British Columbia Schools Face Criticism Over Bullying Issues

Concerns over the treatment of children in British Columbia’s public school system have grown, particularly regarding bullying and support for neurodiverse students. A Surrey parent, Rachel Thexton, shared her distressing experiences with her son, who has faced significant challenges since entering the public education system.

Thexton describes her son as a kind and bright child, emphasizing that his issues began upon leaving a supportive preschool environment in Burnaby. After starting kindergarten at a local public school, he encountered bullying and a lack of adequate supervision during recess and lunch breaks. Despite Thexton’s efforts to escalate these matters to school officials, she felt that neither the school nor the school board took meaningful action to protect her son.

In search of a better educational experience, Thexton and her family relocated to Surrey, where they hoped to find a school that could meet her son’s needs. They believed they found a promising option, characterized by a focus on outdoor learning and flexibility for various learning needs. Unfortunately, Thexton reports that her son continued to experience bullying, which left him feeling excluded and anxious. His emotional well-being deteriorated to the point where he began returning home with uneaten lunches and expressions of distress.

In October 2023, Thexton made the difficult decision to withdraw her son from the Surrey elementary school after ongoing bullying had a negative impact on his mental health. While acknowledging the dedication of the school staff, she expressed concern that the broader educational system lacks sufficient tools and resources to support children with conditions such as ADHD, especially in the face of bullying.

A report from the organization Raising Canada reveals that an alarming 70 percent of Canadian youth aged 12 to 17 have experienced bullying in the past year, with the incidence of mental illness among youth on the rise. Thexton points out that bullying is starting at increasingly younger ages, a trend she has witnessed firsthand in elementary schools across Greater Vancouver.

As mental health challenges among young adults continue to escalate, Thexton raises essential questions about the effectiveness of current strategies aimed at protecting children. She advocates for preventive measures that focus on the mental and emotional well-being of students, particularly those with ADHD. According to Thexton, children with ADHD require understanding, supervision, and support from both teachers and peers to thrive in a school environment.

Thexton’s frustrations resonate with many parents in the Lower Mainland, where families are increasingly seeking alternatives to traditional schooling. Some parents have turned to homeschooling or opted for schools that cater to specific needs, often incurring significant financial and logistical challenges in the process. Thexton highlights the plight of families who cannot homeschool due to work commitments or those who have recently immigrated to Canada.

The need for inclusive educational practices is paramount. Thexton argues for a commitment to zero tolerance regarding bullying, asserting that current measures are insufficient. She believes all children, regardless of their backgrounds or challenges, deserve an educational environment that fosters compassion, individual attention, and support.

The conversation around bullying and mental health in British Columbia schools is critical. As parents like Thexton continue to advocate for change, it becomes increasingly clear that systemic improvements are necessary to ensure all children receive the protection and support they need to thrive academically and socially.