Over the past two decades, class size policies in Ontario have shifted significantly, particularly in 2019 when the government proposed increases, impacting both students and educators. Research indicates that 5–15% of children have disruptive behaviour disorders, meaning most classrooms include students who require additional support (Ontario, 2019). Larger class sizes limit teacher-student interaction, making it harder to build strong relationships, provide individualized support, and effectively meet diverse learning needs, including those of high-achieving and special education students. While evidence on academic outcomes is mixed, research suggests that smaller classes may support students’ academic and socio-emotional development, though findings remain inconclusive overall (Bondebjerg et al., 2023). At the same time, students in larger classes consistently report lower levels of teacher interaction and satisfaction, highlighting the importance of engagement in learning environments (Wang, 2022).

These conditions also strain educators, contributing to increased workload, classroom management challenges, and burnout. In fact, a 2025 survey found that 45% of Canadian educators have considered leaving the profession, while 92% report feeling exhausted (Canadian Teachers’ Federation, 2025; EdCan Network, 2025). With overcrowded classrooms and limited resources, advocating for smaller class sizes is essential to improve educator well-being, strengthen learning environments, and support student success.