Ontario’s teacher shortage is a crisis that reflects a blatant disregard for the everyday struggles that teachers face while at work.
School boards across Ontario are struggling to keep teachers in the profession, an issue projected to get worse in 2027. The Ontario Teachers’ Federation (OTF) estimates that there are currently 48,000 qualified teachers who have chosen to work outside of education, with many early-career professionals leaving teaching entirely. Teachers and education unions across the province have cited increased classroom violence, a lack of special education resources, and feelings of burnout as reasons for leaving the profession.
To the public, the teacher shortage may be alarming; to students, it’s unfair. To those who personally know teachers, or who are hoping to become a teacher, the issue is nothing new.
As a student enrolled in Queen’s Concurrent Education program with family members and friends who are teachers, I’ve witnessed firsthand the struggles that teachers face in their everyday lives. Because of my personal experiences, it’s no surprise to me that teachers are leaving the profession en masse. While completing classroom-based placements during my time at Queen’s, it has become clear to me that teachers are burnt out and fed up with the lack of support they receive on the job.
The lack of classroom resources that teachers receive is concerning. At my most recent placement in a kindergarten classroom, my host teacher shared that most of her classroom supplies, including books and furniture, were entirely self-funded. When she first moved into her new classroom, it was almost barren. Her cupboards and drawers were devoid of school supplies, and she was told that the school board wouldn’t provide her with anything more.
Teachers across the province report similar struggles of being deprived of adequate resources. The issue extends beyond the problem of having limited classroom supplies. Other scarce resources include low in-school prep time, poor support for students with individualized education plans (IEPs), and, in some cases, overwhelming class sizes.
Violence in classrooms has also worsened. Within the past few years, unions have reported an increase in violent student behaviour in schools, including throwing classroom supplies and furniture, and physically harming teachers and education assistants. Sadly, this has become commonplace—I’ve heard many stories and witnessed situations where classrooms full of students had to be evacuated due to extreme violent behaviours.
Workplace violence is a recognized safety concern in Ontario. The excessive violence that teachers face is part of a broader trend in which pink-collar workers—workers in traditionally women-led jobs—are disproportionately exposed to higher levels of workplace violence.
The Ontario government has responded to the teacher shortage by proposing a shortened teachers’ college program. Although the decision is meant to recruit a higher volume of teacher candidates, the strategy is misguided. Our education system doesn’t lack qualified individuals—it lacks effective policies that will actually keep these individuals in the education system.
Teachers play one of the most essential roles in society, and I see the disregard for teachers’ workplace rights as an extension of the disrespect that teachers face daily.
Teaching isn’t an easy job; it’s difficult to teach a year-long curriculum to a classroom full of students while passing on social-emotional skills and planning, organizing, and grading in the meantime, and it’s time that the Ontario government gets them the resources they need to stay in the profession.
Nadia is a fourth-year Concurrent Education student and The Journal’s Assistant Arts and Culture Editor.
Tags
Ontario, Ontario Teachers' Federation, OTF, teachers
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