Whether your child is a complex learner or not, odds are that they’re not getting the attention or support they need to flourish. The Alberta Teachers’ Association (ATA) has been emphasizing this matter for years, but until recently, the government has not addressed it. Then, at a press conference on February 12, Premier Danielle Smith said, “our government recognizes that if we want to maintain our world-class education system, our approach has to change just as quickly,” in response to rapidly changing conditions in the system. 

Without saying it outright, the Government of Alberta realized that its public education system has spiraled into a less-than-ideal state. In under six months, it implemented both an Aggression and Complexity in Schools Action Team and a Class Size and Complexity Task Force, in addition to re-establishing the collection of class size and complexity data. During this time, teacher collective bargaining negotiations were ongoing, followed by the teacher strike in the fall, with parents, students and the public adding their voices to the mix. At that same press conference, the premier and education minister said they heard you. 

Premier Smith said the report from the Aggression and Complexity Action Team found that “in recent years, schools in Alberta have become more complex with higher levels of student needs, and more pressure on our school system overall.” In fact, the released complexity data shows that 99 per cent of schools have complexities. Increased complexity does not affect only a small group of students; it influences teacher workload, instructional time and learning environments for entire classes.  

The question, then, is not whether challenges exist, but how best to respond. 

In 2012, research from the ATA titled, “A Great School for All—Transforming Education in Alberta,” endorsed our education system as world class. The report also warned that Alberta stood at a crossroads: it was on the precipice of either redeveloping its education system into something great or moving in the opposite direction (p. 15). The report observed that teaching and learning were becoming “increasingly complex” (p. 29), highlighting a trend that has since intensified, meaning that Alberta took the latter route.  

To reach system improvement, a suggestion was to allow reform to move from the school-level up instead of the government down, noting “teachers in each school must have the professional conditions and the supports they need to help students realize their unique gifts and talents” (p. 20). This means you have the power to make a difference. 

The report argues that revamping Alberta’s education system is not the responsibility of government alone but of the wider community that values public education. That means feedback from students, parents, school councils as well as decisions from school boards are more important than ever.  

The conversation is ongoing. Your voice still matters, and it is essential to shaping what comes next.