Weri and I decided to work together on this project, coming from similar backgrounds as former educators transitioning into instructional design. We bonded over our shared experiences in the classroom and the persistent challenge of large class sizes in K–8 education, particularly in Canada.

Large class sizes are a growing challenge in K-8 education, profoundly affecting  both students and teachers. With diverse needs to address, limited resources to rely on, and escalating pressures on educators, the impact on teaching and learning is undeniable.For students, overcrowded classrooms  often mean less individual support, leading to immediate struggles with engagement and understanding, and long-term barriers to confidence and academic success.

Our design process focuses on the first two steps—empathy and definition—to better understand these challenges and lay the foundation for meaningful, equitable solutions that support both learners and teachers. Our presentation dives into these struggles, shining a light on the human stories behind the numbers and tackling the question: How can we create classrooms where both students and teachers can flourish?

References

Durham District School Board. (2023). DDSB student census findings: Supporting
student success, engagement, and well-being. Durham District School Board.
https://www.ddsb.ca/en/about-ddsb/resources/Documents/Student-Census-Documents/Board-Summary-Report-Student-Census-2023.pdf 

Naccarato, L. (2024, March 25). Many Ontario schools facing daily staff shortages, data
suggests. CBCnews.
https://www.cbc.ca/news/canada/toronto/ont-school-staff-shortages-1.7154487  

Poon, C. V., & Name. (2024, February 12). BC’s teacher shortage and the inclusion
paradox: A critical analysis of Canada’s Article 24. Capstone.
https://capstone.capilanou.ca/2024/02/12/bcs-teacher-shortage-and-the-inclusion-paradox-a-critical-analysis-of-canadas-article-24/