B.C. Schools Urged to Address Bullying and Support Children

Concerns are mounting over the ability of British Columbia (B.C.) schools to protect children from bullying and adequately support those with special needs. A Surrey parent, Rachel Thexton, has shared her troubling experience with her eight-year-old son, highlighting serious deficiencies in school environments that should foster safety and inclusion.

Thexton describes her son as kind and well-behaved, but his experience shifted dramatically after transitioning from a preschool in Burnaby to a public school in the area. She reports that the bullying began shortly after he started kindergarten, accompanied by inadequate supervision during recess and lunch breaks. Despite her efforts to escalate the issue to school authorities, she felt that neither the school nor the school board took appropriate action, leaving her son vulnerable.

In an attempt to find a better educational setting, Thexton and her family moved to Surrey, where they enrolled their son in what they believed to be one of the top public schools in the province. This school emphasizes outdoor learning and aims to accommodate various learning needs. Unfortunately, they encountered similar issues, as their son faced bullying from peers, leading to feelings of exclusion and anxiety. Thexton noted that her son began returning home with uneaten lunches, a clear sign of distress.

In October 2023, Thexton withdrew her son from the Surrey elementary school, citing ongoing bullying and its detrimental effects on his mental health. Despite the dedicated staff trying their best, she argues that the broader educational system lacks the necessary tools and resources to effectively support children with conditions such as ADHD.

A report by Raising Canada indicates that approximately 70 percent of Canadian youth aged 12 to 17 have experienced bullying in the past year. As mental health challenges among young people rise, Thexton urges that this issue be taken seriously. She emphasizes that the developmental years of children are crucial for shaping their futures, yet current strategies for addressing bullying and supporting neurodiverse children seem inadequate.

Thexton advocates for a renewed commitment to anti-bullying policies and increased understanding of ADHD within schools. She stresses that children with ADHD require not only understanding from teachers and peers but also the presence of trained specialists who can monitor interactions closely. Bullying often intensifies in the absence of adult supervision, leading to lasting emotional damage for those affected.

Many parents in B.C. share similar frustrations, with some opting to homeschool or seek alternative educational environments. Thexton highlights the sacrifices families make, from traveling long distances for suitable schools to financially challenging decisions, all in hopes of providing a safe and nurturing environment for their children.

She points out the challenges faced by families who cannot afford to homeschool or who work outside the home, especially newcomers to Canada who are already adjusting to a new life. Thexton stresses that the educational system must offer more than just basic subjects like math and gym; it must include compassion, individualized attention, and robust resources to support neurodivergent children.

The call for action is clear: schools must adopt a zero-tolerance policy towards bullying and enhance their support systems for all students. Thexton contends that every child deserves a safe and inclusive educational experience, stating, “My child deserves this as part of his education, and so does yours.”

As discussions around mental health and inclusion gain traction, it is imperative that B.C. schools take meaningful steps to address these critical issues, ensuring that all students can thrive in a supportive environment.