4.1.10 Inadequate Public Debate on Educational Policies 4.1.10. Inadequate Public Debate on Educational Policies Introduction Public debate is a cornerstone of democratic governance, ensuring that policies affecting communities are subject to scrutiny, discussion, and input from those directly impacted. In the context of education, such debate becomes even more critical, as schools shape the knowledge, values, and future of society. However, in Canada, recent educational policies, particularly those with significant ideological, cultural, or social implications, have been implemented with limited opportunities for public engagement. At the Vancouver NCI hearings, witnesses raised serious concerns about the lack of transparency and meaningful consultation surrounding policies such as the SOGI (Sexual Orientation and Gender Identity) curriculum and COVID-19 related school closures and mandates. These policies were perceived by many as being introduced through a top down approach, bypassing the voices of parents, educators, and communities most affected by them. Witnesses emphasized that the exclusion of stakeholders from policy development erodes trust in educational institutions and undermines democratic principles. The SOGI curriculum, designed to allegedly promote inclusivity and awareness of diverse gender identities, sparked significant debate. Witnesses noted that its ideological underpinnings and the absence of substantial public consultation have led to polarization and resistance among parents who feel excluded from decisions about their children’s education. Similarly, COVID-19 related school policies, including closures, masking and injection mandates, were implemented with little or no public dialogue, leaving parents feeling alienated from decisions directly impacting their children’s health and learning environments. This lack of open discourse has broader implications for societal cohesion and trust in governance. Witnesses argued that by sidelining public debate, policymakers risk creating a disconnect between educational institutions and the communities they serve. Moreover, the perceived imposition of policies that do not reflect local values or priorities lead to skepticism, disengagement, and even resistance from the public. This section explores the testimonies that illuminate these issues, examining the consequences of limited public consultation on trust, accountability, and the effectiveness of educational policies. It also considers the importance of fostering truly inclusive, transparent, and participatory policymaking processes to ensure that educational reforms align with community values and priorities while upholding democratic principles. Discussion of Witness Testimonies The following witnesses provided insights into the lack of public debate surrounding educational policies: Alex Newman Overview of Testimony Alex Newman, a journalist and educational advocate, testified about the lack of public debate surrounding the implementation of the SOGI 123 curriculum. Newman argued that this curriculum, which addresses topics related to sexual orientation and gender identity, was introduced without sufficient consultation with parents, educators, or local communities. He emphasized that such policies often reflect transnational educational standards, which may not align with the cultural and societal values of local communities. Newman warned that bypassing public consultation undermines trust in the educational system and marginalizes the voices of those most affected by these policies. He called for greater transparency and broader engagement in policy development to ensure alignment with community needs and values. Key Points of Testimony SOGI Curriculum Implementation: Criticized the lack of parental and community input in adopting the SOGI 123 curriculum. Highlighted concerns about transnational standards overriding local values. Impact on Trust and Community Engagement: Argued that bypassing public debate erodes trust in educational institutions. Advocated for open discourse to ensure policies reflect the needs of communities. Call for Transparency: Urged policymakers to involve parents and educators in developing and reviewing educational content. Emily Duggan Overview of Testimony Emily Duggan, a parent and community advocate, shared concerns about the lack of parental awareness and involvement in the implementation of the SOGI 123 curriculum. She testified that many parents were unaware of the program’s content and goals until after it was introduced. Duggan emphasized that excluding parents from such decisions not only alienates families but also raises questions about the accountability of educational institutions. She argued for greater parental involvement in shaping educational policies, particularly those addressing sensitive or controversial topics. Duggan highlighted the need for transparency and clear communication between schools and families to foster collaboration and trust. Key Points of Testimony Parental Exclusion from Policy Decisions: Testified that many parents were unaware of the SOGI 123 curriculum before its implementation. Criticized the lack of clear communication and transparency from schools. Need for Greater Parental Involvement: Argued that policies on sensitive topics require direct input from families. Advocated for collaborative decision-making processes that include parents. Accountability in Education: Called for measures to ensure schools are accountable to parents and communities. Irvin Studin Overview of Testimony Irvin Studin, a policy expert and academic, provided testimony about the absence of public debate on critical COVID-19 related educational policies, such as school closures and remote learning mandates. He described these measures as top down decisions that excluded meaningful input from parents, students, and educators. Studin framed the lack of consultation as a missed opportunity to build consensus and address the specific needs of Canadian communities. He argued that such unilateral actions create a perception of authoritarianism in public education, eroding trust and reducing the legitimacy of the policies implemented. Key Points of Testimony School Closures and Public Consultation: Highlighted the lack of community engagement in decisions about school closures and remote learning. Criticized the perception of authoritarianism in educational governance. Erosion of Legitimacy in Educational Policies: Argued that the absence of dialogue weakens trust in public institutions. Emphasized the importance of building actual consensus, based on a consideration of all opinions” to ensure effective policymaking. Call for Collaborative Decision-Making: Advocated for transparent processes that include different voices in education policy. Discussion and Analysis of Issues Raised by the Witnesses Implementation of SOGI Curriculum Without Public Consultation Alex Newman’s testimony highlighted concerns over the introduction of the SOGI 123 curriculum without sufficient public consultation. Newman argued that the curriculum reflects broader transnational influences that may not align with Canadian or local community values. He emphasized that parents, as primary stakeholders, were excluded from discussions about the ideological content embedded within the curriculum. This lack of consultation, he contended, erodes trust in educational institutions and alienates families whose cultural or religious beliefs may conflict with the curriculum’s principles. Emily Duggan reinforced these concerns, testifying that many parents were