Wait, consider the entire blog before you draw a conclusion.

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

The professional regulation of teachers is anomalous compared with most other professions because the entry-level examinations commonplace in other professions are not required for licensure as a teacher.  Unlike their counterparts in medicine, law, or engineering, teachers face no gateway examination to secure their licensure. This departure from the norm is more than an administrative difference; it highlights a unique stance on assessing competence and readiness. Where other professions use these exams as a keystone for maintaining high standards and public confidence, teaching leans solely on educational attainment and practical experience.  

The case for introducing a competency examination for teacher certification depends upon identifying the essential knowledge every teacher requires. There are, at a minimum, four groups of competencies: pedagogical knowledge; classroom and student management; subject-matter knowledge; and emotional intelligence.  

Given the variability in teacher education programs, it is optimistic to assume they prepare beginning teachers uniformly in these areas. An independent examination would set a universal benchmark that every applicant for certification would need to meet to begin teaching.  

The absence of an entry-level examination within the teaching profession calls for a deeper examination of our standards and expectations. The notion of introducing such a test, especially in times of teacher shortages, might initially seem counter-productive and counter-intuitive. But, wait, consider my argument for its potential as a strategic enhancement to the profession's integrity and public esteem.  

The practice of lowering entry barriers as a quick fix to fill vacancies is a precarious long-term solution to teacher shortages. Lowering standards might temporarily put an adult in front of students, but there are long-term consequences for educational quality. A hastily expanded teaching force is ill-equipped to address the challenges of today’s classrooms and increases the risk of diminishing the quality of education and eroding public trust in the system.  

Conversely, the proposal to integrate an entry-level examination, complemented by a system of conditional licensure, is a nuanced alternative. This model does not just impose an additional hurdle; rather, it aims to elevate the entire profession. Conditional licensure would be a bridge for those on the cusp of professional competence if the rigor of standardized testing was paired with supportive measures like systematic professional learning and mentorship. This approach would ensure that all new teachers meet a baseline of competency while requiring them to maintain currency through mandated and ongoing professional learning.  

To create a more effective and personalized approach to conditional licensure in teaching, the integration of mandatory professional learning would be based on the specific competency gaps identified on the entry-level examination. Upon completion of the examination, applicants would receive a report detailing their performance across various competencies, identifying both strengths and areas where mastery had not been demonstrated.  

The report would become the foundation for a personalized professional learning plan (PLP) developed in consultation among the teacher, the teacher’s mentor, and a professional learning coordinator. The plan would outline learning objectives tailored to address the competency gaps identified by the entry-level examination as well as professional learning activities designed to meet the objectives. These activities might range from workshops and online courses to specific teaching experiences that would be chosen for their relevance to areas in which the teacher needs to demonstrate improvement.  

As the conditionally licensed teachers engage in these targeted learning activities, they would be expected to document their experiences. This documentation would be compiled into a professional learning portfolio. The portfolio would both document the teacher’s progress and provide the basis for regularly scheduled reviews with mentors and coordinators.  

The probationary conditional licensure period would culminate in a final assessment. Conditionally licensed teachers who demonstrate mastery of the competencies initially identified as lacking would earn full licensure. The assessment would involve a comprehensive review of the professional learning portfolio and classroom observations documenting how the teacher addressed gaps in their competencies.  Successful demonstration of competency supported by a record of personalized professional development and application in teaching would lead to the awarding of full licensure.  

This approach would ensure that new teachers meet baseline competency standards and engage in continuous, reflective practice aimed at addressing their specific needs. It would enhance teacher effectiveness in the classroom and contribute to the overall quality of education.  

This approach addresses not just the symptom of teacher shortages but also the underlying need for a highly competent, well-prepared educational workforce. By setting a high entry standard and providing avenues for all aspiring teachers to reach it, we reinforce the profession's prestige and ensure a consistent quality of education. In addition, this strategy draws attention to the importance of adaptability and lifelong learning.  

Implementing an entry-level exam with conditional licensure balances the immediate need to address teacher shortages with the long-term vision of cultivating a robust, respected teaching force. This carefully calibrated approach would meet today's labour force challenges while safeguarding the integrity and effectiveness of the teaching profession. 

Navigating Truth: The Role of Schools in Countering Conspiracy Rhetoric

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

In a democratic system, trust in institutions is essential. Conspiracy theories introduce doubt in these systems, leading to reduced faith in institutions. This lack of trust can lead to social divisions creating an "us vs. them" mentality. Conspiracy theories divert attention from issues that deserve attention, impeding government operations.  

Trust in democratic institutions, such as the courts, elections, and independent media are foundational elements of democracy and are checks against abuses of power and authoritarian governments. Those whose goal it is to weaken democracy must first work to undermine public trust in those institutions which serve to defend democracy.  

As someone who began his career as a social studies teacher, I think it is crucial for schools to equip students with skills that enable them to discern credible information from conspiracy theories. Schools should prioritize the development of students' ability and disposition to question the credibility and reliability of sources. Learners should learn to differentiate fact from fiction, factual statements from statements of opinion, and to understand the inherent assumptions and biases in any given argument.  

Part of their preparation should include acquainting students with common logical fallacies. Using real-world examples, teachers can effectively point out and illustrate fallacies such as ad hominem attacks or circular reasoning. Students should be encouraged to identify fallacies in daily situations, public pronouncements and media. Media literacy should be a central component of every student’s education. They should be taught to evaluate sources and understand the pitfalls of online echo chambers and algorithmically driven content.  

Students must learn the difference between fact and opinion because it helps them navigate the information they encounter every day. By distinguishing between what’s accurate and what’s inaccurate, they are better able to make informed decisions, form their own beliefs, construct sound arguments, and avoid being swayed by misleading information. Knowing something about a topic also helps them recognize when someone is trying to manipulate or deceive them.  

Students should become familiar with enduring stereotypes and tropes. Such knowledge fosters critical thinking and promotes cultural awareness and sensitivity. Recognizing the origin, evolution, and impact of these narratives helps students challenge and deconstruct prejudiced beliefs.  

