Like absolutely demolish it. From the inside to the outside. Destroy it and then create another “school” system that is 1000000000x times better. Can we do that?

Banning phones is a common suggestion you'll see in response to modern behavioural issues. The general argument supporting this is that phones cause inattention in lessons and hurt grades as a result. Therefore by banning phones, students will get a better education. The problem with this argument is that it falsely assumes that school is universally a good learning environment, and also that phones are the cause of the problem, rather than a symptom.

Some schools around the world already have this policy to some degree. The ones who mainly benefit from this are teachers. They can at least get the impression that students are listening, and it's far easier to punish people for distractions. They'll have more control of the classroom which makes their job less stressful. That last part is fair to consider - no job should suffer long term stress. But don't get the impression that the benefits are shared with most of the students.

Banning phones doesn't benefit students because phones themselves aren't the cause of the problems. Constant phone use is only a symptom of the fact that school is so monotonous and frustrating for the majority of people that they become disillusioned. The screens just make that obvious (and make the schools look bad). Ways that schools cause student disillusionment include:

- Having highly rigid rules and schedules that damage peoples' sense of autonomy.

- Allowing little to no student input when it comes to what or how they learn.

- Emphasising exam results (extrinsic rewards) as the only measure of learning progress, at the expense of personal satisfaction or discovery (intrinsic rewards). This becomes highly stressful over time.

- The potential for bullying from peers or teachers. I know that cyberbullying exists, but it's not like bullying was significantly less prominent before mobile phones became common.

- Generally disrespecting students' time (homework), interests (teacher's absolute authority in the classroom) and individuality (collective punishment, petty uniform rules, etc).

Because of this, I believe that student apathy isn't caused by phones, but rather the nature of school itself. Banning the former largely fails to address these problems. Those who are already uninterested won't suddenly become more interested in lessons that have no relevance to their current lives or goals. They won't suddenly want to participate more in a system that disregards their opinions and interests. I myself attended a school that banned phones even being in your possession. Despite this, most of my classmates still went to lessons bored, demotivated and unhappy. This is no good if your goal is to provide a quality education.

This topic usually comes with lots of judgemental complaints about how horrible young people are, how this generation is doomed, etc. However, I highly doubt that most people can honestly claim to have engaged with and enjoyed schoolwork. Not the social aspect, not just with that 1 cool teacher, but to have found the majority of assigned studying itself to be intellectually stimulating and rewarding. Far more of them experienced similar problems and disillusionment that I described for the current generation. If phones were as prevalent for previous generations when they were growing up as today, they'd probably act in the same way that many of them disapprove of.

TLDR: Phone bans don't reduce student apathy because this problem is actually a result of the misery caused by school. This policy does make it easier for teachers to control the classroom, but the issues suffered by students go ignored.

Btw I didn't start writing this in response to the recent plans in Ontario, but I guess the timing of this post is pretty good.

Child mammal nerve system is hardcoded to follow the adults/stay in the group. Mammals would literally die without group, so it is hardcoded. This explains why the following can happen without much resistance of the children.

School system-> Bodies have to sit still for hours, heart and body centres are ignored, only the head center addressed with mental garbage. This separates us over years from body, needs and feelings, inner movements and nature. Energy is forced into thoughts and ideologies.

Living beings have basically two needs: Autonomy and Connection. In school autonomy that means the separation from the group, individuality, anger, self is suppressed, and therefore no stable ego develops, that's why we have children in adult bodies who can't act out of inner movements, instead who need someone to say what to do, even how and what to eat and can be programmed from outside over media etc. Ready for work and war, able to destroy a whole planet without realizing or caring. Constantly fighting themselves and their own nature. Inside as outside.

Ontario to introduce tough new limits on cellphones in schools: sources

The measures are expected to be among the toughest in North America.

-Toronto Star

The Ontario government is planning on introducing further restrictions on cell phone use. Their current ban is largely unenforced. Abusers will be enabled by limiting access to cameras. Additionally, banning cell phones, is not going to make the lessons more engaging or solve the problem of a curriculum that doesn't value student interest.

I dropped out of high school, I will work a lot, but I still want to have a high school diploma in case I need it. Are there ways to get a diploma without going to school? Or just ask me.Does not having a high school diploma make me tired of school and I could already learn the information on the Internet? Anyway, I'm just worried. Sorry, English is bad.

So a few days ago I made a post saying this sounded dumb and that school shouldn't be ended (it got removed so you can't see it anymore), but you guys replied with some websites and resources and I've completely changed my opinion. I still think public school should be a thing, but it should be democratic and maybe even optional

I also found this song I will link, it's good and has a powerful message

Thanks again for the resources guys

https://youtu.be/_PsLRgEYf9E?si=6xTv10sV3H6lLRUv

What are your opinions on forest schools?

