4.1.7 Structural Importance of Schools in Society

Introduction

Schools serve as foundational institutions within society, providing not only education but also crucial social, emotional, and developmental support for children and adolescents.

The COVID-19 event highlighted the structural importance of schools, as prolonged closures had unintended consequences on both individual students and broader societal frameworks.

Witnesses at the Vancouver NCI hearings underscored the societal disruptions and long-term impacts resulting from school closures, emphasizing the role that schools play beyond traditional academics. These testimonies conveyed the consensus that schools are essential for maintaining social stability, fostering community values, and preparing future generations for active civic participation.

Witnesses also pointed out that beyond individual educational outcomes, schools contribute to societal coherence by preparing students for the workforce, establishing social norms, and promoting public health and well-being. The importance of keeping schools open, even in crisis, was a recurring theme throughout their testimonies.

Discussion of Witness Testimonies

Key witnesses who testified about the structural role of schools in society include:

Irvin Studin

Overview of Testimony

Irvin Studin, a policy expert and academic, provided compelling testimony on the societal consequences of prolonged school closures during the COVID-19 measures. He focused on the emergence of "third bucket" children, students who disengaged from the education system and have yet to return. Studin argued that this phenomenon extends beyond individual academic setbacks, posing a significant threat to societal stability, economic productivity, and public health.

Studin emphasized that schools play a vital structural role in society by offering more than just education. They serve as community hubs that establish social norms, promote equity, and foster civic values. The loss of educational continuity during the COVID-19 measures, he explained, disrupted these functions, leaving a void in students’ lives and wider society. This disruption disproportionately impacted vulnerable populations, creating deeper inequities and threatening long-term societal coherence.

Key Points of Testimony

• "Third Bucket" Children as a Societal Challenge:

• Highlighted how disengagement from education affects societal structures, with implications for social stability and workforce readiness.

• Warned of the risk of creating an "underclass" of uneducated individuals, which could exacerbate existing inequities.

• Schools as Community Hubs:

• Described schools as essential to fostering community values and preparing students for active civic participation.

• Emphasized their role in supporting public health initiatives and mitigating societal disparities.

• Advocacy for Keeping Schools Open:

• Stressed the importance of keeping schools operational during crisis to preserve societal functions and prevent long-term disruptions to education and social development.

Dr. Christopher Shaw

Overview of Testimony

Dr. Christopher Shaw, a healthcare expert and researcher, testified about the direct link between education and broader societal outcomes, including health, economic productivity, and social stability. He detailed how education levels influence public health by improving health literacy, reducing chronic disease rates, and promoting healthier lifestyles.

Dr. Shaw explained that disruptions to education not only hinder individual achievement but also weaken the nation’s ability to adapt and thrive in a competitive global economy. He warned that the COVID-19 measures-induced learning loss and disengagement could have ripple effects, impacting Canada’s future workforce and overall societal well-being.

Key Points of Testimony

• Education as a Determinant of Public Health:

• Highlighted the correlation between higher education levels and improved health outcomes, including reduced healthcare costs and better disease management.

• Noted that schools serve as platforms for public health campaigns, such as vaccination drives and health screenings.

• Economic Productivity and Workforce Development:

• Emphasized the importance of education in building a skilled workforce capable of driving economic growth.

• Warned that disruptions to education could hinder Canada’s economic resilience and global competitiveness.

• Schools as Pillars of Societal Development:

• Discussed how schools contribute to shaping societal values, norms, and cohesion.

• Called for policies to safeguard educational continuity, ensuring that schools remain operational during a crisis.

Discussion and Analysis of Issues Raised by the Witnesses

Education as a Pillar of Social Stability and Economic Health

Irvin Studin highlighted the indispensable role of education in maintaining societal stability and economic resilience. He emphasized that school closures during the COVID-19 event disrupted the foundation of a functional society by leaving many students, particularly the so-called "third bucket" children, disconnected from the education system. This phenomenon, according to Studin, risks creating a significant underclass within Canada, with individuals facing limited employment opportunities, reduced civic engagement, and an increased likelihood of encountering social challenges such as homelessness or criminal involvement.

Studin’s testimony underscores education as not just an academic endeavour but a pathway to economic productivity and personal agency. Schools are critical to preparing students with the skills needed to adapt to an evolving workforce. Beyond academics, they also cultivate social and emotional competencies, such as teamwork, communication, and responsibility, all of which directly influence the nation's economic and social fabric. Ensuring educational continuity during crisis is essential to safeguarding these outcomes and avoiding long-term societal disruptions.

