Kids deserve better

As much as I cling to hope, I recognize the ominous circumstances and questionable future that our young people stand to inherit.

Youth are navigating a world plagued with the existential dangers of climate change, artificial intelligence, political polarization and rising military armament, among other disconcerting trends. While schools cannot entirely ameliorate these issues, I am inspired by the words of Amina Mohammed, the United Nations deputy secretary-general, who declared teachers to be the “guardians of our future.”

Our future integrally depends on the learning, healthy development and empowerment of young people. With the upcoming Manitoba school board elections, I invite readers, voters and prospective candidates to consider how to support the practices of these guardians so we may ensure a brighter tomorrow.

First, I believe we are in — or entering — a community mental-health crisis. There is a resounding body of peer-reviewed research outlining the declining trends in the mental health of youth, parents and teachers. In May 2026, Doctors Manitoba stated its concern that the technology consumption habits of youth rivalled the health detriments of drinking and smoking. Many parents are stressed, economically struggling and need assistance. How might schools mitigate these precarious developments?

Second, are we adequately empowering and resourcing our public-school teachers? The Manitoba Teachers’ Society has become increasingly vocal, highlighting the escalation of school violence, staffing shortages, chronic underfunding and otherwise difficult teaching conditions. Further, there are direct correlations between teachers’ own vitality and their ability to facilitate learning. Public distrust of teachers and efforts to constrain their occupational autonomy exacerbate these challenges. How should we support teachers’ professionalism and longevity in the classroom?

Third, discrimination against queer youth and educational staff has proliferated in recent years. Teachers have the professional and legal responsibility to uphold our provincial human rights code and are obligated to cultivate safe and inclusive classrooms. Queer youth are disproportionately more likely to encounter bullying, academic disruption and consequential mental health challenges due to these systemic barriers. How are we protecting the human rights of youth and staff in schools?

Fourth, this past summer the United Nations regrettably declared that humanity would fail the goals of the Paris Agreement and that the worst outcomes of climate change are now inevitable. In 2019, eminent youth climate activist Greta Thunberg proclaimed, “I don’t want your hope. I don’t want you to be hopeful. I want you to panic.”

I vehemently believe we need stark action and societal adaptations. Is climate education a legitimate school priority? If so, are we modelling dietary revisionism, lifestyle adaptations and otherwise engaging staff and youth in provocative discussion?

Fifth, how are schools respectfully and authentically Indigenizing school function? There is so much wisdom to be drawn from Indigenous perspectives on the ideals of respect, reciprocity and relationship. How are the insights of Indigenous elders and knowledge keepers being exalted? And how are we demonstrating our relentless commitment to truth and reconciliation in an era of murmuring denialism?

Finally, how are schools safeguarding the joy, laughter, kindness and hope of our young people? This may seem trivial, but it is axiomatically paramount. I acknowledge the integral value of music, dance, arts, outdoor and land-based education, particularly in this expansively digitized world.

In addition to cultivating such esthetic learning experiences, civics education has perhaps never become so dire, as youth need to be introduced to diverse world views to foster their empathetic and compassionate attitudes toward their fellow citizens. Are schools enshrining diversity, equity and inclusive policy into daily life? Are youth routinely relishing the beauty of nature and the arts as a part of their daily learning journeys?

I encourage my fellow citizens to question the positions of their local candidates. While schools cannot necessarily mitigate all societal woes, teachers — the “guardians of our future” — may incrementally ensure our youth inherit a better tomorrow.

Jordan Laidlaw holds a Ph.D. in educational administration.