Thank you, Mr. Chair.
Thank you for the opportunity to speak with you today on the issue of safeguarding teachers' mental health through the second wave of COVID-19.
I'd like to begin by acknowledging that I am speaking to you from the traditional ancestral and unceded territory of the Coast Salish peoples, specifically the Squamish, Tsleil-Waututh and Musqueam nations.
I represent the 45,000 members of the British Columbia Teachers' Federation, all the public school teachers from kindergarten to grade 12 and adult educators. Our challenges and concerns are not unique. They are echoed by teachers from coast to coast to coast.
As a member of the Canadian Teachers' Federation, the BCTF, alongside other teachers' unions from across the country, acknowledge and appreciate the critical work of teachers and education workers across Canada, who continue to exemplify essential front-line service and professionalism during this critical and difficult time in our collective history.
While the mental health of teachers and indeed everyone in Canada has been dealt a serious blow by the coronavirus, these problems far predate the pandemic for Canadian teachers. Increasingly difficult working conditions have been straining teachers' mental health and resilience for decades. At the same time, we are also witnessing rising rates of mental health challenges among our students, and this is truly heartbreaking.
As public education budgets have declined in the past two decades, public expectations of our school systems have risen. As education is an essential part of long-term solutions to many of society's challenges, including the raising up of Canada's next generation of leaders and citizens, such expectations are understandable.
One of our favourite BCTF slogans is “Kids matter. Teachers care.” That really is at the heart of why we are called to the profession. Kids do matter enormously, and we do care deeply. Teachers and schools are only one element of what must be a collective social effort to support young people's diverse aspirations and needs. Strong and focused federal leadership, coordination and resources must be a part of this national endeavour.
When schools were closed in B.C. on March 17, teachers had less than two weeks to respond to the enormous challenge of transferring their classroom practices and skills to online remote learning. Adding to their stress was the knowledge of the toll the pandemic was taking on our most vulnerable students. The digital divide, food and housing insecurity, family violence, racism and other traumatic experiences limited or completely diminished some students' ability to truly access their education.
In B.C. we've returned to full in-class learning. Our research shows that the inadequate implementation of health and safety measures is taking a critical toll on teachers' physical and mental health. “I feel scared, isolated, lonely and very sad”, said one teacher in a BCTF survey conducted this fall. Another stated, “The stakes now are just so much here—I can't protect my kids from a potentially life-altering disease.” These are among the deeply concerning words expressed by teachers regarding their current mental state.
It's also important that we recognize gender inequality at play in a feminized profession. More than 70% of public school teachers in Canada identify as women. The emotional labour of caring for their students as well as their own children while also often providing eldercare for family members is an extra burden shouldered disproportionately by women teachers during this pandemic.
What actions can the federal government take to reduce teachers' distress and support them in their critical roles as front-line and essential professionals? Our members told us that consultation, communication and co-operation are key. Teachers feel less vulnerable to mental and physical risk when a critical majority within their school community understand and abide by health and safety protocols and when those protocols are deemed to be adequate.
I refer you, Mr. Chair, to the recommendations in our brief. They outline the ways the federal government may catalyze informed, constructive, transparent improvements and collaboration regarding teachers' mental health.
The $2 billion in federal funding provided to provinces and territories was appreciated and necessary to ensure basic school safety protections. Unfortunately, it wasn't enough to allow schools to reduce classroom density to facilitate physical distancing. There also need to be measures in place to ensure that federal funds are used to directly improve the safety of classrooms. More needs to be done when we are witnessing the COVID-19 cases in B.C. and many other jurisdictions continue to rise unchecked.
Another stressor for teachers is their economic stability. Teachers who have been exposed to the virus and are required to isolate use up their entire allotment of sick leave for the year. With many teachers already running out of sick leave, the federal benefit, as is, is inadequate, as it necessitates too large a reduction in pay for teachers who already live in one of the most expensive jurisdictions in Canada.
Additionally, for the most precarious workers, teachers teaching on call or replacement teachers, who can potentially work with hundreds of students across many schools every single week, there is no contractual sick leave. Teachers should not have to choose between their health and their ability to make a liveable income.
To conclude, COVID-19 has put into stark relief what happens when the mandates of austerity and efficiency meet a national crisis. B.C.'s public education system, like others across Canada, has endured deep cuts and chronic underfunding for decades.
This struggle is the backdrop to our current reality. It's also a primary reason Canada still enjoys an envied position as one of the best education jurisdictions in the world—our commitment to high levels of professionalism and expertise, and to equitable access to high-quality education for every student in every constituency, in every community.
Thank you again for the opportunity to share the experiences, perspectives and counsel of B.C.'s public school teachers.