Here’s the “Deep Dive” fraudcast version of the post below.
Fully funding education: investing in Canada’s future
Imagine a Canada where every child begins their day well-fed, in a small class led by a fully-supported teacher – and where every youth can pursue higher education without crushing debt. This vision of a fully funded education system, from preschool through Grade 12 (and beyond), isn’t just idealism – it’s a proven strategy for a healthier, more prosperous, and more democratic society (Public Health Agency of Canada, n.d.; Statistics Canada, 2023).
In Canada today, education is primarily a provincial responsibility, leading to uneven resources and missed opportunities for national coordination. This article makes the case for a fully funded Canadian education system with strong federal leadership, highlighting the need to increase teacher education requirements, raise teacher salaries, reduce class sizes, fully fund classroom aides, train teachers in trauma-informed care, and normalize universal breakfast and lunch programs. Drawing on on peer-reviewed research and international examples, this post shows that education is the ultimate “upstream” investment – improving health, civic participation, economic productivity, democratic resilience, and innovation across society (Tandon et al., 2023).
Education as a social determinant and a high-leverage point
Extensive research confirms that education is a powerful driver of many positive outcomes – a true social determinant of health and well-being. It is essential to view each student not just as a “learner” but as a whole child whose education, health, nutrition, and emotional well-being are deeply interconnected.
In Canada, the Public Health Agency recognizes education as one of the key social determinants of health, influencing income, employment, and social inclusion (Public Health Agency of Canada, n.d.). For example, a 2023 Statistics Canada study reported that individuals aged 25 to 64 with less than a high school education had significantly higher unemployment rates (11.7%) compared to those with post-secondary credentials (4.3%), and markedly lower median incomes (Statistics Canada, 2023). Statistics Canada further links higher education levels to lower rates of disease and mortality, largely due to increased health literacy, healthier behaviours, and improved access to resources.
Additionally, education contributes to mental health and social well-being; educated individuals experience greater social support and community engagement, protective factors against mental health issues. Education also enhances self-efficacy, empowering individuals to make informed decisions about their lives and health. The benefits of education extend intergenerationally, as children of educated parents are statistically more likely to achieve higher education levels and experience improved health and socioeconomic outcomes.
- Better health: Education level predicts long-term health and quality of life.
- Civic participation: Education fosters active citizenship and higher voter turnout.
- Economic productivity: Higher education levels correlate with higher earnings, lower unemployment, and greater productivity.
- Democratic resilience: Education fortifies democracy by equipping citizens with critical thinking skills.
The impact of preschool programs
Early childhood education programs, such as Head Start in Canada and the US, and similar initiatives globally, have shown substantial impacts on the social determinants of health and long-term societal outcomes. Research from the National Institute for Early Education Research and the U.S. Department of Health and Human Services has demonstrated that participation in quality preschool programs improves school readiness, enhances cognitive and social-emotional development, and leads to better health and educational outcomes later in life (U.S. Department of Health and Human Services, 2010; Barnett, 2011). Studies consistently show lower rates of grade repetition, special education placement, and behavioural problems for children who attend high-quality early learning programs.
Notably, the benefits of smaller class sizes in early grades, well documented in the Tennessee STAR study (Finn & Achilles, 1999), also reinforce the case for quality preschool programs. Both strands of research suggest that early, individualized attention fosters academic and social-emotional skills that persist through life.
In addition to educational gains, the long-term societal benefits include reduced criminal activity, higher rates of high school graduation, and improved economic productivity as adults. These outcomes directly contribute to a healthier, more engaged citizenry and strengthen democratic societies by equipping children from all backgrounds with the foundational skills needed to succeed and participate fully in society.
Key pillars of a fully funded education system
- Increase education requirements to become a teacher: Research shows that highly qualified teachers, including those with advanced education and certification, have a significant positive impact on student achievement (Darling-Hammond, 2000).
- Competitive teacher salaries and support: Organisation for Economic Co-operation and Development (OECD) data confirms that competitive salaries are critical for attracting and retaining qualified teachers, directly influencing student outcomes (OECD, 2019).
- Trauma-informed teacher training: Blodgett and Lanigan (2018) found that elementary students who had experienced adverse childhood experiences (ACEs) performed better academically and had fewer behavioural issues when taught by educators trained in trauma-responsive strategies.
- Fully funded classroom aides: A study by Giangreco et al. (2010) showed that instructional aides, when integrated effectively into classroom planning, contributed to improved academic and social outcomes for students with disabilities and learning challenges.
- Smaller class sizes: Meta-analyses of class size reduction initiatives, such as Tennessee’s STAR study, demonstrate improved academic performance, especially in early grades (Finn & Achilles, 1999).
- Universal breakfast and lunch programs: Evidence indicates that school meal programs improve attendance, concentration, and overall academic performance (Gundersen & Ziliak, 2015).
The role of federal leadership in a provincial system
Canada’s fragmented education system leads to inequality. A federal role, similar to the Canada Health Act, could establish national standards and funding mechanisms to equalize funding across provinces, support teacher recruitment and training, implement a national school meal program, fund trauma-informed teacher training and classroom aides, and facilitate research and best practices sharing (Council of Ministers of Education, Canada, 2016).
Lessons from Finland and Norway
- Finland: Transformed its education system by fully funding education, providing free meals, transportation, counselling, and requiring highly trained teachers. Finland consistently ranks among the top-performing countries on international education benchmarks such as the Programme for International Student Assessment (PISA) (OECD, 2019).
