As a Grade 12 student in Manitoba, I’ve seen firsthand the reality of Canada’s education system—and it is worrying. Relative to countries like Singapore, South Korea, and Japan, Canada is falling behind. And that decline does not stop at the classroom—it echoes across our economy, workforce, and national progress.
Let’s face it: our education system has grown too lenient, over-focusing on “inclusivity” to the detriment of academic standards. The idea that we must slow down to include everyone may sound noble — but in practice, it often means holding back those who are ready to push forward. It is like when government subsidies favor one group over another — the entire system suffers. The supported may become dependent, while the overlooked lose motivation. In both education and economics, when merit takes a back seat, everyone falls behind.
One major symptom of Canada’s declining educational standards is grade inflation. According to the Fraser Institute, average high school grades have risen significantly over the past few decades, while standardized test scores have stayed flat. For example, the average entrance grade at the University of British Columbia jumped from 70% in 1980 to 87% in 2018. This doesn’t mean students are learning more—it means the bar has been lowered. In an effort to promote inclusivity or self-esteem, students who perform poorly are often awarded higher grades than they’ve earned. As a result, stronger students must now achieve even higher marks just to stand out. What used to be signaled by a 70% now requires an 87%. This disconnect between grades and actual ability creates a false sense of achievement—one that often collapses in university or the workforce, where standards are less forgiving.
Education and the economy are more connected than people realize. School is supposed to prepare us for real-world challenges, for jobs, for innovation. But when students are not expected to meet high standards, and when teachers aren’t empowered to challenge us, we walk into the job market unprepared and overconfident—only to be hit with the harsh truth that real life doesn’t hand out participation trophies.
Look at the numbers. The Programme for International Student Assessment (PISA) in 2022 shows that students from high-performing countries score significantly higher than Canadian students. Singapore’s average score: 575 in math, 543 in reading, and 561 in science. Canada? Respectable, but noticeably behind—497 in math, 507 in reading, and 515 in science. That’s not just a gap—it’s a warning sign.
Why is this happening? The answer is uncomfortable: our schools have become too focused on accommodating everyone, even if it means lowering the bar. Take Ontario’s decision to “de-stream” Grade 9 math, for example. The goal was to promote equity—but many teachers now report that without proper support, advanced students are disengaged, while struggling students still aren’t getting what they need. Equality shouldn’t mean everyone gets the same—it should mean everyone gets what they need to succeed. That includes challenges.
We need to rethink how we define support in education. Raising standards doesn’t mean leaving students behind—it means expecting more while giving each learner the tools to meet those expectations. That starts with bringing more academic challenges into the classroom, especially for students who are ready to go further. Schools should offer layered pathways, including advanced or enrichment tracks that allow high-performing students to push themselves, while still providing strong scaffolding for those who need extra help. True equity isn’t about lowering the bar—it’s about helping every student reach it.
Yes, mental health is important—but countries like Singapore prove that it’s possible to challenge students while also supporting their emotional well-being through better teacher training and a stronger school culture. Canada can do the same—if we choose to.
Let’s be real about how students spend their time—and how our education system responds. Phones are constantly in class, distracting students and disrupting lessons. A 2021 survey by the CTF found that over 60% of teachers reported frequent student distractions due to phone use during class, negatively affecting lesson flow and attention.
At the same time, endless extensions for assignments have become the norm. Policies like Ontario’s “Growing Success” eliminate late penalties and encourage multiple reattempts, creating a culture where deadlines lose meaning.
The real world doesn’t wait. Deadlines matter. Responsibility matters. If our schools continue down this path, they risk sending the message that academic rigor and accountability are optional—something to be negotiated or postponed. We need to reflect the realities of life and work in our classrooms now, not later.
In conclusion, the current system is setting us up for failure. We’re sacrificing long-term success for short-term comfort. Meanwhile, countries that prioritize excellence are pulling ahead—in technology, innovation, and economic growth. The question is: will Canada have the courage to demand excellence once again, to raise a generation capable of leading, building, and innovating? Or will we allow complacency to define our future and watch our nation quietly fall behind?
The clock is ticking. The choice is ours. Let’s not wait until it’s too late.
This piece solely expresses the opinion of the author and not necessarily the magazine as a whole. SpeakFreely is committed to facilitating a broad dialogue for liberty, representing a variety of opinions. Support freedom and independent journalism by donating today.