Students should learn about the social psychology of conspiracy theories and the influence of cognitive biases like the desire for pattern recognition or the need to find explanations for significant events. Teachers can use historical examples and contemporary case studies.  

Open discussion is key to the approach I am suggesting. Schools must be safe environments where students can critically analyze popular conspiracy theories. Respectful debate using logic and evidence is essential.  

Schools can and should create informed citizens capable of navigating the complex terrains of truth and misinformation. 

Man Bites Dog in Penticton

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

The phrase "man bites dog" is an example of a journalistic aphorism that means unusual events are newsworthy. One rarely finds a ‘man bites dog’ story in education, but just such a story jumped out at me from one of the education newsfeeds that I read.  

The headline “Superintendent applauded for school closure plan” caught my attention for two reasons. One, I do not recall many instances in which attendees at a school board meeting applauded the superintendent. Two, the audience was applauding the superintendent’s presentation of a long-range facilities strategy . . . wait for it . . . that included a proposal to close three schools in the Okanagan Skaha School District (#67).  

As I understand it, the plan presented by the superintendent proposed to reallocate funds to educational programming by reducing the inefficiency of building use. The superintendent's presentation of the plan to trustees and the public was met with unexpected applause, signaling broad support for a plan that would normally arouse anxieties about or significant opposition to school closures.  

There are several reasons I am writing about this apart from the ‘man bites dog’ dimension. First, to earn the support of an audience and board for a plan that would typically engender hostility implies to me that the superintendent and his senior team had communicated clearly and transparently with the board and the audience. Second, the support the plan received implied that the board and the audience recognized the benefits that reallocated funding from closing under-utilized facilities would bring students outweighed the immediate anxieties that school closures typically arouse.  

When I read the story, I, too, applauded both the superintendent and the board. I applauded the Superintendent and senior team for their willingness to expend the effort to present a plan that nine times out of ten generates hostility. I applauded the Board for its recognition that underutilized facilities require resources (about $1.5 million in this case) that are better spent on programming for students. Too often boards in a similar position would be unwilling to make such a decision.  

My guess is that the audience likely had people in it who had attended the schools affected by the closures or who have children in those schools. If my hunch is correct, the audience reaction likely means that the trustees who made what I think was the right decision are unlikely to be punished at the ballot box. But, even if they are, they made the right decision to put students before their own political interests or ambitions. Bravo!

How comparative education data are used

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

To avoid making egregious mistakes and embarrassing myself, I have several respected colleagues who read my blogs before I post them. A reader of last week’s blog suggested that I devote an entire blog to the reasons why comparative analyses are helpful and to whom.  

Comparative analysis involves examining and interpreting data from different schools, districts, or educational systems to identify patterns, trends, and areas in need of improvement. Such analyses are valuable for many stakeholders, including parents, educators, policymakers, advocacy groups, researchers, and others.  

Benchmarking and performance evaluation are the primary reasons why Canadian provinces and territories cooperate under the ambit of the Council of Ministers of Education, Canada (CMEC) in the Pan-Canadian Assessment Program (PCAP) and in the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA). PCAP and PISA data are useful starting places for answering the question how are we doing in comparison with other jurisdictions now and over time.  

Benchmarking performance is the first step in the process of performance evaluation which, if done well, will help inform policy and decision making. Governments and policymakers use comparative data to evaluate the effectiveness of educational policies and programs. By comparing data across different jurisdictions, they can identify best practices and areas needing improvement. This information can guide the development of more effective educational strategies and policies.  

Comparative analyses are also essential in educational research. Researchers use data to study various aspects of the education system. Comparative data contribute to understanding the effectiveness of education changes and the relationship between education and socio-economic outcomes.  

From my perspective, among the most important contributions of comparative analyses is understanding educational inequities. Comparative data analysis can reveal disparities in educational outcomes across different regions, socio-economic groups, or ethnic backgrounds, indicating where policy interventions to promote equity in education are needed. Without comparing data overtime, it would be impossible to know if efforts to reduce inequalities and produce more equitable outcomes were successful.  

Comparative data can inform us about where resources are most needed, and they can help in allocating efficiently to where they are most needed. Comparative data analysis helps reveal disparities and needs across different regions or demographics and is helpful to decision-makers in evaluating their budgetary allocations, leading, one hopes, to allocations that are economical, efficient, and effective. Regular comparative analysis fosters accountability. Monitoring and reporting on performance metrics is a key responsibility of boards and ministries of education.  

Comparative analysis is a tool for strategic planning. It helps the governors of systems to set long-term goals and administrators to establish objectives based on empirical evidence. Comparative data analysis is essential for advocacy organizations that wish changes. Organizations focused on education use comparative data to highlight disparities in access to programs or outcomes.  

Comparative data analysis in elementary and secondary education is a powerful tool for improving educational outcomes. It helps us understand how distinct factors contribute to student success and helps decision-makers make informed decisions to enhance the quality of education.  

For all these reasons it is important and valuable for Canada and its provinces and territories to further their efforts to produce consistent, reliable and comparable education statistics

Data comparability in elementary and secondary education is hard to achieve in Canada

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

I received an email from colleagues complaining about how difficult it is to obtain comparable data about elementary and secondary schooling in Canada. “That’s the truth,” was my frustrated and, I am sure, frustrating reply.  

The decentralized nature of Canada's education system makes gathering comparable data from each of the Canadian provinces and territories in the context of elementary, secondary, and, for that matter, post-secondary education challenging. Each province and territory in Canada has jurisdiction for its education systems. That autonomy leads to subtle, but important, differences that make inter-provincial comparisons difficult. Differences among provincial systems, policies, and curricula lead to variations, albeit often minor, in what is taught, how it is taught, standards for student achievement, and almost everything else. As a result, data collected from one region may not be directly comparable to another.  

Further complicating the matter is the fact that methods, standards, and timing of data collection vary across provinces and territories. This includes differences in the types of data collected, the tools, and technologies used for data gathering, and the metrics for measuring educational processes, performance, and outcomes.  

