There is an exhaustion settling over Alberta’s staffrooms this spring. It isn’t the usual end-of-term fatigue; it is a profound sense of moral distress. With the implementation of Bill 25, An Act to Remove Politics and Ideology from Classrooms and Amend the Education Act and its mandates for “classroom neutrality,” teachers are continuing to see a shift in the province’s relationship with its educators. Alberta is moving away from a system built on professional trust and toward one built on heightened scrutiny and suspicion. This simply does not work and is unsustainable.
The government’s push for “neutrality” is framed as a way to protect students from “ideology.” However, the absence of a clear commitment to inclusion and safety within classrooms and schools doesn’t create a neutral space. If anything, it risks reaffirming the biases of the loudest voices.
When teachers are told to remain “unbiased” on issues that touch on human identity and safety, we are being placed in an untenable position as professionals. There is no “neutral” way to witness a student or group of people being marginalized. And what about teaching critical thinking? By imposing a “both-sides” approach to human rights or well-established historical understanding, the province is forcing teachers into a state of moral injury.
They do not need legislation to remain professional; they need the autonomy to be the teachers their students deserve.
This lack of trust is a large part of our current teacher retention crisis. In addition to supporting a complex class, teachers now must navigate an ambiguous “neutrality” mandate while striving to remain compassionate and responsible professionals. Why would a new graduate enter a profession where their judgment is treated as a liability? Why would a veteran teacher stay if their 20 years of experience isn’t being valued?
Education is, by its very nature, an act of trust. Parents trust us with their children; society trusts us with the future. I have always been honoured that, as a teacher, I could work hand in hand with parents to help their children become empathetic, engaged and thoughtful adults. Adults who think critically and don’t ignore marginalized issues; adults who want everyone around them to be able to live their best life.
Professional trust means acknowledging that teachers are not “delivery mechanisms” for a sanitized curriculum. They are highly educated professionals capable of navigating complex, nuanced conversations with skill, grace and objectivity. They do not need legislation to remain professional; they need the autonomy to be the teachers their students deserve.
For teachers feeling this moral distress, this is not a sign of weakness. It is proof that you refuse to let your classroom become a place where silence is mistaken for “neutrality.” It is proof you want to teach students in a way that encourages growth and thoughtfulness, not complacency. It is time for the government to trust your judgment, not question it.
I welcome your comments. Contact me at kristine.wilkinson@ata.ab.ca.
Editor-in-Chief, ATA News