unaware of the curriculum’s details until after its implementation. Duggan emphasized the need for transparency and parental involvement in decision-making processes to foster trust and ensure that educational policies reflect community priorities. The absence of public debate around sensitive educational policies like SOGI has broader implications for democratic governance. When policies are implemented without adequate dialogue, they risk alienating communities and fostering resentment, particularly when they touch on deeply personal or cultural values. Establishing transparent consultation processes ensures that policies are informed by different perspectives and fosters trust between schools and families. Lack of Dialogue Around COVID-19 Policies in Education Witnesses expressed significant concerns over COVID-19 related policies, such as school closures and vaccine mandates and masks, being implemented without consulting parents, educators, or students. Witnesses argued that these decisions, while aimed at addressing public health concerns, often excluded meaningful stakeholder input, leaving parents feeling disempowered. Irvin Studin echoed these concerns, describing COVID-19-related school closures as top down decisions that lacked transparency or public debate. He framed this approach as a missed opportunity to build consensus and address the nuanced needs of Canadian communities. Witnesses emphasized that the absence of consultation diminished trust in public institutions and led to policies that were perceived as authoritarian. The COVID-19 event underscored the need for responsive governance, but it also revealed the risks of sidelining public input during crisis. Open dialogue around emergency measures can ensure that policies are not only effective but also equitable and aligned with the values of the communities they impact. This open dialogue may also prevent communities from having mandates forced on them which impinge on their fundamental rights and freedoms. Influence of Transnational Agendas on Educational Content Alex Newman raised concerns about the growing influence of transnational agendas, such as those promoted by organizations like the United Nations, on Canadian educational policies. He cited the SOGI 123 curriculum as an example of global standards being implemented without adequate consideration of local values or cultural diversity. Newman argued that policies driven by transnational frameworks must be adapted to reflect local priorities. Failing to do so can create friction within communities and undermine the legitimacy of educational reforms.The Role of Public Debate in Upholding Democratic Values Witnesses consistently highlighted the lack of public debate as a significant concern undermining democratic principles. Newman and Studin warned that bypassing democratic processes erodes public trust in governance and alienates key stakeholders. Public debate is essential for democratic policymaking, providing a platform for different voices and fostering accountability. The absence of meaningful consultation not only weakens the legitimacy of educational policies but also contributes to a sense of disconnection between institutions and the communities they serve. Re-establishing transparent decision-making processes is critical to restoring trust and ensuring that policies address the needs of all stakeholders. Conclusion The testimonies from the Vancouver NCI hearings reveal widespread concerns about the lack of public debate surrounding key educational policies. From the implementation of the SOGI curriculum to COVID-19-related school closures, witnesses highlighted the need for greater transparency, parental involvement, and democratic accountability in policymaking. These issues underscore the importance of creating frameworks that allow for meaningful dialogue and real consensus-building. Educational policies are most effective when they reflect the values and priorities of the communities they serve. By fostering open debate and ensuring that different perspectives are heard, policymakers can create a more transparent, equitable, and trusted educational system. Recommendations Establish Public Consultation Forums for New Policies: Create forums where community members, including parents, educators, and students, can discuss proposed educational policies, particularly those involving sensitive or high-impact issues like health mandates or ideological curricula. Community members concerns and recommendations must be taken into account, and not just given lip service. 2. Increase Transparency in Policy-making: Publicly share proposed policies, their rationales, and supporting evidence before implementation to allow citizens to review and provide input. 3. Create Parental Advisory Councils in Schools: Establish advisory councils comprising parents, educators, and community leaders to provide feedback on significant policy decisions and serve as a bridge between schools and families. No sexually explicit material should be used in schools, and a parents committee should approve books before they are integrated in the school library to limit political agenda in them (sexually explicit content, gender identity content, climate changes content, racial race theory content and other ideological areas which are not in keeping with the norms of the school and the community in which it is located). 4. Require Legislative Review for High-Impact Policies: Mandate a legislative review process for policies with broad societal implications, such as those involving health mandates or contentious curricula, to include public hearings and debates. 5. Implement Periodic Policy Feedback Mechanisms: Regularly survey parents, students, and educators on newly implemented policies to evaluate their impact and address emerging concerns. Use this feedback to make necessary adjustments and improve future policymaking. 6. Encourage Media Engagement on Educational Reforms: Partner with media outlets to provide balanced reporting on proposed educational changes, fostering a well-informed public discussion. Media outlet participation must not be limited to the traditional or main stream media outlets, it must include locally based new media that serves the community. 7. Local vs. Global Educational Goals: Ensure that transnational educational frameworks are critically evaluated to align with local cultural, religious, and societal values. Global agendas cannot over be used to over ride community values. The sole purpose of having local school boards is to ensure that the local community needs and values are reflected in the policies used to educate the community’s children. These recommendations reinforce the importance of democratic participation, community values, and transparency in educational policymaking. By prioritizing genuine public consultation, empowering parental oversight, and ensuring policies align with local norms, schools can rebuild trust, resist ideological overreach, and create learning environments that reflect the needs and values of the communities they serve. Report Content Reader Page 📄 Note to Readers The content presented on this page has been adapted for online viewing and navigation. Due to formatting limitations within the web display system, certain elements—such as layout, spacing, and visual structure—may differ slightly from the original report. For the complete and fully formatted version, we encourage you to download the official PDF available on the Report Information page. The PDF reflects the report exactly as it was originally written and published.