Those seeking to make comparisons will no doubt notice that the academic year, the age at which children enter, and the number of hours of instruction differ from province to province. These variations affect the comparability of data related to enrollment, progression, and attainment.  

For those who seek to make comparisons and are cognizant of the need to control the variations affected by system differences and the demographic differences among provinces, obtaining data is a challenge. The willingness of provincial and territorial governments to participate in national data collection initiatives varies, influenced by political, fiscal, and administrative priorities.  

Canada lacks a centralized data repository.  Without a centralized national database for educational data, collecting, standardizing, and comparing data from different regions is complex and resource intensive. Canada needs a coordinated approach and standardized guidelines for data collection and sharing across Canada's educational jurisdictions to facilitate meaningful comparative analysis. The Councils of Ministers of Education, Canada (CMEC) tries to address the need for comparable data.  

The Pan-Canadian Education Indicators Program (PCEIP) is a partnership between CMEC and the Canadian Education Statistics Council, a body jointly chaired Statistics Canada and CMEC. It tries to provide a set of statistical measures on education systems in Canada using in accordance with common data standards and definitions. When I served as deputy minister of education for BC, I co-chaired the Canadian Education Statistics Council with the Chief Statistician of Canada. I saw first hand how challenging it was to produce data that would enable comparisons across jurisdictions.  

Despite considerable effort, the available data about elementary and secondary schooling are meagre. In fact, as far as achievement data are concerned, PCEIP depends greatly upon the Pan-Canadian Assessment Program (PCAP). PCAP, conducted by the Council of Ministers of Education, Canada (CMEC), assesses the abilities of 13- and 16-year-old students in reading, mathematics, and science. PCEIP also depends on the OECD’s Programme for International Student Assessment (PISA) that examines the performance of 15-year-olds in mathematics, reading, and science.  

Those of us interested in cross-jurisdictional comparisons look to PCEIP, the Canadian National Household Survey, the Census, and the Labour Force Survey and try to assemble data that would enable meaningful interpretation. It isn’t easy.  

We also seek data from the provinces and territories, but transparency and availability of educational data vary significantly among Canadian provinces and territories. Some regions are known for being more open and forthcoming with their educational data. I wish all provinces were as open about data as British Columbia. More than a decade ago, BC became the first province to ‘publish’ its data under an open license.  

BC makes a data catalogue available to the public. I often seek data about student performance, enrollment statistics, and graduation rates from the data warehouse. There are data that I want that I cannot find there. Attendance data are something I am looking forward to seeing. But getting there means the province will need to establish common definitions and data collection procedures to ensure that the data provided by one school or district is comparable with another.  

Ensuring comparability in data is crucial for accurately understanding trends and their broader implications. This requires standardized methods for collecting data, uniform definitions across studies, consistent measurement units, and synchronized timeframes for data collection. These goals are not overly complex but achieving them demands significant political commitment and administrative effort. British Columbia has exemplified such commitment and effort. However, the relative consistency in the PCEIP reports over time suggests a limited commitment from provincial politicians, regardless of their party, to understanding educational trends and their implications.  

Reflections on online learning

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Readers of my blog will know that I believe quality instruction makes a tangible difference in learning, and that well-educated and well-prepared teachers are essential. I have been thinking quite a bit about on-line learning, something that occupies much of my time.   

In the 1960s, around the time I was preparing as a teacher, John Carroll, an educational psychologist, proposed that the amount of time learners spend on learning a task, relative to the time required, is a critical factor in determining their success in learning.[1] One of the constraints of face-to-face schooling is that it imposes constraints on the amount of time learners have to achieve mastery.  

The advantage of online education aligns with Carroll's emphasis on learning time and individual differences in learning needs. In Carroll's model, the aptitude of a student, including their prior knowledge and learning abilities, significantly influences how they learn. Online learning facilitates this by allowing learners to tailor their learning to their individual aptitudes. For example, a student who finds calculus challenging can allocate more time to this subject, revisiting complex problems through videos and online forums until they grasp the concepts.  

Online learning provides learners with the flexibility to access educational resources at any time. Someone interested in history, for example, can spend more time investigating a topic of interest.  

Online learning requires perseverance. Self-motivated students can spend additional time mastering subjects of interest or difficulty. This is evident when a learner studying programming online spends extra hours developing an application. That learner is achieving mastery and exhibiting the willingness to invest time in learning.  

Quality of instruction is also a critical factor. Online learning offers access to varied instructional methods, materials, and instructional models (teachers). A learner who prefers demonstrations might explore YouTube while one who prefers print can look for articles and e-books.  

Carroll's model points to the importance of student understanding. Learners who find one video difficult to comprehend can look for another that is clearer or better aligned with the learner’s prior understanding. Self-discipline and motivation are two critical characteristics of successful online learners. The learner's willingness to engage with the material is crucial. Online learning offers flexibility and some level of individuation, but it demands a high level of self-regulation from students.  

Internet-based learning offers a flexible, somewhat individualized educational experience that can align with the needs, aptitudes, and time that different learners need to achieve mastery. However, it also requires enormous self-discipline and motivation. 

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[1] Carroll, John B. (1963) "A Model of School Learning." Teachers College record (1970), vol. 64, pp. 1-9.

Should cell phones be banned in school?

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Quebec’s new policy banning cellphones in classrooms has taken effect after the holiday break. The ban applies to all public elementary and secondary schools in Quebec but allows teachers to determine whether the students with whom they work may use phones for educational purposes. Enforcement of the ban falls to individual school boards. Some boards already have restrictions on cellphone use. Ontario's 2019 cellphone ban has been criticized for ineffective enforcement. Restrictions on cell phone use is consistent with what is occurring in countries like France, China, and the UK. Anecdotal evidence indicates there have been positive outcomes like reduced distractions and improved academic performance.  

Debate about student cell phone use in schools involves various claims about their impact on educational environments, student behavior, and teaching practices. Proponents of restrictions on cell phones argue that they are major distractions in classrooms. They argue that restricting their use can help students concentrate better on their studies.  