Most people's opinion on the issue seems to have very little to do with where they are on the political spectrum, but rather based on whether or not they're in alignment with the people in power. When people they don't like push for compulsory schooling its social engineering, and the country is taking steps towards becoming Nazi Germany or North Korea. When people they like do it, it's "common sense".

That's how you end up with person who said forcing people to go to school until they're 18 years old was forcing people to be molded into a "new aryan race", John Yakabuski, doing nothing to change this now he has an actual chance to reverse it, since his party has a majority now. He could try to change it right now, but he hasn't. Instead he decided we needed test your smoke alarm day. You also have Lisa Macleod (and the rest of her and Yakabuski's party), who also called compulsory school attendance to age 18 social engineering and discriminatory, also called for the provincial child advocate to be strengthened, when in opposition. Within one year of forming government, with Macleod as Minister of Child, Family Social Services, they oversaw the dissolution of Office of the Provincial Child Advocate and her government had the audacity to call it "Restoring Trust, Transparency and Accountability".

The school system cannot get better for children when people turn on you the moment they get power.

Do the bare minimum in school instead that way you can waste least time and teachers are easier on you because they expect less from you.

Hi All,

I am a former special education student (2008-12) and I have some things I wanted closure about, because I want to know if my feelings are valid on the matter:
When I was 24 months old, I was diagnosed with speech delay. My parents sought help through a program provided by Orange County, CA called OC Regional Services, which taught me how to say certain words and identify basic objects. Around ‘08, I entered the special education program, which taught me how to read, write, and speak clearly.

Eventually, I graduated from the sp-ed classroom with heightened linguistic capabilities. But I was not free from the special education program—they kept sending an aide to keep an eye on me all the time. Mind you, I was not autistic (or even high-functioning) like many of my former sp-ed classmates, so I felt this unnecessarily made me “stick out”, and I was thoroughly annoyed by her surveillance. Furthermore, I was called out of class weekly for “social education” sessions where I would be taught social strategies that I was familiar with beforehand. I felt these sessions were a waste of time, which pulled away from my efforts at trying to integrate with mainstream students.

Also, integrating socially was tough, as special education had taught me social skills, they had failed to help me to interact with more students my age. Most students in my special education class were not capable of having full conversations, so most of my friends growing up were adults from Gen X and the Greatest Generation (which is a reason why I say I did not grow up in the 21st century, but the 20th century–my favorite pop song as a little kid was “Don’t Sit Under The Apple Tree” by The Andrews Sisters. I inhaled history books in elementary, and I felt closest to the early 20th century). So I blame, but also celebrate, special ed for creating the unique conditions to create an old soul like me.

However, things progressively became worse in my relations with special education, as I was continually getting pulled out of class regularly. I had to deal with this rather rude woman, whom I will refer to as Ms. R for the sake of dignity. She was a very cold, emotionless woman who looked like the metaphorical representation of Death. She was very rude towards students under her, and I consistently argued with her. I hated having to go to her classroom every Tuesday; it felt soul draining seeing how she would coldly criticize her students, and how unhuman she was in her interactions. Later I learned that the only way sp-ed was funded was through program attendance, which I figured was why I was regularly pulled out of class.

Additionally, I had become continuously fed up with my school’s pencil-pushing bureaucracy, the sp-ed program continually sending people to watch me specifically during recess, and incompetent teachers (a full-grown teacher who could not do long division properly).

Eventually I quit public school for private school, then came back because of the short war I waged with the racist Nazis of that school who were attacking me for my Chinese heritage (a story for another time). The sp-ed program had not changed—at my school, we had an in-school currency, and I used that currency to buy lollipops from the school store, then sell them when the store was closed for double the price, but the prices were still cheap. My case carrier at the time learned of this, and tried to shut me down, but was not able to because I was not selling anything for actual money—it was just bartering.

In high school, things started to reach a boiling point, when I was stuck in a classroom full of special education students again, called “Learning Strategies''. This infuriated me as I had to have a Zero Period to be on track for graduation, and robbed me of being on the freshman football team. My parents later admitted it was a mistake, as it wasted so much time I could have been using on AP scores to increase my GPA. During the pandemic, I was okay with it, because it was more like a social club, but once the pandemic ended, things got heated.