Detailed Commissioner Report Info Referenced in the Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Report ID: Publication Date No. Of Pages: NCI-R-04 April 30, 2024 1267 March 31, 2023 Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Main Topic Purpose and Need for the NCI The National Citizens Inquiry (NCI) was established in response to growing public concerns over the Canadian government’s handling of the COVID-19 event. As the COVID-19 emergency measures unfolded, questions arose regarding the appropriateness and efficacy of the measures implemented, including lockdowns, mandates, and the deployment of COVID-19 “vaccines.” These concerns fuelled the need for a thorough examination of the impact these policies had on health, the economy, on society and civil liberties. The NCI, conceived as an independent and citizen led initiative, sought to comprehensively investigate these issues. Its primary purpose was to provide a platform for individuals and experts to share their experiences, insights, and evidence, in order to uncover the truth, hold authorities accountable, and improve future public health responses. On November 28, 2023, the NCI Commissioners released their comprehensive final report, titled Inquiry into the Appropriateness and Efficacy of the COVID-19 Response in Canada . A year later, on November 28, 2024, a supplemental report was issued as part of the NCI’s ongoing efforts to address new and emerging concerns related to the COVID-19 investigation. Having completed its original mandate of investigating the appropriateness and efficacy of the COVID-19 measures, the NCI expanded its focus. After consulting with a broad range of Canadians, the NCI recognized a significant public concern regarding the current state of children's safety in Canada. Consequently, the NCI undertook a new investigation specifically aimed at evaluating and safeguarding the well-being of children across the country. One Line Summary Heading 2 Synopsis Heading 2

7.2.5 Impact of COVID-19 Measures on the Education System 7.2.5 Impact of COVID-19 Measures on the Education System Introduction The Government response to the COVID-19 pandemic has significantly disrupted nearly every facet of life, including education. This is a global phenomenon, but the focus in this report is specifically on Canada, where the education system, from primary school to university, has been deeply affected by the pandemic and the ensuing government-imposed measures. When we speak about the education system, we must remember that we‘re not simply discussing infrastructure, textbooks, and school buses. Rather, at the heart of this system are precious young individuals—children and adolescents whose dreams, aspirations, and futures have been entrusted to it. It is their right to have an environment that promotes learning and creativity, while also offering them safety, stability, and the means to grow holistically. They are not mere numbers on an enrolment sheet but unique individuals with their own potential and vulnerabilities. In the context of the COVID-19 pandemic, it‘s crucial to acknowledge that the education system completely failed due to the restrictions placed upon it by the government and the teachers unions. The purpose of this system extends beyond the imparting of academic knowledge, such as reading, writing, and arithmetic. It is equally tasked with safeguarding the mental, emotional, and social wellbeing of its students, protecting them from harm both inside and outside the classroom. Unfortunately, due to the unprecedented actions taken by the government during the pandemic, the system was strained beyond its capacity. While a half-hearted attempt to continue providing education through online platforms was initiated, it fell short in shielding its students from the mental, emotional, and developmental impacts of this global crisis. Hence, it is vital to recognize these shortcomings and work tirelessly towards addressing them, keeping in mind that the lives and futures of our young ones hinge on these actions. The actions taken by the government were unnecessary, based the testimony of witnesses who stated that the information concerning which populations were actually at risk was available and known to public health as early as March of 2020, when the declaration of a pandemic was made. Further, the actions taken to contain the spread of the virus were ineffective and created a cascade of changes and challenges for both educators and students. Canadian education had to shift gears rapidly, moving from in-person teaching and learning to online modalities. Teachers had to quickly adapt to new ways of delivering lessons, while students had to adjust to learning from home, often with varying degrees of success. Not only has this transformation impacted the quality and access to education, but it has created significant mental health implications for children and young adults, and created a new group of “unschooled“ children who are at risk of never acquiring even a basic education. The following sections will examine the impact of the government‘s response to COVID-19 on various levels of education in Canada. This will include a review of how the sudden transition to online learning has deepened the digital divide, affected academic progress and access to school-provided nutrition, and disrupted tertiary education. The profound impact of these measures on children‘s mental health, brought on by social isolation, increased anxiety and depression. Based on the testimony and analysis, a series of recommendations are made to mitigate some of the damage done and help Canadian education emerge stronger and more resilient from this unprecedented crisis. Witness Testimony The following witness testimony was utilized in the analysis: Cathy Careen, a teacher, tried to get an exemption from the mandatory vaccines. She was eventually terminated for not taking the vaccine. Bliss Behar was a high school student when the vaccine mandates were imposed on his school. After doing his own research into the vaccines, he decided he should not take a vaccine. As a result, he dropped out of school. He spoke out and was subject to attacks on social media. Dr. Irvin Studin testified that he began seeing children out of school in 2020, and it took him several months to understand what he was seeing. On further investigation, he was better able to appreciate the extent of what was happening. He stated the degree to which our childhood education system had collapsed in Canada. It was an experience completely foreign to such a developed country. Kim Hunter , a teacher for 25 years, talked about the effects of masking on children. Kassandra Murray , a school teacher, testified to the effects of masking on children and how a toxic environment developed within the classroom due to the mandates and the fear of other staff. Kathy Howland, an education assistant, spoke about being forced to take the vaccine and her alleged adverse effects from the vaccine. Katrina Burns , a teacher for seven years, spoke about the effects of masking on children in the classroom. Elizabeth Galvin had a daughter who committed suicide after she found herself isolated and scared when the university closed the campus. Jay McCurdy was a teacher of grades 7 and 8. He testified to the effects of the lockdowns on students. Pierre Attallah had two children in school and testified to the effects of the mandates on