Limiting phone use, proponents of restrictions say, can help reduce instances of cyberbullying during school hours by reducing the opportunity that students have for engaging in harmful online behaviors. Some proponents say a ban can encourage more face-to-face interactions among students. This, they argue, will improve social skills, and reduce dependence on digital communication.  

A ban on cell phone use may reduce the risk of cheating on exams or assignments. And limiting cell phone use in schools may also contribute to healthier lifestyle habits among students.  

Those opposing restrictions say that cell phones are a crucial communication tool. A ban might hinder students' ability to communicate with parents or guardians in case of emergencies or changes in plans. Opponents of restrictions say that smartphones can be effective educational tools. Eliminating them from schools removes a resource that can enhance learning. Opponents also say that enforcing a ban consistently across all schools in a province can be difficult and determining and applying appropriate consequences for violations of the ban may be almost impossible.  

I asked myself what questions I would ask If I were contemplating a proposal to ban cell phone use in schools. Here are some that occur to me:

How does cell phone use or its absence affect student learning, attention in class, and overall academic performance?

What is the impact of cell phone use on student behavior, including instances of cyberbullying, social interactions, and development of social skills?

How would a ban on cell phone use affect students’ ability to communicate with family, especially in emergencies?

What does the evidence say about the effect of cell phone use on students’ mental health?

Would a ban on cell phones exacerbate or mitigate the digital divide among students?

What time is lost to instruction because of monitoring and disciplinary actions?

Would a ban on cell phone use have a material impact on students’ readiness for a technology-driven world?

Answers to such questions would provide useful information about whether a ban on cell phone use should be pursued.

The Devil is in the Details

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

We are wired to be resistant – and even blind – to ideas and policies advanced by people whose values and beliefs differ from our own. Our desire to maintain connection to those who share our values disposes us to resist the ideas of those whose values differ. We have strong attachments to our own ideas and values that make it difficult to evaluate policies and claims that others make – especially if their values are different.  

We resist change. Confirmation bias, selective perception, and cognitive dissonance are among the mechanisms at work. It takes effort to overcome these mechanisms and biases. I think it is worth making the effort.  

What brings this to mind is the recent passage of The Better Schools and Student Outcomes Act, 2023 (Bill 98) in Ontario. The proclaimed legislation has provisions that purport to enhance education in that province.  

The bill encompasses five key areas that would be supported by future regulatory and education policy reforms. The bill aims to increase accountability and transparency in Ontario's education sector by aligning provincial priorities and expectations with district and classroom-level implementation. Boards of education throughout Ontario will be required to fulfill government-established goals for student achievement and improve transparency and accountability regarding board performance and funding. It sounds like the provincial regulation in British Columbia under the banner of the Framework for Enhanced Student Learning.  

The second key element in the bill attempts to address effective governance by introducing standardized processes and expectations for trustees, Directors (Superintendents) of Education, and supervisory officers in school districts. This element seems designed to ensure equitable and unbiased trustee conduct across all boards and to equip trustees and Directors of Education with the necessary competencies to effectively address the government's student achievement objectives.   

In a third section, the Act seeks to optimize the use of the capital assets of school boards to expedite the construction of schools and enhance school capacity. This entails leveraging surplus property for public education and other provincial priorities, addressing accommodation needs in areas experiencing high growth, streamlining school planning and design processes, and promoting more efficient approvals procedures.  

A fourth dimension of the bill is aimed at fortifying teacher preparation and oversight by ensuring that preparation addresses the current demands of classrooms. This dimension also addresses student safety by establishing fair and effective disciplinary processes for teachers and registered early childhood educators.  

The aims of the fifth major element in the bill is less evident to me. It appears to want to foster greater uniformity in approaches to student learning and provide resources for parents to engage with their child's education.  

Like most jurisdictions the Education Act in Ontario empowers the Minister to make such regulations as are necessary for the administration of schools and school boards. While new legislation was probably not necessary, it seems that the Ontario Minister of Education is using the Bill to signal increased accountability. According to the Minister:

These new measures will focus on getting back to the basics of education: strengthening reading, writing and math, and other STEM disciplines.

We are following through on our commitment to parents through new measures that will better refocus school boards on academic achievement and the development of life and job skills.

These reforms include the new authority for our government to set binding priorities on school boards that focus on boosting student achievement focused on reading, writing and math.   

Given evidence of a steady decline in reading and mathematics performance in most provincial and national jurisdictions, I suspect that few would argue that increasing achievement in foundational areas is unnecessary. The devil, as the saying goes, is in the details. What, at first, seems promising in the Ontario Better Schools and Student Outcomes Act can wind up producing undesirable outcomes or unforeseen problems. The regulations that the bill enables will deserve scrutiny and the implementation careful evaluation. 

High-Quality Early Childhood Environments Pay Dividends

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Rapid cognitive, emotional, and social development occurs during the first years of a child's life. During this period, children start to learn about the world, form relationships, and acquire knowledge that they will use throughout life. The quality of the environments in which they grow, particularly in early childhood, can significantly influence their developmental trajectories and their life outcomes. High-quality childcare is linked to better short, medium, and long-term outcomes for children.  

A high-quality early childhood environment equips children with the foundational skills necessary for school. The US National Institute of Child Health and Human Development (NICHD) Early Childhood Research Network conducted a comprehensive study in 2002 that demonstrated this critical correlation. According to the NICHD, children who spent their early years in high-quality care environments exhibited superior cognitive abilities and social skills compared to those who did not (NICHD Early Childhood Research Network, 2002). These children exhibited increased language skills, better problem-solving capabilities, and were more skilled at social interaction, skills that are important for a successful school experience.  

While high-quality early childhood environments are important for all children, childcare programs for children who may be at risk can yield even more pronounced benefits. The economist James Heckman argues that early interventions can dramatically improve outcomes for children living with disadvantages. Heckman argues that such programs are positively associated with academic achievement and negatively associated with externalizing behaviour and involvement with the criminal justice system. In other words, children involved in these programs not only perform better academically but also tend to exhibit less disruptive behaviour and are less likely to become involved with the justice system later in life.  

