As Fredericton’s spring air filters through open classroom windows, Teresa MacLeod reflects on twenty-three years of teaching high school mathematics in New Brunswick. “I’ve seen initiatives come and go,” she says, adjusting a stack of unmarked exams on her desk. “But we need foundational change now, not another Band-Aid solution.”
MacLeod represents a growing chorus of educators across the province calling for what they describe as “transformative” reforms to New Brunswick’s education system. Their collective voice grew louder last week when the New Brunswick Teachers’ Association released its comprehensive “Education Forward” proposal, a document outlining sweeping changes they believe necessary to address mounting challenges in public schools.
The 87-page report, which landed on Education Minister Craig Leonard’s desk Monday morning, identifies teacher recruitment, classroom composition, and mental health supports as critical areas requiring immediate attention. According to NBTA President Peter Lagacy, these issues have reached a breaking point.
“We’re losing teachers faster than we can replace them,” Lagacy explained during the association’s press conference in Moncton. “Last year, 219 teachers left the profession in New Brunswick before retirement age – that’s nearly double the number from five years ago. When you combine that with only 164 new graduates from education programs, we’re looking at a real crisis.”
The Department of Education‘s own staffing projections support these concerns, showing an estimated teacher shortage of approximately 400 positions by 2027 if current trends continue. This shortfall comes as student enrollment has stabilized after years of decline, with Statistics Canada reporting a modest 1.2% increase in provincial student populations since 2020.
Classroom composition – the mix of learning needs, behavioral challenges, and diverse abilities within a single classroom – represents another flashpoint. Nancy Arsenault teaches grade three in Campbellton and describes managing increasingly complex classroom dynamics.
“In my classroom of twenty-four students, I have six with formal learning plans, three who are still learning English, and several dealing with significant home challenges,” Arsenault shares. “The expectation that one teacher can effectively meet all these needs simultaneously without proper support isn’t just unrealistic – it’s affecting outcomes for everyone.”
The NBTA proposal calls for immediate investment in specialized resource teachers and educational assistants, recommending a ratio of one resource specialist per 125 students – significantly higher than the current provincial average of one per 216 students.
Premier Blaine Higgs responded cautiously to the proposal during a media availability in Saint John yesterday. “We recognize the importance of education and value our teachers tremendously,” he stated. “However, fiscal responsibility remains important. We need to ensure any changes deliver measurable improvements for students while respecting taxpayer dollars.”
The province’s education budget saw a 3.2% increase in the March fiscal plan, though critics note this barely keeps pace with inflation and doesn’t address structural concerns identified by educators.
Perhaps most striking in the NBTA proposal is the call for comprehensive mental health supports in schools. The document cites disturbing statistics from a 2024 provincial student wellness survey showing 28% of high school students reporting symptoms of anxiety or depression – up from 19% in 2019.
“We’re seeing the impacts every day,” explains Moncton guidance counselor Robert Thériault. “More students are struggling, and we simply don’t have the resources to provide timely help. In many schools, the waiting list to see a counselor stretches weeks, sometimes months.”
The NBTA proposal recommends a mental health professional in every school, regardless of size – a significant shift from the current model where many rural schools share counseling resources across multiple buildings.
Parents’ groups have largely rallied behind teachers’ calls for reform. The New Brunswick Federation of Home and School Associations endorsed the proposal Tuesday, with chairperson Margaret Williams stating: “Parents and teachers want the same thing – schools where children can thrive academically, socially, and emotionally. This proposal offers concrete steps toward that vision.”
Opposition parties have also signaled support. Liberal education critic Benoit Bourque called the document “a serious roadmap for addressing longstanding issues,” while Green Party leader David Coon urged immediate implementation of several key recommendations.
Education experts suggest New Brunswick’s challenges mirror those facing school systems across Canada, though with unique regional dimensions. Dr. Ellen Hayes, education policy researcher at Mount Allison University, points to the province’s rural geography and linguistic duality as compounding factors.
“New Brunswick faces particular challenges in delivering equitable education across diverse communities,” Hayes explains. “When you’re trying to sustain both English and French systems in areas with declining populations, resource allocation becomes incredibly complex.”
The timing of the proposal comes as the Department of Education nears completion of its own ten-year education strategy review, expected to be released in August. Minister Leonard has indicated he’ll consider the NBTA recommendations as part of that process.
For teachers like MacLeod, however, patience is wearing thin. “We’ve participated in countless consultations and filled out endless surveys,” she says. “At some point, we need action rather than more study. Our students can’t wait another decade for the system to improve.”
As the school year approaches its final weeks, the push for education reform appears poised to become a central political issue heading into fall. Whether these calls for transformation will translate into concrete policy changes remains to be seen, but few dispute the urgency expressed by those on education’s front lines.
“This isn’t about teacher working conditions, though those matter,” concludes Lagacy. “This is fundamentally about creating schools where every New Brunswick child can succeed. That’s something we should all be able to agree on.”