his children. Leigh Vossen was a student in university at the time of the lockdowns, and testified concerning her experiences. Kyra Pituley was a 15-year-old student in Grade 9, and she spoke about how the lockdowns and remote learning impacted her. Stephanie Foster was a teacher assistant; she had to get the vaccine to keep her job; she has had an alleged vaccine injury. Charlotte Garrett was a teacher for disabled adults; she described her alleged vaccine injury and also discussed the effect of the mandates and lockdowns on her students. Kelcy Travis, the mother of six children, described the effects the mandates had on her family and children. Chantel Kona Barreda was teaching on a reserve when the mandates were put in place; she lost her job for refusal to take the vaccine. Dianne Molstad was a teacher and a councillor for 30 years. She described her experiences with applying for a vaccine exemption. Angela Tabak spoke about her son. He was forced to take online courses and could not access his psychiatric care; he committed suicide. Dr. Patrick Provost, a university professor, was suspended for six months without pay for speaking out against the vaccines for children and questioning the narrative of the COVID-19 pandemic. He was facing the prospect of losing his tenure. Madison Peake was a student in university when the mandates were put in place. She spoke about the effect of the mandates on her education and on her family. Dr. Keren Epstein-Gilboa, an expert on childhood traumas, spoke about the effects of the mandates and masking on children. Aidan Coulter was enrolled as a student at university. He was not allowed back to classes due to vaccine mandates. Discussion of Impacts on Education Primary and Secondary Education: In response to the COVID-19 pandemic, Canadian provinces and territories transitioned primary and secondary schools to remote learning. This change was unnecessary and had numerous unrecognized or ill-considered consequences. One significant impact was the widening of the digital divide. Not all students had access to reliable Internet or technology, which led to disparities in educational attainment. Not every student had access to a safe and suitable space in which they could attempt to be home-schooled; for some, school is the only safe space available. There were also challenges in teaching certain subjects, like science and arts, which often required hands-on learning. Further, schools provide more than just education; they are a source of nutrition for many children. The government-imposed COVID-19 response brought considerable developmental challenges for primary grade children, encompassing social, mental, speech development, and disturbing increases in mental illnesses and antisocial behaviour. Social Development: Social interactions at school are pivotal in children‘s social development, teaching them to communicate, share, negotiate, and develop empathy. With school closures and social distancing measures, children have lost out on these valuable interactions. Playdates, an essential aspect of social learning and emotional understanding, have also been severely limited. This lack of social interaction can hinder children‘s ability to build social skills, establish strong relationships, and understand social norms and cues. Mental Development: The mental wellbeing of children has been significantly impacted by the pandemic. As routines and structures have been upended, children have experienced heightened stress and anxiety. The uncertainty surrounding the pandemic, fear of the virus, and reduced contact with supportive networks (friends, teachers, extended family) has exacerbated this situation. Speech Development: Speech and language skills often develop rapidly in primary grade children, supported by interactions with teachers and peers. Reduced interaction time with teachers, who play a crucial role in correcting and improving a child‘s speech, can slow speech development. Moreover, children learn language not only from explicit teaching but also from overhearing and participating in conversations. The shift to online learning limits these opportunities. Increase in Mental Illnesses and Antisocial Behaviour: The mental strain of the pandemic, along with social isolation, can lead to a range of mental health issues, such as depression and anxiety. Children may not fully understand why their routine has been disrupted, leading to feelings of confusion and stress. The pandemic also resulted in increased screen time, which can contribute to sleep issues, physical inactivity, and reduced social skills, further impacting mental health. Regarding antisocial behaviour, long-term isolation and lack of peer interactions may lead to difficulties in social situations and reduce the development of empathy and sharing habits. To mitigate these effects, it‘s important to create structures that can support children during these challenging times. This could include virtual social activities, increased access to mental health supports, structured home routines, limited and purposeful screen time, and involving children in family conversations to stimulate speech development. It‘s also crucial for adults to openly discuss the pandemic with children in age-appropriate ways to reduce fear and anxiety. Tertiary Education Colleges and universities also shifted to online learning. The abrupt transition negatively impacted the quality of education due to reduced student engagement, lack of practical learning opportunities (especially in STEM (Science, Technology, Engineering, and Medicine), medical, and technical disciplines), and networking opportunities. The government actions during the COVID-19 pandemic caused numerous disruptions to the lives of university and college students. The lockdowns and school closures have led to lost opportunities and delays that can have long-lasting implications on these students‘ educational and career trajectories. Delayed Academic Progress: With the abrupt closure of universities and colleges, many students faced delays in their academic progress. While some courses transitioned online, others, particularly lab-based or practical courses, were more challenging to adapt. This led to incomplete courses, postponements, or even cancellations, forcing students to defer their graduation dates. Lost Opportunities for Research and Internships: For many students, especially those pursuing graduate degrees, participating in research projects is a crucial part of their education. The pandemic led to the suspension of many such projects, robbing students of valuable research opportunities. Additionally, internships, a vital stepping stone to the job market, were cancelled or shifted to a virtual format, often providing a less enriching experience. Reduced Networking Opportunities: Universities and colleges provide students with various opportunities to network with professors, alumni, visiting scholars, and industry professionals. This networking often leads to job opportunities, internships, or collaborations. The transition to virtual learning has significantly reduced these opportunities. Limited Access to Campus Facilities: Access to facilities like libraries, labs, study rooms, and sports complexes significantly enrich the learning experience. The closure of these facilities due to lockdowns not only disrupted students‘ academic progress but also negatively impacted their overall university