The benefits of high-quality early childhood environments extend into adulthood. For instance, the Perry Preschool Study, a well-known longitudinal study, showed that individuals who attended high-quality preschools in their early years had higher earnings, were more likely to hold a job, had committed fewer crimes, and were more likely to have graduated from high school than those who did not attend such preschools (Schweinhart et al., 2005). These long-term benefits further emphasize the necessity of high-quality early childhood environments in setting children on a successful life trajectory.  

High-quality early childhood environments play an instrumental role in shaping children's futures. The evidence, as demonstrated by studies from the NICHD, Heckman, and others, clearly shows that such environments significantly contribute to children's school readiness, academic achievements, social and cognitive well-being, and long-term outcomes. Investing in high-quality early childhood care and education should be a priority for all societies because early childhood care and education produce benefits for the individuals, communities, and the nations that provide them.

 I am taking a break for the holidays and will return in mid January. Season’s Greetings.

 References

 Heckman, J. (2006). Skill formation and the economics of investing in disadvantaged children. Science,   312(5782), 1900-1902.

 Heckman, J. (2013). Giving kids a fair chance. MIT Press.

 NICHD Early Childhood Research Network. (2002). Early child care and children's development prior to school entry: Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39(1), 133-164.

 Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The HighScope Perry Preschool study through age 40. Monographs of the HighScope Educational Research Foundation, 14.

Good Intentions Can Have Bad Outcomes

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]

 Starting in September 2025, the Ontario government will incorporate mandatory content into the Grade 10 Canadian History curriculum about the Holodomor famine to educate students about its impact on the Ukrainian community in Canada. The curriculum will focus on the man-made famine that occurred between 1932 and 1933, leading to the deaths of millions of Ukrainians. The material is intended to reinforce Canadian values like democracy, freedom, human rights, and the rule of law, by teaching students the dangers and negative outcomes of extreme ideologies. Starting in the same school year, the B.C. government plans to expand the Grade 10 social studies curriculum to make it mandatory for all students to learn about the Holocaust as part of their education on discriminatory policies and injustices.  

Integrating Holocaust education or education about the Holodomor famine into secondary school curricula should be approached with sensitivity and awareness that inclusion of curricula about such events may not have the positive outcomes envisioned.  

The Belief in a Just World (BJW) is a well-studied cognitive bias that leads people to rationalize injustice, often by blaming the victims for the treatment inflicted upon them.[1] Victim blaming is done to maintain a belief in a fundamentally fair and orderly world. People with a strong belief in a just world find it challenging to reconcile the existence of injustice or suffering without some form of reasonable cause, leading them to blame victims as a means of maintaining their belief in a just world. This cognitive bias can have significant implications in how individuals perceive and react to social and personal injustices.  

The implications of belief in a just world can significantly impact how students perceive and process information in the school curriculum about historical atrocities such as the Holocaust and the Holodomor Famine. Learning about massive injustices and genocides can create cognitive dissonance for students who strongly hold the BJW. This dissonance occurs when they are confronted with historical evidence of innocent people suffering catastrophic injustices. In trying to reconcile these facts with their belief in a just world, students might inadvertently engage in victim-blaming or rationalization, which is counterproductive to the educational goals of fostering empathy and understanding historical truths.  

The graphic and harrowing nature of topics like the Holocaust and Holodomor can have a significant emotional impact on students. Educators need to be prepared to handle potential distress and provide a supportive environment where students can process their feelings. This is especially crucial in the context of BJW, as students might struggle with the emotional burden of accepting such large-scale injustices in a world that they want to believe is fair.  

BJW might lead to oversimplified understandings of complex historical events. Education on these topics should encourage critical thinking, challenging students to understand the complex socio-political factors that led to these tragedies.  

Effective education about historical atrocities should aim to cultivate empathy and a deeper understanding of the human impact of these events. This is important in heading off any tendencies towards victim-blaming or detachment that might arise from a BJW reaction. It is crucial that students not only learn the historical facts but also connect with the human stories and suffering involved.  

Given the potential for BJW to influence student perceptions, it is important to study and monitor the long-term impacts of such education. This monitoring can inform how these subjects are taught and ensure that the educational goals – such as fostering critical thinking, empathy, and a realistic understanding of history – are being met.  

Education about the Holocaust, the Holodomor Famine, and similar injustices must be implemented thoughtfully, and its impact continuously assessed to ensure it aligns with educational objectives and addresses the challenges posed by a Belief in a Just World.

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[1] Lerner, M. J., and G. Matthews (1967). Reactions to Suffering of Others under Conditions of Indirect Responsibility. Journal of personality and social psychology, 5(3). 319-325; Hayes, R. M., Lorenz, K., & Bell, K. A. (2013). Victim Blaming Others: Rape Myth Acceptance and the Just World Belief. Feminist Criminology, 8(3), 202-220; Janoff-Bulman, R., Timko, C. and L.L. Carli (1985) Cognitive biases in blaming the victim. Journal of experimental social psychology, 21(2), 161-177.

Mental Health in Schools: The Historical Context

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

After reading my blog about mental health in schools, my UBC colleague, Jason Ellis, sent me two interesting articles by Catherine Gidney, a Canadian historian. Though he did not say so directly, in sending me those articles, Ellis was suggesting that the current concern among educators about student mental health fits prominently within the context of educational discussions in Canada.  

In her article, "From a 'Disciplined Intelligence' to a 'Culture of Care'," Gidney describes the shift in educational focus from developing disciplined intelligence to fostering a culture of care. The rising concern for student mental health is a contemporary manifestation of the shift Gidney describes. As education moved away from primarily focusing on intellectual development and moral character in line with Anglo-Christian values, it began to incorporate a broader understanding of student well-being, which includes mental health.  

The emphasis on empathy, diversity, and inclusivity in the later stages of the twentieth century aligns with current concerns about mental health. Educators today are increasingly aware of the importance of emotional literacy, mental resilience, and the overall emotional and psychological well-being of students.  

