In Calgary’s overcrowded classrooms, Melissa Jennings watches helplessly as a student with severe autism becomes increasingly agitated. As the sole education assistant responsible for supporting six high-needs students, she must make an impossible choice: address the brewing crisis or continue helping others with their assigned tasks. This scene, playing out daily across Alberta schools, illustrates the mounting pressure on education assistants (EAs) as their numbers dwindle while student needs intensify.
“We’re essentially being asked to be in three places at once,” Jennings told CO24 in an exclusive interview. “The children who need consistent, specialized support are receiving fragmented attention because there simply aren’t enough of us to go around.”
According to recent data from Alberta Education, the province has lost nearly 15% of its education assistant workforce over the past three years, while the number of students requiring specialized support has increased by 12%. This widening gap has created what education advocates are calling a “perfect storm” in Alberta classrooms.
The Alberta Teachers’ Association reports that the average EA now supports between 8-12 students with diverse needs, far exceeding the recommended ratio of 3-4 students per assistant. The resulting strain not only impacts the quality of education for vulnerable students but has triggered a concerning exodus of experienced EAs from the profession.
“We’re seeing burnout rates that were unimaginable even five years ago,” explains Dr. Natalie Ahmed, education policy researcher at the University of Calgary. “Education assistants are leaving faster than they can be replaced, and those remaining are stretched beyond reasonable capacity.”
The staffing crisis stems from multiple factors, including stagnant wages that have failed to keep pace with inflation. Starting salaries for Alberta EAs hover around $20-24 per hour, with limited advancement opportunities. Many work on part-time contracts without benefits, forcing them to seek additional employment to make ends meet.
“I love these kids with all my heart,” says Raymond Chen, an EA with eight years of experience in Edmonton public schools. “But I’m working a second job on weekends just to afford basic necessities. It’s not sustainable, especially with the emotional demands of this work.”
Parents have become increasingly vocal about the impact on their children’s education. The Alberta Parent Coalition for Inclusive Education recently gathered over 12,000 signatures on a petition demanding immediate action to address the EA shortage.
“My daughter has Down syndrome and relies heavily on her EA for academic and social support,” explains coalition member Sandra McNeil. “Last year, she had consistent support. This year, her EA is split between three classrooms. The regression we’ve seen in her development is heartbreaking.”
School boards across the province acknowledge the problem but cite funding constraints as a major barrier to hiring additional staff. The Alberta School Boards Association indicates that despite recent education budget increases, earmarked funding for specialized support staff has remained relatively flat when adjusted for inflation and enrollment growth.
Education Minister Thomas Riley has promised to address the situation, announcing a working group to explore solutions. “We recognize the valuable role education assistants play in our schools,” Riley stated at a recent press conference. “Our government is committed to finding sustainable approaches to ensure all Alberta students receive the support they need.”
Critics, however, question whether the government’s response matches the urgency of the situation. Opposition education critic Maria Lopez called the working group “a delay tactic” and urged immediate funding increases specifically for EA positions.
Some districts have implemented creative solutions to address the shortage. Red Deer Public Schools launched an accelerated EA training program in partnership with local colleges, while Lethbridge School Division has introduced retention bonuses for assistants who commit to multi-year contracts.
Education experts emphasize that addressing the EA shortage requires a multifaceted approach beyond simply hiring more staff. “We need to fundamentally rethink how we value and integrate these professionals into our education system,” argues Dr. Ahmed. “This includes competitive compensation, professional development opportunities, and recognizing EAs as essential educational partners rather than auxiliary support.”
As Alberta’s classrooms continue to diversify, with increasing numbers of students with complex needs, English language learners, and those requiring behavioral support, the role of education assistants has never been more critical. Yet without systemic changes, schools may face even greater challenges in the coming years.
For education assistants like Jennings, the situation feels increasingly untenable. “Every day, I leave knowing I couldn’t give students what they needed,” she says. “We’re letting down the most vulnerable children in our system, and that’s something that keeps me awake at night.”
As Alberta grapples with this growing crisis, the fundamental question remains: can a province that prides itself on educational excellence continue to underresource the very professionals tasked with ensuring all students can access that excellence?