experience. Challenges in Transitioning to the Job Market: The economic downturn brought about by the pandemic has led to a challenging job market for new graduates. The lack of internships and networking opportunities due to lockdowns further compounds this problem. Loss of Campus Experience: Beyond academics, the college or university experience is often about personal growth and the creation of lifelong memories. The shift to remote learning has resulted in a loss of campus life experience, including participation in clubs, sports, cultural events, and social interactions, all of which contribute significantly to a student‘s personal development. The pandemic‘s impact on higher education was profound and led to significant delays and lost opportunities. It is crucial for institutions to find innovative ways to support students during these challenging times, such as virtual internships, online networking events, and flexible academic plans. Impacts on Mental Health Schools and universities are not just places of learning; they are also hubs of social interaction and play a significant role in mental health. The changes wrought by the pandemic have had substantial mental health impacts. Social Isolation Social isolation, a significant consequence of lockdown measures, involves reduced social interaction and physical contact with others. This abrupt shift in daily life is deeply disconcerting, especially for elementary, high school, and university students who are used to a routine packed with social interaction. This transition affected students‘ mental and emotional health, educational progress, and overall wellbeing in a variety of ways. Emotional Impact: The sudden loss of everyday contact with friends, classmates, and teachers can lead to feelings of loneliness, sadness, and frustration. For many students, school is not just a place of learning but also a vital social environment. Without these regular interactions, students may feel cut off from their social networks, leading to a sense of isolation. Mental Health Effects: Prolonged social isolation can exacerbate feelings of anxiety and depression. Human beings are innately social creatures, and isolation can create a heightened sense of stress and worry. It can also lead to a decrease in motivation and concentration, impacting students‘ academic performance. Educational Disruption: Collaborative learning opportunities have been proven to enhance understanding and problem-solving abilities. The absence of face-to-face group work can affect students‘ learning experience and engagement levels, possibly leading to a decline in academic performance. Development of Social Skills: Particularly for younger children, school is a critical setting for developing social skills, forming friendships, and understanding social norms. Social isolation can hinder the development of these critical skills. Lack of Routine: For many students, the structure and routine provided by attending school or university provide a sense of normalcy and control. The loss of this routine can create feelings of disorientation, restlessness, and anxiety. Physical Health: Reduced opportunities for physical activity (gym classes, sports teams) can lead to a more sedentary lifestyle, potentially impacting students‘ physical health and increasing feelings of lethargy or sluggishness. Loss of Support Systems: For some students, school is a safe haven, providing support systems like counselling services, mentors, and free meals. The loss of these services can exacerbate feelings of isolation and insecurity. The impacts of social isolation due to school and university closures are profound and varied, underlining the critical role that these institutions play beyond academic instruction. They‘re essential for social interaction, mental health support, and a stable routine—all of which are crucial for a student‘s holistic development. The Commission heard testimony from witnesses who stated that their children had simply dropped out of school, or had succumbed to depression and despair, with some resorting to suicide. Anxiety and Depression Several key factors have contributed to an increase in anxiety and depression among school-age students during the COVID-19 pandemic: Social Isolation and Loneliness: School closures and social distancing measures led to prolonged periods of isolation from peers, which play a crucial role in a child‘s social and emotional development. Missing out on these interactions could lead to feelings of loneliness and alienation, which could trigger or exacerbate anxiety and depressive symptoms. Disrupted Routines: School provides a structured routine that offers predictability and a sense of control to students. The sudden loss of this routine due to the pandemic could lead to feelings of uncertainty, which is a common trigger for anxiety. Online Learning Challenges: The transition to online learning presented its own set of challenges. Some students may have struggled with the lack of in-person instruction, technological issues, or lack of a conducive learning environment at home. The stress and frustration from these challenges could contribute to feelings of anxiety and depression. Fear and Uncertainty about the Pandemic: The continuous flow of news about the pandemic, coupled with fear about contracting the virus or it affecting loved ones, could lead to elevated anxiety levels. Uncertainty about the future, concerns about academic progress, and changes in exams and grading could also increase stress and anxiety. Limited Access to Mental Health Services: Many students rely on school-based services for mental health support. With schools closed, students may have found it more difficult to access these services, causing existing mental health conditions to worsen. Grief and Trauma: Some students may have lost loved ones to the virus, causing profound grief and potentially leading to depressive symptoms. Others might have had parents or caregivers working on the frontlines, causing additional worry. Increased Family Stress: With the pandemic causing economic instability and job loss, family stress levels have increased. Higher levels of family stress can lead to increased anxiety and depressive symptoms in children and adolescents. Understanding these factors is crucial for creating strategies to address the mental health crisis among students during the COVID-19 pandemic. Conclusions The COVID-19 pandemic and the subsequent government-imposed lockdowns and closures have had a profound detrimental impact on education at all levels in Canada. Although the government and public health stated that these measures were implemented to protect public health, they did not appear to have properly considered what would most surely result from the significant disruption in the educational system. Students of all ages, from primary grade children to university students, have faced unparalleled challenges, including but not limited to social isolation, mental health issues, disrupted routines, and delays in academic progression. Government actions did not fully account for the wide-ranging impacts these measures would have on the education system and the students it serves. The sudden transition to remote learning highlighted and exacerbated existing inequalities, strained resources, and put enormous pressure on both students and educators. It is essential to recognize that the impacts extend far beyond academic