In Gidney’s article, “‘Breathe in… breathe out’: Contextualizing the Rise of Mindfulness in Canadian Schools,” she analyses the rise of mindfulness in Canadian schools.  Gidney describes the role of schools in addressing emotional regulation, stress management, and overall mental health. The integration of mindfulness practices into the curriculum is a response to the need for tools and approaches that support students' mental health and well-being.  

The mindfulness movement in education, as Gidney notes, is part of a broader trend towards holistic development that includes mental health. This reflects a deeper understanding of the interconnectedness of emotional, social, and intellectual development in students.  

I am writing about this because I found the two papers by Gidney of interest and thought readers of this blog might also. Her analysis of the historical shifts in educational priorities and practices provides a context for understanding the current emphasis on student mental health. It shows a trajectory from a narrow focus on academic achievement and character formation to a more inclusive and holistic approach that considers the emotional and psychological needs of students as central to their education and development. This historical perspective helps to locate the current attention to student mental health in the context of educational philosophy and practice. Thanks, Jason. 

Mental Health in Schools

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Society is paying more attention to mental health issues among children and adolescents, making it hard to know whether there is an actual increase in the prevalence of mental health challenges or mainly increased attentiveness. It is probably both.  

There has been a significant increase in awareness and understanding of mental health issues in children and adolescents over the last ten years. Society is more open to talking about mental health and it is less stigmatized than in the past. This has likely led to higher rates of diagnosis and greater willingness to disclose adverse mental health conditions.  

Some of the increase in mental health challenges faced by children and youth are likely the consequence of changes in family structures, community relationships, and even the nature of childhood itself. Greater academic pressures on children and adolescents, bullying and cyberbullying, increased use of technology, and the impact of social media also play a part.  

Increased screen time and exposure to social media can lead to feelings of inadequacy, anxiety, and depression. Cyberbullying is a major problem. Sleep deprivation due to excessive screen plays a part for some.  

The pandemic has had a significant impact. Factors such as fear of the virus, disruptions to education, isolation from peers due to social distancing and school closures, and witnessing parental stress or other household difficulties no doubt had a negative impact on mental health.  

The increased prevalence of mental health issues in children and adolescents is in part due to better recognition and diagnosis, but it is also clear that sociocultural, technological, environmental factors have contributed to its increase.  

Mental health issues among children and adolescents vary widely, but certain conditions are more prevalent. Anxiety disorders are among the most common mental health issues affecting children and adolescents. The estimate is that generalized anxiety disorder, panic disorder, social anxiety disorder, and specific phobias account for about a quarter of the challenges faced by school-age children and youth.  

Depressive disorders account for another estimated 10-15%, although this figure may underrepresent the true proportion because diagnosing depression in young people is hard. Inattention, hyperactivity, or impulsivity are referred to attention-deficit/hyperactivity disorder (ADHD). ADHD affects slightly less than 10% of children aged 2-17 in the United States. Conduct disorder and oppositional defiant disorder account for another 3-5%. Eating disorders affect about 2-3% of adolescents, mostly adolescent women. Autism Spectrum Disorder (ASD) accounts for 1-2% with the prevalence appearing to increase in recent years due to improved recognition and changing diagnostic criteria. Substance use disorders account for an estimated 15-20% typically among secondary school students.  

These are broad estimates largely based on US data and many children and adolescents who are diagnosed with one disorder might also be diagnosed with another.  

Schools have come to play a role in recognizing and addressing mental health issues given the significant amount of time children and adolescents spend there. However, the capacity of schools to effectively address these issues varies widely depending on resources, training, and policies.  

Schools can play a crucial role in early identification and intervention with students who manifest anxiety and depressive disorders. Counselors and psychologists in schools can provide initial assessment and intervention and can refer students to external services when necessary and available. Some provinces have implemented mental health education in their curriculum to promote awareness and provide coping strategies. But the reality is that not all schools have the resources to adequately provide these services, a situation that is made more difficult because there is often a shortage of trained school-based mental health professionals.  

Schools are often involved in the identification and management of ADHD through individualized education plans, which provide accommodations to help students succeed. However, teacher and staff training in recognizing and managing ADHD can vary widely.  

Schools are usually the first to notice behavioral disorders given their disruptive nature. However, managing these disorders can be challenging and may require a combination of special education services, behavioral intervention plans, and collaboration with external mental health professionals.  

Eating disorders might be less visible within a school setting unless they are severe. But schools can play a role in promoting healthy body image and eating habits, and school nurses – where they still exist - or health programs can help with early identification.  

Schools provide special education services for students with Autism to help meet their unique needs. These might include speech-language therapy, social skills training, and other interventions. However, the quality and availability of these services vary widely.  

Schools can offer support for students dealing with trauma through counseling and other mental health services. Some schools have started to implement trauma-informed care approaches that recognize and respond to the signs of trauma. However, these services and approaches are not universally available or implemented.  

Schools can help prevent substance abuse through education. Some schools have established policies and resources to support students struggling with substance use, but students who abuse often require specialized treatment beyond what schools can provide.  

A key challenge is the gap between the number of students who need mental health services and the availability of resources. This includes the lack of sufficient trained staff, funding, and comprehensive school-based mental health programs. Stigma about mental illness can prevent students from seeking help, and privacy concerns can make the communication among schools, families, and external mental health providers complicated.  

It is important to recognize that schools are primarily educational institutions and not a substitute for professional mental health services. While they can provide support for the mental health of students, collaboration with families and community mental health services is necessary to provide comprehensive care.  

There is a considerable amount of evidence supporting the value of providing  mental health services in schools. Many students who might not otherwise receive mental health services can access them in the school setting. Early identification and intervention can help prevent the escalation of mental health problems.  

Based on the accumulated evidence and expert consensus, the best practices for providing mental health services in schools include a multitiered system of supports. This includes universal prevention programs for all students, focused interventions for those at risk, and intensive services for students with significant mental health challenges. School Mental Health Ontario is leading such an approach.  

Schools should employ professionals with special preparation for providing mental health services such as school nurses, school psychologists, social workers, and counselors. Such personnel are qualified to provide individual and group counseling, crisis intervention, mental health assessments, and referrals to community mental health services when needed.  