In my junior year, I was continually pulled into special education sessions weekly, and I still felt embarrassed to go there because of my feelings of infantilization derived from the lessons on simple social skills that I had learned through my experience. Things came to a head when I was introduced to an autistic student struggling with homophobia. The sp-ed teachers wanted me to take him to a Gay-Straight Alliance club meeting so he could start to appreciate them. I, not wanting to reveal my spiritual feelings on the matter of LGBTQIA+ acts, went along with the act—until I told my parents the same day, who finally ended my six years of being pulled out of class in front of everyone.

Today, I view the character of Eleven from Stranger Things to be similar to me in personality, in that we are very independent personalities, have some quirks that make me unique behaviorally, and we both can be (legally) considered living weapons (I have extensive training). We also share mirrored experiences (though I would like to note that there was no physical child abuse in my sp-ed experience) such as growing up in an infantilized, isolated environment (both the Rainbow Room in ST and the sp-ed rooms had lots of infants’ toys and had a sickeningly cute aesthetic) with a mean old person playing doctor (Dr. Brenner), our awkward transitions to mainstream society, and that we have been fighting our whole lives (I started fighting bullies in sp-ed and mainstream classes, then the school and sp-ed program, the Nazis in private school, sp-ed again in HS along with a non-aggressive rivalry with the opposite end of the political spectrum).

I feel Eleven has allowed me to make some peace with what has happened, but I never got to really talk about this subject with people who are familiar with sp-ed or the education system of America. I look back on primary education as a 6 year war (3rd grade to 9th) because of the fights with bullies, the bureaucrats, and sp-ed, and I want people to maybe understand my views. I don’t want to be alone, after all I have had to put up with. If you wish to discount my experiences, that is your decision, but I will not give up my convictions—that a large portion of my childhood was wasted being a revenue generator for a large bureaucratic machine. Thank you.

Why Don't we people under 18 have equal rights ad adults. Adults can choose wheater they work or not, but us people under 18 can't choose wheater we go to school or not? It's so frustrating that we people under 18 can't choose wheater we go to school or not but Adults over the age of 18 can choose wheater they work or not? You know what I hate? PEOPLE HATING ON KIDS AND TAKING AWAY THEY'RE RIGHTS! So many people these days absolutely HATE the fact that kids have rights and hate kids in general. I wish we could live in a society where kids and adults are seen equally.

Resolved, That, in the opinion of this House, the Minister of Education should continue to reduce distractions in school by introducing enhanced policy to counter the rise of personal mobile devices; and toughen restrictions on use and possession of tobacco, vape, recreational cannabis, and nicotine products.

The Legislative Assembly of Ontario (Assembly) wants a new war on students. An initiative started by a person whose worst experience with the internet is MSN, has MPPs talking about how they need the Minister investing in enforcement of the near total phone ban in Ontario Schools which right now is not consistently enforced. Also discussed was how the Minister needs to give clear guidance on how students caught with drugs will be punished. Fighting students never leads anywhere good for anyone. Luckly this resolution is non-binding. However, it did pass unanimously, meaning neither the Minister of Education or any member of the executive council, or any of their parliamentary assistants opposed it. I'm not actually sure any member of executive council or the parliamentary assistant to the Minister of education was present during the vote. I will do everything in my power to fight this.

Context: We’re a female body student with multiple different origins but for the most part an Asian but we don’t go through the Asian Stereotypes and having multiple problems including a system disorder, depression, autism, adhd and physical issues like asthma and weaker limbs.

Ever since Host/us(we didn’t exist yet, it was just host) entered first grade in new school district. The students have made this hex game that follows us now (we are in 10th grade) called [Irl Host’s Name] Touch. Nobody wants to be around us and make fun of us, and try to ship their friends with us. We reported several times but nothing changed no matter the school. The school is majority black including staff and there is few Asians. It’s only System and 2 other people. We did get speech and physical therapy for school but physical therapy has ended a couple of years ago, and speech therapy end this year. But we do need those again probably. And our 504 barely even helps us. It just hell at our school when our current school is sexist (It has been on the news before, send us a dm if you want video, the scandal happened a year before we have gotten there). Our school is a mess and we learn much faster and more enjoyably at home and want antisocial learning as we are omniverted but parents said no :(

Whether it includes you haven't tried to resolve the issue with people who consistently refuse to speak to you, you haven't provided proof (even though this isn't a problem for other people cough adults), or they simply do not believe you, they always have a reason to ignore your complaints and pleas, while you face bullying by schools.

Private Bills are something you can apply for in many countries to ask a legislature to exempt you, personally from a requirement of a law (among other things). Another thing, is that they also might be able to have retroactive effect, (essentially it can extinguish liability for you by deeming you to have not been subject to a requirement you broke).

