School boards across the Northwest Territories are grappling with a troubling uncertainty as they face a significant funding gap for education assistants, leaving many administrators scrambling to maintain essential support services for vulnerable students. The territorial government’s failure to commit to sustainable funding has created an atmosphere of apprehension among educators and parents alike, threatening to undermine educational quality in one of Canada’s most remote regions.
“We’re operating in a climate of perpetual uncertainty,” explains Jane Morrisey, superintendent of the Yellowknife Education District No. 1. “Every year, we face the same questions about whether we’ll have sufficient resources to support students with diverse learning needs. This isn’t just an administrative inconvenience—it directly impacts our most vulnerable learners.”
The current crisis stems from the territorial government’s approach to education assistant funding, which has relied heavily on year-to-year allocations rather than establishing permanent positions within school board budgets. Education assistants provide critical support for students with learning disabilities, behavioral challenges, and other specialized needs that require individualized attention within the classroom environment.
According to data obtained from the NWT Department of Education, schools across the territory require approximately 215 education assistants to meet current student needs. However, current funding only secures positions for roughly 170 assistants, leaving a shortfall that has forced difficult decisions about resource allocation and student support.
The impacts are being felt most acutely in smaller communities, where resources are already stretched thin. In Behchokǫ̀, the Tłı̨chǫ Community Services Agency reports having to reduce education assistant hours by nearly 30% compared to last year, despite increasing student needs.
“When we can’t provide consistent support to students who need it, we’re essentially setting them up for failure,” notes Michael Walton, a special education coordinator in Inuvik. “Education assistants aren’t a luxury—they’re essential personnel who make inclusive education possible in our classrooms.”
The territorial education system has faced mounting challenges in recent years, with teacher retention difficulties, aging infrastructure, and the lingering impacts of the COVID-19 pandemic on student learning. The uncertainty surrounding education assistant funding compounds these issues, creating additional strain on an already stressed system.
Parents have begun mobilizing to advocate for more stable funding solutions. Sarah Nasogaluak, whose son requires education assistant support in a Fort Smith classroom, has gathered over 800 signatures on a petition calling for permanent funding allocation for these positions.
“My son’s education assistant is the difference between him engaging in learning or falling behind,” Nasogaluak explains. “But every spring, we face the anxiety of not knowing if that support will continue in the fall. It’s exhausting and completely unnecessary.”
The NWT Teachers’ Association has joined parents in calling for reform, arguing that the current approach creates needless administrative burden while undermining educational planning. Association president Matthew Miller points to other jurisdictions in Canada that have established dedicated funding formulas for education assistants based on student population needs rather than annual budgetary decisions.
“We know from experience in other territories and provinces that stable, predictable funding leads to better outcomes,” Miller states. “The current approach means schools can’t effectively plan for student support from year to year.”
The territorial government has acknowledged the concerns but points to overall budget constraints as limiting factors. Education Minister Caroline Cochrane indicated that her department is reviewing the funding model but stopped short of committing to permanent changes for the coming academic year.
“We understand the challenges facing our school boards,” Minister Cochrane said in a statement. “We’re working to find sustainable solutions that balance fiscal responsibility with educational needs.”
For school administrators currently preparing for the next academic year, the lack of clarity creates significant planning obstacles. Without confirmed funding for education assistants, schools cannot finalize staffing plans, determine class configurations, or properly prepare for students with special needs.
As the territory’s education system confronts these challenges, the question remains: Will the NWT government prioritize stable funding for education assistants, or will schools continue to operate in a state of perpetual uncertainty that ultimately compromises the quality of education for the territory’s most vulnerable students?
