As a teacher, I can see the impact of underfunded schools in my classroom on a daily basis. Most recently, I have noticed fieldtrips to be almost impossible to have.

The wait times for repairs in our school (painting, window repair, faulty plumbing) ... is TWO YEARS. There are not enough trades people working with the Board to handle the need for maintenance.

: I heard that the provincial government cut a lot of money from the Toronto District School Board. We need more funding.

The number of students who are struggling with anxiety and mental health is

staggering. There is simply not enough support staff - Social Workers, CYW's, administrators, to follow up and connect students and families to the resources they need.

Proper funding is essential to restore the necessary supervision for our students.

Many students who were once aided by a special needs assistant or education assistant no longer have one to help them.

I’m torn because I shouldn't be funding my class, but if I don't I can't have inquiry based activities students deserve.

The simplest solution for so many issues, and has been proven time and time again, that small class sizes leads to a plethora of positive outcomes.

This environment undermines their ability to develop crucial coding and problem-solving skills, which are vital for their academic and future professional success.

The cutbacks have reduced the number of staff available for occasional work, resulting in a severe shortage of substitute teachers in the school system

Schools need to be properly funded so that we can have a safe and conducive environment for learning.

Currently, I’m teaching three classes of 30 high school English students, and it has highlighted to me the desperate need for more funding in Ontario schools. Due to a lack of funding, my school does not have a full-time special education EA to support over 1000 students.

The students come with a wide variety of life circumstances and needs and my classroom is becoming increasingly complex.

: Teaching a large classroom of destreamed grade 9 science students leads to a number of challenges with one teacher in the classroom. There is a wide gap between the student achievement in the destreamed courses, students have high 90's or low 40's for their grades, showing the disparity between the students learning skills and needs.

This winter, I had no heat in my classroom at all. My students were nice about it and didn’t complain but did express that it was cold. Some never took their winter jackets off.

Our students this year were really excited to have the opportunity to perform a dissection for their biology class. I was planning on ordering a full kit because our school had never had a dissection before. It would be the first one ever!

A lack of teachers and supply teachers has meant: a halt on excursions for students, and cancelled classes. We also have fewer resources for students with needs, including educational assistants and mental health supports.

The number of times the bus company has called our house informing us that the morning bus would be late picking up my kids is too many to count. How many hours of lost instruction has resulted from cuts to transportation-related education funding?

As grade 9 English is now destreamed, this class was comprised of students with a wide range of learning abilities and needs, including students with special education needs and Individualized Education Plans, and three students with complex needs involving developmental, cognitive, and learning special needs.

We were told that supports would be put in place to help struggling students in de-streamed classes. It never materialized. As always, it falls to the teachers to puck up the pieces and make misguided policies somehow work.