So, we can try to exempt ourselves from the compulsory school attendance requirements. These can be quite pricey, sometimes costing over $100, and there's no guarantee the bill will pass. Usually, most legislatures will permit you explain why you're applying for the legislation. Focus on personal reasons specific to you as to why you're applying, not complaints about general law/policy. Also, don't try to retroactively excuse yourself from attendance requirements without a very good reason. Depending on where you live, your parents might have to apply for you.

Maybe enough people apply in a particular place, it could cause them to rethink the requirement.

Kindergarten almost instantly sucks all the magic and wonder and fun out of being a kid and makes life a monotonous routine characterized by the compliance and obedience that's expected for the next 12 years of childhood. Line up here, sit on the floor and recite these songs, don't talk unless teacher says, you have to ask to relieve yourself. I started kindergarten just after I'd turned 5 and I hated it from my first day. My school also started standardized testing in kindergarten and it was miserable.

I was never a social kid, I never really engaged with kids my age in elementary school (everyone thought I was on the spectrum though I was never formally diagnosed), I was always either excluded or made fun of for having a speech impediment. So I could have cared less about the "social" aspect of school that pro-schoolers claim is so important. I graduated high school a few years ago and it still makes me sad to look back at pictures of when I was a very little kid compared to once I started school. I honestly think I would be a different person if I had had the opportunity to avoid the traditional school system.

I want preface this by saying that this is not universal. There are places where children are losing. However, our enemies have not faced this much in-fighting for a long time. People are scared of us, that why they're fighting us so much harder. They're scared because they know that we are future and we're not going to support their bullshit anymore. Schools can no longer rely on active support from boards and the government, while sometimes not only having to deal with students but also parents, and community members. The tide is changing, and we need to take advantage of this. We need to work together and support each other. We aren't doing that meaning school boards can grant concessions to one family while doing nothing about student facing the same issue who doesn't have the support of anyone.

when i talk about my antischool position i usually articulate it myself in conversation, but its a lot of effort especially online. i was thinking it would be nice if there was a good video or two going over why school is bs and why it should be abolished, anyone have any recomendations?

So many people have pretended to be on the side of students. What if we made a fake supporter for the school system too with the goal of making the school system and its supporters look stupid similar to what authorities have done to us. It also could make a strong position to counter weak pro-schooling arguments. These are things we could promote:

1. Children learning is bad and schools play an important role in killing their desire to learn. (This counters many pro-schooling arguments)
2. Coercing children to repeat mindless statements is good. This is something the rest of society should incorporate.
3. Children are biologically different from adults and school starts a process that changes their biology to adults. (I'm not sure about this one, I'm worried to many people would actually buy into it)
4. Good bladder health would damage our economy, therefore we need to eliminate washrooms in schools and workplaces entirely. (I'm worried we could inadvertently support people who actually want this, though)
5. Tradition and dogma are more important than logic and rationalism.
6. Workers with authority must continue to have the ability to collective bargain away accountability, justice and dignity for those under them and we should support workers when they do this.

I think its worth a shot. I was careful to include something to make everyone hate our fake organization. Is anyone else with me?

An to repeal certain provisions of the Education Act

Repeal

1 Sections 21-31 of the Education Act are repealed

Extinguishment of Liability

2 (1) The liability of any person related to the contravention section 21-31 of the Act as they read immediately before their repeal or any order made under any of those sections as they read before their repeal, is extinguished.

For greater certainty, offenses and convictions

(2) For greater certainty, subsection (1) applies to any offense committed and conviction under section 30 as it read immediately before its repeal.

Same, orders

(3) For greater certainty, any order made under sections 21-31 as they read immediately prior to their repeal is unenforceable.

Investigations

(4) No new investigation or inquiry may be commenced under section 21-31 as they read immediately prior to their repeal or related to a contravention of sections 21-31 as they read immediately prior to their repeal.

Discontinuance of investigation

(5) Any investigation or inquiry under sections 21-31 as they read immediately prior to their repeal started but not yet completed on the day this subsection comes into force shall be discontinued.

Same, Censuses

(6) Any census under section 27 as it read immediately prior to their repeal started but not yet completed on the day this subsection comes into force shall be discontinued.

Discontinuance of proceedings

(7) Any proceeding not yet completed relating to any matter extinguished or declared unenforceable by subsection (1) - (3) shall be discontinued.

Transitional, Regulations

3 (1) The Lieutenant Governor in Council may make regulations governing or addressing any transitional matter not addressed by this Act related to the repeal of sections 21-31 of the Act, including governing bonds ordered under subsection 30 (2) as it ready immediately before its repeal.