achievement and have deeply affected students‘ mental health and overall wellbeing. Similarly, universities and colleges imposed their own lockdowns and restrictions, which caused them to shift to virtual learning environments and dismiss students who refused or were unable to comply. The loss of in-person interaction, networking opportunities, access to campus facilities, and delays in academic progression all contribute to a vastly altered and often diminished university experience. Moreover, teachers‘ unions—facing a perceived change in working conditions, mounting pressures regarding teachers‘ safety, and the challenges of remote instruction—played a role in reinforcing the need to implement the unnecessary lockdowns and closures during the pandemic. The unions‘ actions and advocacy for teachers‘ “rights and resources,“ seemed ill-considered and appear not to have taken into account the actual data that was available as early as March of 2020. Recommendations Avoid Prolonged School Closures : Recognize that extended school closures should not be imposed in the future, as they have profound and far-reaching negative impacts on the socialization and education of children. Prioritize In-Person Learning : Ensure that in-person learning remains the primary mode of education, even during public health crises. Remote learning should only be used as a last resort and for a limited duration, and in conjunction with parental consultation. Data-Informed Decision-Making : Base any decisions related to school closures on comprehensive and up-to-date data, considering the specific needs and circumstances of each region or community. Support Vulnerable Populations : Develop targeted support systems for vulnerable students, including those with disabilities and students from low-income backgrounds. Recognize that these populations may be at higher risk than the general student population and provide specific measures to protect them. Do not impose these measures on the entire student population. Enhance Mental Health Services : Invest in mental health support services within schools to help students cope with the emotional toll of the pandemic and the challenges of social isolation. Prioritize Social and Emotional Learning : Incorporate social and emotional learning into the curriculum to help students build resilience and emotional intelligence, especially in the aftermath of the COVID-19 pandemic. Maintain Transparent Communication : Keep parents, students, and the community informed with clear and transparent communication regarding the reasons behind any decisions related to school closures or restrictions. Plan for Crisis Scenarios : Develop contingency plans that prioritize education and socialization, while maintaining health and safety during future crises. Learn from Past Mistakes : Conduct a comprehensive review of the government‘s response to the COVID-19 pandemic in education, and use the lessons learned to shape future policies that prioritize the wellbeing and education of our children. By implementing these recommendations, we can work towards a future where our education system remains resilient in the face of emergencies, ensuring that our children‘s socialization and development are protected and nurtured. Report Content Reader Page 📄 Note to Readers The content presented on this page has been adapted for online viewing and navigation. Due to formatting limitations within the web display system, certain elements—such as layout, spacing, and visual structure—may differ slightly from the original report. For the complete and fully formatted version, we encourage you to download the official PDF available on the Report Information page. The PDF reflects the report exactly as it was originally written and published.

Detailed Commissioner Report Info Referenced in the Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Report ID: Publication Date No. Of Pages: NCI-R-04 April 30, 2024 1267 April 21, 2023 Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Main Topic Purpose and Need for the NCI The National Citizens Inquiry (NCI) was established in response to growing public concerns over the Canadian government’s handling of the COVID-19 event. As the COVID-19 emergency measures unfolded, questions arose regarding the appropriateness and efficacy of the measures implemented, including lockdowns, mandates, and the deployment of COVID-19 “vaccines.” These concerns fuelled the need for a thorough examination of the impact these policies had on health, the economy, on society and civil liberties. The NCI, conceived as an independent and citizen led initiative, sought to comprehensively investigate these issues. Its primary purpose was to provide a platform for individuals and experts to share their experiences, insights, and evidence, in order to uncover the truth, hold authorities accountable, and improve future public health responses. On November 28, 2023, the NCI Commissioners released their comprehensive final report, titled Inquiry into the Appropriateness and Efficacy of the COVID-19 Response in Canada . A year later, on November 28, 2024, a supplemental report was issued as part of the NCI’s ongoing efforts to address new and emerging concerns related to the COVID-19 investigation. Having completed its original mandate of investigating the appropriateness and efficacy of the COVID-19 measures, the NCI expanded its focus. After consulting with a broad range of Canadians, the NCI recognized a significant public concern regarding the current state of children's safety in Canada. Consequently, the NCI undertook a new investigation specifically aimed at evaluating and safeguarding the well-being of children across the country. One Line Summary Heading 2 Synopsis Heading 2

7.5.8 Canada‘s Future Approval of New Pharmaceuticals 7.5.8 Canada‘s Future Approval of New Pharmaceuticals Introduction The Commission heard testimony regarding Canada‘s intended changes to the process under which certain pharmaceuticals are given approval in Canada. Based on the testimony, the Commission has concerns that the Government of Canada intends to apply a fast-track approval system to bring other, new pharmaceutical products to Canadian markets based on a new regulatory framework that appears to limit or eliminate the need to prove safety and efficacy. Deanna McLeod She explains how a new, expedited pathway allows for changes in traditional clinical trial processes. These changes remove the need to prove drug safety with level 1 evidence (RCTs). (Winnipeg: April 13, 2023) As discussed elsewhere in this Report, normally, vaccine development has a timeline of 5–10 years which involves first demonstrating safety in cells, tissues, and animals—through in vitro and animal testing—followed by three phases of human trials. This system is intended to test and prove the safety of drugs prior to approval for use in human populations. The NCI heard that in-vitro and animal testing—prior to human trials—is critical to demonstrate safety in non-humans prior to proceeding to test in humans. This provides some degree of safety when designing studies in humans to monitor potential safety issues. This is a cornerstone of the clinical development process. The process follows the precautionary principle to determine possible safety signals to be monitored, not only in the short-term but also over time. When Health Canada considers approving a drug, the drug company must