New Brunswick child and youth advocate Kelly Lamrock wants the provincial government to stop blaming inclusive education for poor academic scores. In a new report released Monday, Lamrock urges the province to delay its review of the inclusion policy. He says the real issues are delayed early intervention, student exclusion, and unequal access to early French immersion. You can read the full details in the original CBC News report.

The Real Problem Is Delayed Intervention

Lamrock challenges the idea that inclusion causes declining literacy rates. He points out that literacy rates in the anglophone sector jumped from 50 percent to over 80 percent between 2000 and 2015 while inclusion was active. The actual problem is how the province applies the policy. Lamrock reviewed files of teenagers in crisis and found a shocking trend. Schools identify serious risk factors by age seven but wait an average of five years to provide coordinated services.

“The problem is not that we include too many troubled 13 year olds,” Lamrock wrote. “The problem is that we don’t act quickly to help seven year olds in trouble.”

Ending Student Exclusion

The advocate demands accountability for schools that exclude students. This includes sending students home for partial days or placing them in seclusion rooms. Lamrock notes that school districts continue to use seclusion rooms for disruptive students without clear legal authority. He recommends requiring every school to track and reduce these practices annually. You will find this approach creates better systems to help students early on.

Equal Access to French Immersion

Lamrock also calls for equal access to Grade 1 early French immersion. Currently, schools place 93 percent of students with personalized learning plans and over 80 percent of new Canadian students in English prime classrooms. He wants the province to amend the Education Act to guarantee equal access with appropriate supports by the end of 2027.

Advocates and Teachers Demand Resources

Local advocacy groups agree with the report. Andrea Randon of Inclusion NB says the province must move beyond good intentions and ensure every student gets the support they deserve. Haley Flaro of Ability New Brunswick notes that students wait years to see school psychologists or occupational therapists.

“It’s not the policy that’s the problem,” Flaro said. “It’s the resources, it’s the training, it’s the supports that are needed.”

Heidi Ryder, president of the New Brunswick Teachers Association, adds that teachers cannot wait indefinitely for better resources. She says schools need sustained investment in the people and services that make inclusion work.

Frequently Asked Questions

What is the main finding of the child and youth advocate report?

The report finds that inclusive education is not responsible for poor academic scores in New Brunswick. The real issues are delayed early intervention, lack of resources, and student exclusion.

How long do students wait for intervention services?

Schools often identify risk factors by age seven but take an average of five years to provide coordinated services to those students.

What changes does the advocate recommend for French immersion?

Kelly Lamrock recommends amending the Education Act to ensure all students have equal access to Grade 1 early French immersion with the right supports.