Even if a large number of professionals in the education sector are happy with the end of the strike which has disrupted schools since November 23, many continue to have fears about the future of the network and working conditions.
Other stakeholders in the education sector also fear that strikes will have unequal consequences for students.
For example, the president of the Montreal Association of School Directors (AMDES), Kathleen Legault, believes that strikes may have increased inequalities.
Only the Autonomous Federation of Education (FAE) launched an indefinite strike, which caused the closure of 800 schools for 22 days. Other establishments, whose employees are members of unions forming part of the Common Front, were closed for 11 days. In private schools, students were not deprived of lessons.
Some students were able to benefit from private tutoring or the presence of a parent at home to advance, but many were not so lucky. Some were not able to eat their fill because they could not receive meals in schools, deplores Mme Legault.
“We know that there will be disparities between students, according to groups, but also according to neighborhoods,” she says. In poor neighborhoods where newcomers may be less aware of resources or receive less support from family, there will be challenges. »
Teachers in a precarious position
Mme Legault says that the month of January will be marked by uncertainty for many teachers who are still waiting to see the terms of the agreement in principle concluded between the government and the unions.
For example, teachers who are members of the FAE did not receive strike pay during the work stoppage. They could find themselves in a precarious position in January when they receive their bills, says Mme Legault.
The president of AMDES also fears that the strike will have a deleterious effect on teacher morale. During the conflict, several teachers may have felt unloved and considered leaving the profession. “The teachers will not forget,” comments M.me Legault. They feel discredited, they don’t feel important. We know that many do not know if they will remain in the education network. »
The Minister of Education, Bernard Drainville, announced Friday that all ministerial exams scheduled for December or early January were postponed to the end of January and the beginning of February in order to give primary and secondary students more time to prepare. The government must specify its plan for academic catch-up on Tuesday.
Several school boards have decided to postpone the return to class until Tuesday to give teachers more time to prepare lessons.
A return to class difficult to anticipate
Marion Miller, a high school art teacher on the island of Montreal, says it’s fortunate that students and teachers have learned to be flexible during the COVID-19 pandemic. According to her, returning to class will be difficult for some, especially those with learning problems.
“Parents and teachers know that the needs of the most vulnerable students, even when they are in class, are not being met due to a lack of resources in schools,” she adds.
The president of the Order of Psychoeducators of Quebec, Félix-David Soucis, believes on the contrary that the return to class will be quite easy in most cases. However, it is possible that some students may experience problems during the transition, particularly those with learning difficulties, autism, depression or anxiety.
Mr. Soucis believes that it is important for teachers and parents to keep the channels of communication open with children and adolescents.
Mme Miller says she plans to observe her students when they return to class. She plans some fun “ice breaker” activities.
“We will be very happy to see each other again. It’s almost like a new beginning, like we’re coming back from summer vacation. »