demonstrate safety through each of the phases of testing. Approval is generally based on randomized-controlled trials, which are the only evidence that can prove safety and efficacy. In order to receive authorization to market a drug in Canada, a manufacturer must demonstrate safety, efficacy, and that the benefits of drug outweigh the risks. The precautionary principle that underpins today‘s approval regulations resulted from regulatory reform implemented after the drug Thalidomide caused widespread harm to women and babies—as a result of being approved to treat morning sickness without first demonstrating that it was safe. The precautionary principle is particularly important in the area of drugs known as biologics since these products have the ability to affect the human body in a profound way. The NCI heard that an abundance of caution should govern the testing and approval of novel biologics, which include gene therapy. The standard for safety testing set out by the FDA for biologics is 15 years. Industry-Designed Backdoor Approval The NCI heard that starting in 2016, industry-advocacy groups pushed for changes to the regulatory framework in Canada. Pressure was placed on Canada to attract new investment by overcoming barriers to innovation. The barriers to innovation include Canada‘s high safety standards for drug approval. This spurred the formation of several initiatives such as the Advisory Council for Economic Growth and the Health and Biosciences, Economic Strategy Table to study and produce reports relating potential reform of Canada‘s regulatory process. A new regulatory pathway was subsequently created as a type of backdoor approval for certain drugs. The new pathway allows for expedited clinical trials and product authorizations. The new process was adopted into law by burying it in an omnibus bill in December 2020. Under this new rule, the Minister of Health can designate a drug to follow the new approval process. Notably the Minister of Health in Canada at this time had no medical background but was an economics expert. Therefore, Canada‘s new approach to advanced therapeutic treatments is to Maintain appropriate, yet flexible, regulatory oversight, Promote innovation in drug and medical device development, Ensure high standards for patient safety, product quality, efficacy, and effectiveness, and Reduce barriers to bringing advanced therapeutic treatments to market in Canada, thus providing access to new, potentially life-changing treatments It is notable that three of the four points above relate to promoting economic development and profit relating to therapeutics. The COVID-19 vaccines were the first therapeutics that followed this new process. The concerns that have arisen from the safety of the COVID-19 vaccines demonstrate exactly the problem with prioritizing innovation and economics over safety. The Commission heard testimony that the Government of Canada intends to use this expedited approval framework for more novel products in the future. The motivation behind creating this new regulatory process appears to be economic, namely, to grow Canada‘s economy and attract foreign investment. While these may be laudable goals, the Commission is concerned that prudent safety standards are being sacrificed in order to meet economic goals. Recommendations A. Revocation of New COVID-19 Regulations: The Commission recommends that the new regulatory process be revoked and that Health Canada return to approving all therapeutics on its historical safety requirements. B. Maintain Rigorous Safety Standards: Prioritize patient safety by maintaining rigorous safety standards for drug approval. The safety of new pharmaceuticals should be thoroughly demonstrated through preclinical and clinical trials before approval. C. Transparency in Regulatory Changes: Ensure transparency in any regulatory changes related to pharmaceutical approvals. Changes in the approval process should be subject to public consultation and should be clearly communicated to stakeholders, including healthcare professionals and the public. D. Independent Expertise: Appoint experts with relevant medical and scientific backgrounds to key positions in the regulatory process. Decision-makers, such as the Minister of Health, should have a strong understanding of medical and scientific principles to make informed decisions about drug approvals. E. Balancing Innovation and Safety: Find a balance between promoting innovation and ensuring safety. While innovation is important for advancing healthcare, it should not come at the expense of patient safety. Consider the potential long-term effects of novel drugs on public health. F. Monitoring and Post-Market Surveillance: Strengthen post-market surveillance of approved pharmaceuticals. Continuous monitoring of drugs once they are on the market is crucial to detect and address any safety concerns that may arise over time. G. Independent Safety Review: Establish an independent body or commission responsible for conducting safety reviews of pharmaceuticals, especially novel biologics and gene therapies. This body should be free from industry influence and focused solely on patient safety. H. Public Health Impact Assessment: Conduct thorough assessments of the potential public health impact of new drugs, particularly in the context of pandemics or health emergencies. Consider both short-term and long-term consequences on public health. I. Ethical Considerations: Incorporate ethical considerations into the approval process. Ensure that the potential benefits of new pharmaceuticals outweigh the risks and that patient autonomy and Informed Consent are respected. J. Regular Reviews of Regulatory Frameworks: Periodically review and update regulatory frameworks to adapt to advances in medical science and changing public health needs. Regulatory changes should prioritize safety while facilitating timely access to beneficial treatments. K. International Best Practices: Benchmark Canada‘s regulatory processes against international best practices. Learn from the experiences of other countries with strong pharmaceutical regulatory systems. L. Public Awareness and Education: Enhance public awareness and education about the drug approval process, including the rigorous testing and safety measures in place. Informed patients can make better decisions about their healthcare. M. Monitoring Economic Impact: While promoting economic development is important, closely monitor the economic impact of regulatory changes. Ensure that economic goals do not compromise patient safety, and make necessary adjustments if conflicts arise. These recommendations aim to strike a balance between promoting innovation and safeguarding patient safety in Canada‘s pharmaceutical approval process. It‘s crucial to prioritize public health and long-term safety while fostering an environment conducive to innovation and economic growth in the pharmaceutical industry. Report Content Reader Page 📄 Note to Readers The content presented on this page has been adapted for online viewing and navigation. Due to formatting limitations within the web display system, certain elements—such as layout, spacing, and visual structure—may differ slightly from the original report. For the complete and fully formatted version, we encourage you to download the official PDF available on the Report Information page. The PDF reflects the report exactly as it was originally written and published.