- Norway: Publicly funds nearly all educational costs, including tuition-free post-secondary education for domestic and European Economic Area (EEA)/Swiss students. As of 2023, Norway has introduced tuition fees for non-EEA/non-Swiss international students, though its domestic model remains strongly committed to equity and access (Norwegian Ministry of Education and Research, 2018).
Innovation and knowledge creation
Higher education institutions serve as catalysts for research, innovation, and community partnerships. According to Benzies et al. (2024), social innovation in post-secondary education is defined as “purposeful processes and actions that address social needs through collaboration between higher education institutions and external community stakeholders.” This approach integrates social innovation into teaching, forms community-university collaborations, and promotes multi-sector partnerships. The European Institute of Innovation and Technology further highlights that strong linkages between education, research, and industry stimulate innovation and drive sustainable societal progress (European Institute of Innovation & Technology, n.d.).
Post-secondary education: completing the continuum
Post-secondary education should be viewed as a public good. Steps to improve access include increasing federal grants, reducing student loan burdens, incentivizing provinces to cap or reduce tuition, and expanding apprenticeships and pathways. Countries with highly accessible post-secondary systems, such as Norway and Germany, show stronger social mobility and workforce outcomes (OECD, 2019).
Conclusion: education – the smartest investment we can make
Education shapes the health of our people, the strength of our economy, and the vitality of our democracy. Fully funding education from preschool to Grade 12 and improving access to post-secondary education unlocks positive outcomes across society. Canada must embrace a systems thinking approach to use education as the ultimate leverage point for societal improvement. As described by Meadows (2008), systems thinking involves understanding the relationships and interdependencies within complex systems, identifying leverage points where targeted action can produce substantial and lasting change.
Call to action: Advancing Canada’s commitment to fully funded education
As we face complex challenges and opportunities in the years ahead, Canada has a unique chance to lead globally by fully funding education at every level. The path forward is clear—and the benefits for generations to come are within our reach.
Fully funding education is one of the most powerful investments we can make to secure Canada’s health, economic strength, and democratic vitality. The time for action is now. We invite decision-makers, policymakers, and education advocates at all levels to work together to realize this vision.
Here’s how you can help lead the change:
Champion a national education equity strategy. Advocate for the development of a pan-Canadian framework, modelled after the Canada Health Act, to address funding gaps and promote consistent educational standards across provinces and territories.
Support federal–provincial collaboration. Call on governments to work jointly to close disparities in early childhood, K-12, and post-secondary education systems and ensure universal access to high-quality learning.
Promote education as a social determinant of health. Encourage the integration of education funding into health and social policy discussions to amplify its lifelong impacts on well-being and economic outcomes.
Invest in teachers and learning environments. Urge governments to strengthen teacher education and professional development standards, offer competitive compensation, and provide schools with adequate classroom supports and resources.
Expand access to early learning and school nutrition programs. Advocate for universal access to high-quality preschool programs and comprehensive school meal programs as essential pillars of student success.
Address post-secondary affordability. Push for measures to reduce student debt burdens, expand access to federal grants and apprenticeships, and ensure all Canadians can pursue higher education without undue financial hardship.
Encourage systems thinking in education reform. Call on leaders to take a holistic, research-informed approach that considers the complex interconnections between education, health, employment, and social equity.
Share this report. Use your networks to amplify these findings and start meaningful conversations about what fully funding education could mean for Canada’s future.
By working together, we can transform our education system into a cornerstone of Canada’s social and economic progress. The opportunity is in our hands.
Written by me and too many AI research models to mention.
References
Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975–978.
Benzies, K., Hall, B. L., Tandon, R., Lepore, W., & Singh, W. (2024). Defining social innovation for post-secondary educational institutions. Humanities and Social Sciences Communications, 11(1), 1–12.
Blodgett, C., & Lanigan, J. D. (2018). The association between adverse childhood experience (ACE) and school success in elementary school children. Journal of Child & Adolescent Trauma, 11(3), 289–297.
Council of Ministers of Education, Canada. (2016). Canadian education systems: Governance and structure. Toronto, Canada.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1).
European Institute of Innovation & Technology. (n.d.). Making innovation happen. https://eit.europa.eu/
Finn, J. D., & Achilles, C. M. (1999). Tennessee’s class size study: Findings, implications, and misconceptions. Educational Evaluation and Policy Analysis, 21(2), 97–109.
Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2010). Supportive and instructional practices for students with disabilities: Results from a state-wide study. Exceptionality, 18(1), 40–52.
Gundersen, C., & Ziliak, J. P. (2015). Childhood food insecurity in the U.S.: Trends, causes, and policy options. The Future of Children, 25(2), 1–19.
Meadows, D. H. (2008). Thinking in systems: A primer. Chelsea Green Publishing.
Norwegian Ministry of Education and Research. (2018). Education policy in Norway: Report to the OECD.
Organisation for Economic Co-operation and Development (OECD). (2019). Education at a glance 2019: OECD indicators. Paris: OECD Publishing.
Public Health Agency of Canada. (n.d.). Social determinants of health and health inequalities. https://www.canada.ca/en/public-health/services/health-promotion/population-health/what-determines-health.html
Statistics Canada. (2023, May 8). Area-level measure of the population with less than high school education. https://www150.statcan.gc.ca/n1/daily-quotidien/230508/dq230508d-eng.htm
U.S. Department of Health and Human Services. (2010). Head Start impact study: Final report. Washington, DC: Administration for Children and Families.