Schools can partner with community mental health providers to deliver more intensive services in the school setting, helping to overcome barriers to access like transportation or stigma. But, if we expect schools to provide mental health services, staff need training in recognizing the signs of mental health issues, strategies for managing them in the classroom, and have an established process for referring students for mental health services.  

Incorporating mental health education into the curriculum can improve awareness, reduce stigma, and give students strategies for managing their own mental health. Increasingly schools are providing instruction in emotional regulation, stress management, and forming and maintaining healthy relationships.   

Families play an important role in supporting students' mental health. Schools should involve families in planning and delivering mental health services and should also provide resources to help families support their children's mental health. But they will need preparation and resources for doing so. If schools provide mental health services, the services provided should be sensitive to the cultural and linguistic needs of students and families.  

Instead of an exclusive emphasis on addressing mental health issues when they arise, schools should focus on promoting overall well-being and resilience. This should include fostering a positive school climate, promoting social-emotional learning, and providing opportunities for physical activity and creative expression. In an earlier blog I lamented the loss of school-based nurses. Were they reinstated, nurses could be very helpful in early identification of the broad ranges of mental health issues.  

School mental health is a rapidly evolving field. Best practices continue to be refined based on research and experience. The challenge remains in ensuring these best practices are widely adopted and adequately resourced, and that there is policy support, professional development, and funding to ensure all students get the mental health services they need. 

“P.E. teachers are going to love this blog!”

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

“P.E. teachers are going to love this blog,” my wife said when I told her that I had read a meta-analysis confirming the positive relationship between physical activity and cognitive functions in children and youth. The article systematically searched and analyzed studies to confirm that being active and engaging in physical exercise is good for improving children’s thinking abilities. These thinking abilities include basic cognitive functions like processing speed, core executive functions like paying attention and remembering instructions, and higher-level executive functions like problem-solving and planning.  

The study points out that physical activities that are part of the school curriculum are especially effective. These activities don’t just make kids sharper thinkers; previous studies have also shown that they keep kids physically healthier.  

Given these positive effects, the study suggests that the information could be valuable for those who make policies or decisions about children’s health and education. It implies that encouraging physical activity could lead to better performance in school, improve mental health by reducing issues like anxiety and depression, and even prevent heart disease.  

However, some schools in recent years seem to be reducing curricular opportunities for physical activity. The review argues that, if educational and public health guidelines take these findings into account, they could help reverse this trend. But to have high quality curriculum in physical activity, you need professionals who really know how to design physical activities that are both fun and developmentally useful for kids.  

The study suggests that future research should look into how the environment, like playgrounds and general surroundings, can be designed to encourage kids to be more active and how this, in turn, could help in their brain development.  

Not everyone will be pleased with the findings of this meta-analysis. Current research suggests that different kinds of exercise do not all affect brain functions in the same way. Exercises that involve complex thinking and controlled, adaptable movements (for example, dance, juggling, games requiring strategies) seem to have a more significant positive effect on executive functions, which are the mental skills that help us manage time, pay attention, switch focus, plan and organize, and remember details.  

The authors of the study also indicate that physical activity done in the classroom doesn't seem to boost children’s thinking skills. This conclusion comes from combining results from classroom-based activities with results from other physical activities that aren't part of the curriculum, like what children do during recess. When they compared this mixed bag of school-time physical activities to structured physical education classes that are part of the curriculum, the latter seems to have a more substantial benefit for children’s cognitive development.  

It is affirmation of the benefit of structured physical education classes, carefully planned and executed, that will please the P.E. teachers.

_______ 

Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I. , Sánchez-López, M., Martínez-Hortelano, J.A., and V. Martínez-Vizcaíno (2017) The Effect of Physical Activity Interventions on Children’s Cognition and Metacognition: A Systematic Review and Meta-Analysis, Journal of the American Academy of Child & Adolescent Psychiatry, 56 (9), 729-738, https://doi.org/10.1016/j.jaac.2017.06.012.

The Role of School Boards in Guiding Student Achievement, Equity, and Trust

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

The cyclical nature of the school year, coupled with the consistent influx of students embodying a diverse array of backgrounds and abilities makes the educational goals of enhancing student achievement, fostering equity, and reinforcing public confidence in the educational system ones that endure over time. Each incoming cohort of students brings with it a unique blend of strengths, challenges, and needs. The variety of these needs - cognitive, socio-emotional, cultural, linguistic, physical, among others - reinforces the persistent nature of improving student achievement and success, ensuring equity among different groups of students, and instilling confidence in the school system.  

Improving student achievement and success is a constant because, with each new group of students, there is a renewed need to ensure they acquire the knowledge, skills, and attitudes necessary for their success in school and beyond. Every year, schools welcome students with diverse abilities, ethnicities, socio-economic statuses, and more. Equity in education means ensuring that all students achieve outcomes unimpeded by their backgrounds or circumstances. Given the diversity in any school population, the pursuit of equity is an ongoing task that must be addressed anew with each incoming cohort.  

The credibility of the school system is dependent on its ability to adapt to the changing needs of the student population and the broader community. It must strive to improve, to foster an environment of trust and respect, and to deliver on its commitments to the citizens who rely on the school system to prepare the young to take their role as citizens. As societal expectations and contexts evolve, so too does the need for the school system to demonstrate its relevance, effectiveness, and reliability.  

The rapid pace of technological change requires schools to modify teaching strategies to prepare students for a world increasingly dependent on technology. This constant need for adaptation underscores the enduring nature of the goal of improving student achievement and success. As societal values and norms shift, so too do the expectations placed on schools. Schools are places where students are prepared for their participation in a democratic society that values respect for diversity, civic responsibility, and social justice. Schools have a responsibility to prepare students to engage with diverse cultures and perspectives. The goal of promoting equity must therefore extend to include intercultural understanding and competence.  

The persistence of these goals — enhancing student achievement, fostering equity, and building public confidence in the education system — highlights their importance, and there is an argument to be made that they should be at the core of a school board's strategic focus. The essential role these goals play in shaping an effective and inclusive educational environment is undeniable, and their achievement can be seen as a critical indicator of the success of an educational institution.  