Detailed Commissioner Report Info Referenced in the Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Report ID: Publication Date No. Of Pages: NCI-R-04 April 30, 2024 1267 March 17, 2023 Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Main Topic Purpose and Need for the NCI The National Citizens Inquiry (NCI) was established in response to growing public concerns over the Canadian government’s handling of the COVID-19 event. As the COVID-19 emergency measures unfolded, questions arose regarding the appropriateness and efficacy of the measures implemented, including lockdowns, mandates, and the deployment of COVID-19 “vaccines.” These concerns fuelled the need for a thorough examination of the impact these policies had on health, the economy, on society and civil liberties. The NCI, conceived as an independent and citizen led initiative, sought to comprehensively investigate these issues. Its primary purpose was to provide a platform for individuals and experts to share their experiences, insights, and evidence, in order to uncover the truth, hold authorities accountable, and improve future public health responses. On November 28, 2023, the NCI Commissioners released their comprehensive final report, titled Inquiry into the Appropriateness and Efficacy of the COVID-19 Response in Canada . A year later, on November 28, 2024, a supplemental report was issued as part of the NCI’s ongoing efforts to address new and emerging concerns related to the COVID-19 investigation. Having completed its original mandate of investigating the appropriateness and efficacy of the COVID-19 measures, the NCI expanded its focus. After consulting with a broad range of Canadians, the NCI recognized a significant public concern regarding the current state of children's safety in Canada. Consequently, the NCI undertook a new investigation specifically aimed at evaluating and safeguarding the well-being of children across the country. One Line Summary Heading 2 Synopsis Heading 2

Detailed Commissioner Report Info Referenced in the Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Report ID: Publication Date No. Of Pages: NCI-R-04 April 30, 2024 1267 April 14, 2023 Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Main Topic Purpose and Need for the NCI The National Citizens Inquiry (NCI) was established in response to growing public concerns over the Canadian government’s handling of the COVID-19 event. As the COVID-19 emergency measures unfolded, questions arose regarding the appropriateness and efficacy of the measures implemented, including lockdowns, mandates, and the deployment of COVID-19 “vaccines.” These concerns fuelled the need for a thorough examination of the impact these policies had on health, the economy, on society and civil liberties. The NCI, conceived as an independent and citizen led initiative, sought to comprehensively investigate these issues. Its primary purpose was to provide a platform for individuals and experts to share their experiences, insights, and evidence, in order to uncover the truth, hold authorities accountable, and improve future public health responses. On November 28, 2023, the NCI Commissioners released their comprehensive final report, titled Inquiry into the Appropriateness and Efficacy of the COVID-19 Response in Canada . A year later, on November 28, 2024, a supplemental report was issued as part of the NCI’s ongoing efforts to address new and emerging concerns related to the COVID-19 investigation. Having completed its original mandate of investigating the appropriateness and efficacy of the COVID-19 measures, the NCI expanded its focus. After consulting with a broad range of Canadians, the NCI recognized a significant public concern regarding the current state of children's safety in Canada. Consequently, the NCI undertook a new investigation specifically aimed at evaluating and safeguarding the well-being of children across the country. One Line Summary Heading 2 Synopsis Heading 2

Detailed Commissioner Report Info Referenced in the Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Report ID: Publication Date No. Of Pages: NCI-R-04 April 30, 2024 1267 April 20, 2023 Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Main Topic Purpose and Need for the NCI The National Citizens Inquiry (NCI) was established in response to growing public concerns over the Canadian government’s handling of the COVID-19 event. As the COVID-19 emergency measures unfolded, questions arose regarding the appropriateness and efficacy of the measures implemented, including lockdowns, mandates, and the deployment of COVID-19 “vaccines.” These concerns fuelled the need for a thorough examination of the impact these policies had on health, the economy, on society and civil liberties. The NCI, conceived as an independent and citizen led initiative, sought to comprehensively investigate these issues. Its primary purpose was to provide a platform for individuals and experts to share their experiences, insights, and evidence, in order to uncover the truth, hold authorities accountable, and improve future public health responses. On November 28, 2023, the NCI Commissioners released their comprehensive final report, titled Inquiry into the Appropriateness and Efficacy of the COVID-19 Response in Canada . A year later, on November 28, 2024, a supplemental report was issued as part of the NCI’s ongoing efforts to address new and emerging concerns related to the COVID-19 investigation. Having completed its original mandate of investigating the appropriateness and efficacy of the COVID-19 measures, the NCI expanded its focus. After consulting with a broad range of Canadians, the NCI recognized a significant public concern regarding the current state of children's safety in Canada. Consequently, the NCI undertook a new investigation specifically aimed at evaluating and safeguarding the well-being of children across the country. One Line Summary Heading 2 Synopsis Heading 2

Detailed Commissioner Report Info Referenced in the Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Report ID: Publication Date No. Of Pages: NCI-R-04 April 30, 2024 1267 May 13, 2025 Report National Citizens Inquiry (NCI) Investigation: Are Children Safe in Canada April 30, 2025 Main Topic Purpose and Need for the NCI The National Citizens Inquiry (NCI) was established in response to growing public concerns over the Canadian government’s handling of the COVID-19 event. As the COVID-19 emergency measures unfolded, questions arose regarding the appropriateness and efficacy of the measures implemented, including lockdowns, mandates, and the deployment of COVID-19 “vaccines.” These concerns fuelled the need for a thorough examination of the impact these policies had on health, the economy, on society and civil liberties. The NCI, conceived as an independent and citizen led initiative, sought to comprehensively investigate these issues. Its primary purpose was to provide a platform for individuals and experts to share their experiences, insights, and evidence, in order to uncover the truth, hold authorities accountable, and improve future public health responses. On November 28, 2023, the NCI Commissioners released their comprehensive final report, titled Inquiry into the Appropriateness and Efficacy of the COVID-19 Response in Canada . A year later, on November 28, 2024, a supplemental report was issued as part of the NCI’s ongoing efforts to address new and emerging concerns related to the COVID-19 investigation. Having completed its original mandate of investigating the appropriateness and efficacy of the COVID-19 measures, the NCI expanded its focus. After consulting with a broad range of Canadians, the NCI recognized a significant public concern regarding the current state of children's safety in Canada. Consequently, the NCI undertook a new investigation specifically aimed at evaluating and safeguarding the well-being of children across the country. One Line Summary Heading 2 Synopsis Heading 2