The corridors of Northwest Territories schools remain eerily quiet this summer, but behind closed administrative doors, unprecedented anxiety looms over the upcoming academic year. Education authorities across the territory are grappling with a critical shortage of education assistants (EAs) after the territorial government failed to deliver promised funding increases, leaving special needs students and their families in limbo.
“We’re being forced to make impossible choices,” says Erin Currie, superintendent of Yellowknife Education District No. 1 (YK1). “Do we cut programs that benefit all students, or reduce support for our most vulnerable learners? There’s no acceptable answer.”
The crisis stems from the Department of Education, Culture and Employment’s decision to maintain existing EA funding levels despite earlier commitments to boost resources. Education authorities had already factored these increases into their operational plans, leaving them scrambling to readjust as the new school year approaches.
At Yellowknife Catholic Schools (YCS), the situation is equally dire. “We’re short approximately seven education assistant positions compared to what we need,” confirms Simone Gessler, YCS superintendent. “The students who require these supports have been identified and assessed through formal processes. This isn’t about nice-to-have resources—these are essential services for students with documented needs.”
The funding shortfall comes amid increasing demand for specialized support. According to territorial data, the number of students requiring accommodation for learning disabilities, behavioral challenges, and other special needs has risen by nearly 15% over the past five years, while EA staffing levels have remained virtually stagnant.
For parents like Michelle Thoms, whose 11-year-old son requires consistent EA support for a processing disorder, the uncertainty is devastating. “My child finally made progress last year with dedicated help,” Thoms told CO24 News. “Now we don’t know if that support will continue. It feels like we’re throwing away a year of advancement.”
Education Minister R.J. Simpson acknowledged the concerns in a statement to CO24 Canada, noting that “difficult financial decisions” were necessary across government departments. “We’re working within the constraints of territorial budgets while trying to minimize impacts on student learning,” Simpson said, adding that a comprehensive review of special education funding models is underway.
However, school administrators argue this provides little comfort for the immediate crisis. Tina Drew, chair of the Beaufort Delta Education Council, explains that northern communities face compounded challenges. “In smaller communities, losing even one education assistant position can affect multiple classrooms. We don’t have the flexibility of larger centers to redistribute resources.”
The territorial government’s inclusion schooling directive mandates appropriate supports for all students regardless of ability, but without adequate EA staffing, educators fear this commitment rings hollow. Professional development for remaining staff cannot compensate for the sheer number of hands needed in classrooms.
Education authorities are now exploring creative solutions, including potential partnerships with Indigenous governments and reallocations from other budget lines. Some have launched emergency fundraising campaigns, though many question whether public education essentials should depend on charitable giving.
As September approaches, the Northwest Territories education system stands at a crossroads. Without immediate intervention, schools must either operate with insufficient supports for special needs students or make cuts elsewhere that affect the broader student population.
The unfolding situation raises profound questions about territorial priorities. In a region already facing significant educational challenges, from remote delivery to reconciliation efforts, can the Northwest Territories afford to underinvest in its most vulnerable students? And more importantly, what message does this send about our collective commitment to truly inclusive education?
