Of those who reported incidents, only 25 percent indicate that appropriate action was taken by safety committees or officers, while school administrators report being overwhelmed.

These findings reflect mounting pressure on teachers and the broader public education system. Teachers and students across Canada deserve safe, supportive environments for working and learning. Yet many continue to face difficult conditions and challenges that affect both student well-being and learning outcomes. Without immediate action, the profession risks losing more qualified, experienced teachers, making it challenging to recruit and retain new educators. Current challenges are pushing educators out of the profession and making it less appealing to those considering it.

It’s not too late to turn this around but growing issues like school violence need urgent attention.

Together, the presidents are calling on all provincial and territorial governments as well as the Council of Ministers of Education, Canada to take immediate action for the good of students across this country.

The presidents and the organizations they represent stand ready to collaborate with government to improve public education. Key priorities include:

Reducing class sizes to allow for meaningful instruction and student support.
Increasing numbers of education specialists and support staff in schools.
Addressing class complexity and ensuring safer learning environments.
Transparent reporting of violent incidents, including actions taken.

Together, these priorities reflect what’s urgently needed to create conditions where students and teachers can succeed. Access to high-quality public education for all students is a cornerstone of Canadian culture and values and contributes to a strong economy and democracy.

Signed by:
Jason Schilling – The Alberta Teachers’ Association (ATA)
Gabrielle Lemieux – Association des enseignantes et des enseignants franco-ontariens (AEFO)
Stéphanie Babineau – Association des enseignantes et des enseignants francophones du Nouveau-Brunswick, New Brunswick Teachers’ Federation (AEFNB/NBTF)
Clint Johnston – British Columbia Teachers’ Federation (BCTF)
Heidi Yetman – Canadian Teachers’ Federation (CTF/FCE)
Mona-Élise Sévigny – Éducatrices et éducateurs francophones du Manitoba (ÉFM)
Karen Brown – Elementary Teachers’ Federation of Ontario (ETFO)
Lillian Klausen – The Manitoba Teachers’ Society (MTS)
Peter Lagacy – New Brunswick Teachers’ Association, New Brunswick Teachers’ Federation (NBTA/NBTF)
Trent Langdon – Newfoundland and Labrador Teachers’ Association (NLTA)
Peter Day – Nova Scotia Teachers’ Union (NSTU)
Justin Matchett – Nunavut Teachers’ Association (NTA)
Rita Mueller – Northwest Territories Teachers’ Association (NWTTA)
René Jansen in de Wal – Ontario English Catholic Teachers’ Association (OECTA)
Karen Littlewood – Ontario Secondary School Teachers’ Federation (OSSTF/FEESO)
Mike Foulds – Ontario Teachers’ Federation (OTF)
Andy Doran – Prince Edward Island Teachers’ Federation (PEITF)
Samantha Becotte – Saskatchewan Teachers’ Federation (STF)
Ted Hupé – Yukon Association of Education Professionals (YAEP)

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About the CTF/FCE

Media Contact

Nika Quintao, Director of Public Affairs
Canadian Teachers’ Federation (CTF/FCE)
[email protected]  
Mobile: 613-688-4319

International Summit on the Teaching Profession (ISTP) 2025 – CTF/FCE and CSQ denounce Canada’s absence

Montreal and Ottawa, March 21, 2025 – On the eve of the International Summit on the Teaching Profession (ISTP) 2025, the Canadian Teachers’ Federation (CTF/FCE) and the Centrale des syndicats du Québec (CSQ) denounce the decision of the Council of Ministers of Education, Canada (CMEC) not to send a Canadian delegation.

CTF/FCE president Heidi Yetman and CSQ president Éric Gingras point out that Canada is currently experiencing an unprecedented teacher retention and recruitment crisis and that no province or territory has been spared.

“Canadians recognize the importance of public education as the foundation of a healthy and prosperous society. Education is the key to fighting disinformation and protecting democracy. We think the absence of a Canadian delegation at the ISTP will not go unnoticed and will certainly provoke negative reactions,” said Heidi Yetman.

The main causes of this crisis include a lack of ministerial support, unsustainable working conditions, and an increase in violence and aggression in the workplace.

“One might think that responsibility for education rests solely with the provinces and territories, but there’s an undeniable link between a healthy democracy and the quality of public education. That’s why we’re deeply concerned about the erosion of both if Canada is conspicuously absent from key international gatherings such as the Summit,” said CSQ president Éric Gingras.

A necessary forum

The ISTP, co-organized by Education International (EI) and the Organisation for Economic Co-operation and Development (OECD), is the only forum that brings together ministers of education and spokespersons for national education unions from “top performing” countries according to PISA (Programme for International Student Assessment). All organizations take advantage of the ISTP to address the priorities of the teaching profession and share promising practices.

Not surprisingly, the United States will not participate in the ISTP 2025 either.

“Since the Trump administration came to power, it has become clear that we must break free from our dependence on the United States. Choosing to participate in discussions on stage and in international forums, even as the United States takes pride in not doing so, is a clear step in this direction and allows us to distance ourselves from an increasingly aggressive partner that tends to isolate itself,” added the CTF/FCE president.

Lastly, Eric Gingras noted that Canada will host the 51st G7 Summit in Kananaskis, Alberta in June 2025: “It’s clear to us that education needs to be part of the discussion. This will be an opportunity for the Canadian government to demonstrate its leadership and its ability to engage in constructive dialogue, work with the other G7 countries, and propose innovative solutions to serve the interests of all peoples,” concluded the CSQ president.

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About the CTF/FCE

About the CSQ

The CSQ represents more than 225,000 members, including some 125,000 education employees. The CSQ has 11 federations that unite some 240 affiliated unions and it is affiliated with the AREQ, le mouvement des personnes retraitées CSQ. The CSQ is also active in health and social services, educational childcare services, as well as municipal, recreational, cultural, community and communications services.

Media Contacts

Nika Quintao
Director of Public Affairs
Canadian Teachers’ Federation (CTF/FCE)
613 688-4319
nquintao@ctf-fce-ca

Maude Messier
Press Officer
Centrale des syndicats du Québec (CSQ)
514 213-0770
[email protected]