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The Conversation
The Conversation
National
Kenneth MacKinnon, Instructor in Educational Leadership, Western University

To serve school communities and address inequities after COVID-19, principals must become activists

What might schools' pandemic responses have looked like if principals had been provided with the resources and decision-making abilities they need to serve their communities? THE CANADIAN PRESS/Paul Chiasson

A survey of Ontario principals about COVID-19 challenges and specific school issues like technology found that in the pandemic principals were hearing “about province-wide education policy decisions at the same time as the public received news.” This “did not support schools in navigating the rapidly changing pandemic landscape.”

The 2020-21 report on Ontario schools was compiled by People for Education, a charitable organization that supports public education rough research, policy and public engagement. More than 1,000 principals (1,173) participated in a fall 2020 survey; 209 principals completed a spring 2021 follow-up survey, and 20 principals were interviewed June 2021.

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