Reducing the strategic goals of a school board exclusively to these objectives may not encapsulate the multifaceted nature of education, nor address the complexity and variety of students' needs. Education isn't merely about academic achievement, but also about holistic development, including social, emotional, and physical wellbeing. Similarly, equity extends beyond academic equity to include providing a safe, inclusive, and supportive environment for all students, regardless of their background, abilities, or identity. These important dimensions of schooling should be reflected in board policies and, if they are not expressed in policy, school boards should have as a strategic objective for their development.  

Matters such as teacher recruitment and retention, budgeting, and facilities management are operational matters that are necessary to achieve the broader goals of education. How these operational tasks are managed and executed to effectively support these broader goals depends on the Superintendent that the Board hires.  

The Superintendent sets priorities for hiring teachers with specific skill sets or experiences, establishes and implements programs to support teacher development and job satisfaction, and allocates resources towards competitive compensation packages. The superintendent’s budgeting decisions should prioritize programs and resources that have been shown to be effective, efficient, and economical.  

While these areas are indeed operational in nature, they require planning and decision-making to ensure they align with and support the broader educational goals. School board oversight can ensure their operations not only address the day-to-day functions of the schools but also contribute to the long-term vision and goals of the education system.  

The role of the school board extends beyond just hiring a superintendent to manage operations. School boards are responsible for setting the strategic direction of the district, establishing policies, and holding the superintendent accountable for implementing these policies and achieving the set goals.  

While the superintendent handles the day-to-day operational aspects of running the school district, the school board is responsible for ensuring that these operations align with the larger strategic goals. So, even though operational tasks like teacher recruitment, budgeting, and facilities management might be handled primarily by the superintendent, the school board still has a crucial role in overseeing the performance of the superintendent.  

While the tactics and methods employed by the school board’s leadership may change over time, the underlying goals of improving student achievement, ensuring equity, and instilling confidence in the school system are constant because of the changing nature of the student population and the broader social, economic, and technological context in which schools operate. 

Some mistakes are too important to ignore

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

There are mistakes in Geoff Johnson’s article “FSA not a good way of assessing Indigenous students” in the Times Colonist posted on October 29^th that deserve correction for several reasons. One is that the Times Colonist is widely read. The other is that the designation of “former superintendent” adds authority to the errors he has made.  

As noted in his article, “the Foundations Skills Assessment is administered to all Grade 4 and Grade 7 students, both Indigenous and non-Indigenous.” The mistakes arise from his claim that the Foundation Skills Assessment is not a good way of assessing Indigenous students. One of them is the logical fallacy in his statement. He writes, “turns out that the four ‘lowest performing’ elementary schools on the FSA, according to the Fraser Institute’s one-shot ranking system, have significant populations of First Nations students.”  

In making that statement Johnson is committing the logical fallacy “after this, therefore because of this.” The logical fallacy occurs when someone assumes that because one event or set of conditions preceded another, the first event must have caused the second. In saying that the lowest performing elementary schools have significant populations of First Nations students, he is implying that the poor performance is attributable to the student composition of those schools.  

Another mistake deserving correction is drawing the connection between the performance of those schools and the assertion that “assessing a child in a way that does not seem meaningful or relevant to their life and culture is inauthentic and therefore meaningless, because it does not respect the learning of the whole child.” Indigenous children live in a society in which and literacy in the dominant language and numeracy figure prominently and where both have been used to deny Indigenous peoples their rights. Knowing how well Indigenous students perform on such assessments is essential to ensuring that they are being educated to the same standard as their non-Indigenous peers and from equipping them with the knowledge they need to defend their rights.  

I agree with Johnson that ensuring that the measures used to assess Indigenous youngsters are fair is essential. Johnson strongly asserts that “a central problem with the lack of validity of the FSA, as far as Indigenous students are concerned, is that the tests often contain items expressed in a way not obvious to an Indigenous student who might have a worldview and experiences that differ from the dominant Western culture.”  

This is something about which evidence can be brought to bear. Differential Item Functioning (DIF) is a technique used in assessment to determine if a question is fair to different groups of people. Imagine, for example, a math assessment, and you find out that for some reason, boys are more likely to get Question 5 right than girls, even when both groups are equally good at math. If that's the case, then Question 5 has "differential item functioning." Question 5 is not measuring math skills equally for boys and girls. DIF helps us figure out if a particular question on a test is easier or harder for one group of people compared to another, helping to ensure that tests are fair and unbiased.  

Before strongly asserting that the FSA is inappropriate for Indigenous students, one should consider the evidence. Johnson’s reference to the 2013 article by Jane P. Preston and Tim R. Claypool and the invocation of the imprimatur of The Canadian Council on Learning does not substitute for evidence about the Foundation Skills Assessment.  

Johnson quotes a B.C. government media release saying, “the redesign of curriculum maintains a focus on sound foundations of literacy and numeracy while supporting the development of citizens who are capable thinkers and communicators, and who are personally and socially competent in all areas of their lives.” He follows the quotation with the claim that the government statement ignores research about Indigenous ways of learning and is “dangerously close to being as colonial as you can get.”  

Could it not be argued that Johnson’s assertion is colonial? Johnson seems to imply that Indigenous students are by reason of ancestry or circumstance unable to demonstrate that they are capable thinkers and communicators. I doubt that was his intention. However, it seems very similar to the incorrect inferences drawn about women; namely that they are by constitution incapable of being pilots, surgeons, entrepreneurs, etc.  

There are three crucial omissions from Johnson’s article. One is the fact that the First Nations Leadership Council supports the use of the Foundation Skills Assessment as “. . . one among many tools necessary to address the ‘racism of low expectations’ experienced by First Nations learners as identified by the BC Auditor General in their 2015 report.” The second is that Indigenous educators are involved in item development for the assessment. The third is that the assessments contain First Peoples content written by and about First Peoples, and their development is guided by the First Peoples Principles of Learning.  

It is for these reasons that I hope Johnson will revise his article in the Times Colonist.