Ontario Schools Face Funding Crisis as Parent Fundraising Rises

As the back-to-school season approaches, many Ontario parents are bracing for requests from schools for fees, supplies, and fundraising support. This situation raises an important issue: why have Ontario schools become increasingly reliant on direct fundraising from families? Despite the Ontario government’s claims of record spending on education, analysis reveals significant shortfalls in funding that affect essential services.

A recent report from the Canadian Centre for Policy Alternatives (CCPA) highlights the impact of underfunding in Ontario schools. According to the report, despite the complexities introduced by the pandemic, the Ontario government increased class sizes, cut funding, and allowed the backlog for school infrastructure repairs to soar to nearly $17 billion. Projections from Ontario’s Financial Accountability Office indicate that the education system could face a staggering $12.3 billion shortfall over the next decade.

Economic data shows that Ontario’s overall spending on public services is lagging behind other provinces. In 2017, spending averaged roughly $2,000 less per person annually than in other Canadian provinces, even amid strong provincial GDP growth of 9 percent in 2021 and 6.6 percent in 2022. With recent budgets earmarking $28 billion for highways over the next ten years, the prioritization of education funding appears to be lacking.

“The students who suffer the most are the ones who are in our ESL programs and who are in our special education programs.”

This underinvestment has dire implications for the quality of education in Ontario. Families with children needing special education services have long voiced concerns about inadequate testing and support, a direct consequence of insufficient funding. In a statement issued by Ontario’s principals and educators in February 2025, they warned that chronic underfunding threatens the foundational quality of education that students deserve.

The challenges faced by school boards in managing budget shortfalls are exacerbated by the need to increase fundraising efforts. Many schools are now asking parents to contribute more, while principals are encouraged to seek private sector sponsorships. This pressure has led to the introduction of fees for extracurricular activities, placing additional burdens on families. Moreover, the loss of materials for libraries, arts programs, and performance spaces is becoming a troubling trend.

Educators participating in recent studies emphasized that many parents may not fully grasp the extent of the funding crisis affecting their children’s schools. The educators, who have years of experience, expressed their concerns candidly. One educator noted the drastic reduction in special education resource teachers, while another highlighted the absence of music teachers in local schools.

Recent actions by the Ontario government, including appointing supervisors to some school boards due to reported deficits, raise further concerns about political interference in public education. This move, seen by some as an attempt to exert control, may limit public oversight regarding financial decisions at the board level. Critics argue that rather than addressing the funding issue, these actions could distract from the urgent need for increased resources.

As Ontario’s education system continues to grapple with these challenges, the importance of sustained financial investment in public education cannot be overstated. A robust public education system is vital not only for current students but also for the long-term welfare of society. History shows that significant political will is required to secure equitable funding for all students.

To ensure that public education remains a priority, ongoing advocacy from parents and community members is essential. Engaging with school councils and directly communicating with the Ministry of Education can help emphasize the need for fair and sustainable funding. By addressing these issues collectively, Ontario can work towards an education system that not only meets the needs of today’s students but also preserves the legacy of public education for future generations.

Lana Parker, who conducted the research on this topic, is affiliated with the Public Education Exchange and receives funding from the Canadian Social Sciences and Humanities Research Council.