Schools as Essential Community Hubs

Dr. Christopher Shaw testified to the integral role schools play as community hubs, offering structured environments where students form relationships, learn community values, and benefit from mentorship provided by trusted adults. Schools promote prosocial behaviour, creating shared experiences that bridge cultural and socio-economic divides. According to Shaw, the absence of these environments during the COVID-19 event led to widespread social alienation and behavioural regressions among students.

The COVID-19 event demonstrated the difficulty of replacing the social and developmental benefits of schools in other settings. Testimonies revealed that schools are vital for fostering empathy and a sense of social responsibility. Daily interactions with peers and teachers in diverse environments promote understanding and unity, strengthening the broader social fabric. Maintaining these functions during crisis can preserve societal cohesion and minimize social fragmentation.

Educational Attainment and Public Health

Dr. Shaw also highlighted the link between educational attainment and public health. His testimony pointed to research demonstrating that higher education levels are associated with better health outcomes, including lower rates of chronic disease, improved mental health, and longer lifespans. Shaw argued that school closures risk undermining these long-term benefits, exacerbating health disparities and increasing the burden on public healthcare systems.

It is his opinion that schools contribute to public health by fostering health literacy, teaching coping strategies, and providing access to health-related resources and programs. Maintaining educational continuity ensures that students receive consistent exposure to these critical programs, enabling healthier decision-making and contributing to a more resilient society.

Role of Schools in Socializing Future Citizens

Irvin Studin emphasized the role of schools in preparing students for civic engagement and national unity. Schools are supposed to serve as incubators for citizenship, teaching students to think critically, engage with societal issues, and participate in democratic processes. Studin warned that disruptions in education risk creating a generation disconnected from civic responsibilities, potentially leading to reduced political engagement, weakened social cohesion, and a fractured sense of national identity.

Education is supposed to shape informed and active citizens who contribute meaningfully to their communities. Schools must encourage the exploration of societal values, the cultivation of civic pride, and the development of skills necessary for navigating complex social and political landscapes. Protecting these educational experiences is vital for maintaining a robust and engaged citizenry.

Importance of Resilient Educational Policies

Both Studin and Shaw advocated for the prioritization of educational continuity in crisis response strategies. Studin argued that schools should be regarded as essential services, akin to healthcare institutions, with policies in place to ensure they remain operational even during emergencies. He criticized Canada’s COVID-19 response for failing to prioritize education, which, in his view, jeopardized the future of a generation.

Resilient educational policies must balance safety with the need to preserve the structural roles of schools. These policies should include contingency plans for hybrid or in-person learning during crisis, ensuring that education remains accessible and impactful under challenging conditions. Such measures are fundamental for protecting societal stability and preparing students for the demands of the future.

Conclusion

Testimonies from the Vancouver NCI hearings reinforced the view that schools are foundational to Canadian society. More than places of learning, schools serve as hubs for social interaction, public health promotion, and civic education. Prolonged closures disrupted these roles, resulting in significant academic, social, and health consequences.

Education is both a right for students and a duty of society, integral to economic stability, social cohesion, and public health. By recognizing schools as critical societal infrastructure, Canada can better prepare its next generation to thrive in an increasingly complex world.

Recommendations

1. Prioritize Schools in Crisis Response:

• Treat schools as essential services, ensuring they remain operational during crisis.

• Develop contingency plans to enable safe in-person or hybrid learning models.

2. Strengthen School-Based Health and Social Programs:

• Expand mental health resources and other support services within schools.

• Schools should not be used as platforms for public health initiatives such as vaccinations and health screenings. Health care and education should be separate.

3. Promote Civic and Social Engagement in Curricula:

• Integrate activities and lessons focused on civic responsibility and community engagement.

• Create opportunities for students to engage in collaborative projects that emphasize teamwork and social impact.

4. Enhance Community Involvement in Schools:

• Foster partnerships between schools, local organizations, families, and health providers to build robust support networks.

• Encourage community participation in school boards.

5. Develop Resilient Educational Policies:

• Advocate for federal and provincial policies that ensure educational continuity during emergencies.

• Include provisions for rapid deployment of digital resources and equitable access to technology for remote learning.

6. Implement Feedback Mechanisms for Policy Assessment:

• Establish systems to monitor the effectiveness of crisis response policies in education.

• Use data-driven insights to refine strategies and improve resilience over time.

By reinforcing the role of schools as foundational institutions in times of crisis, these recommendations aim to ensure educational continuity, protect student well-being, and strengthen community ties. Prioritizing in-person learning, separating education from public health mandates, and embedding civic values into curricula will foster resilience, stability, and a deeper sense of connection between schools and the communities they serve.