Regulations prevail

(2) Unless the regulation provides otherwise, in the case of a conflict between a regulation made under subsection (1) and any other Act, the regulations made under subsection (1) prevail to the extent of the conflict.

Retroactive effect

(3) A regulation made under this Act is, if it so provides, effective with reference to a period before the day it is filed, that is not before the day this act receives Royal Assent.

No Liability

4 No Liability arises as a result of the enactment of this act or the repeal of sections 21-31 of the Education Act.

Commencement

5 This Act comes into force on the day it receives Royal Assent.

Short Title

6 This Act may be cited as the Education Amendment Act, 2024.

If anyone in the government wants to steal this law, feel free to do so.

Context here are sections 21-31:

Compulsory attendance

21 (1) Unless excused under this section,

(a) every person who attains the age of six years on or before the first school day in September in any year shall attend an elementary or secondary school on every school day from the first school day in September in that year until the person attains the age of 18 years; and

(b) every person who attains the age of six years after the first school day in September in any year shall attend an elementary or secondary school on every school day from the first school day in September in the next succeeding year until the last school day in June in the year in which the person attains the age of 18 years. 2006, c. 28, s. 5 (1). Participation in equivalent learning

(1.1) A person shall be considered to be attending school when he or she is participating in equivalent learning if the equivalent learning program, course of study or other activity and the group, organization or entity providing it have been approved under paragraph 3.0.1 of subsection 8 (1). 2006, c. 28, s. 5 (1).

Note: On a day to be named by proclamation of the Lieutenant Governor, subsection 21 (1.1) of the Act is repealed and the following substituted: (See: 2023, c. 11, Sched. 2, s. 8)

Participation in equivalent apprenticeship learning

(1.1) A person shall be considered to be attending school when he or she is participating in equivalent apprenticeship learning. 2023, c. 11, Sched. 2, s. 8. When attendance excused

(2) A person is excused from attendance at school if,

(a) the person is receiving satisfactory instruction at home or elsewhere;

(b) the person is unable to attend school by reason of sickness or other unavoidable cause;

(c) transportation is not provided by a board for the person and there is no school that he or she has a right to attend situated,

(i) within 1.6 kilometres from the person’s residence measured by the nearest road if he or she has not attained the age of seven years on or before the first school day in September in the year in question, or

(ii) within 3.2 kilometres from the person’s residence measured by the nearest road if he or she has attained the age of seven years but not the age of 10 years on or before the first school day in September in the year in question, or

(iii) within 4.8 kilometres from the person’s residence measured by the nearest road if he or she has attained the age of 10 years on or before the first school day in September in the year in question;

(d) the person has obtained a secondary school graduation diploma or has completed a course that gives equivalent standing;

(e) the person is absent from school for the purpose of receiving instruction in music and the period of absence does not exceed one-half day in any week;

(f) the person is suspended, expelled or excluded from attendance at school under any Act or under the regulations;

(g) the person is absent on a day regarded as a holy day by the church or religious denomination to which he or she belongs; or

(h) the person is absent or excused as authorized under this Act and the regulations. 2006, c. 28, s. 5 (1). Blind, deaf or developmental disability

(3) The fact that a person is blind, deaf or has a developmental disability is not of itself an unavoidable cause under clause (2) (b). 2006, c. 28, s. 5 (1). Person under compulsory age

(4) Where a person under compulsory school age has been enrolled as a pupil in an elementary school, this section applies during the period for which the person is enrolled as if he or she were of compulsory school age. 2006, c. 28, s. 5 (1). Duty of parent, etc.

(5) The parent or guardian of a person who is required to attend school under this section shall cause the person to attend school as required by this section unless the person is at least 16 years old and has withdrawn from parental control. 2006, c. 28, s. 5 (1); 2021, c. 4, Sched. 11, s. 7 (1). Separate school supporters

(6) Nothing in this section requires the child of a Roman Catholic separate school supporter to attend a public school or a Protestant separate school, or requires the child of a public school supporter to attend a Roman Catholic separate school. R.S.O. 1990, c. E.2, s. 21 (6). Persons 16 and over – religious rights

(7) Nothing in this section requires a person who is at least 16 years old and has withdrawn from parental control to attend,

(a) a Roman Catholic separate school, if he or she is qualified under section 36 to be a resident pupil in respect of a secondary school district of a public board; and

(b) a public school, if he or she is qualified under section 36 to be a resident pupil in respect of a separate school zone of a separate district school board. 2006, c. 28, s. 5 (2).

Transition, person who has already left school

21.1 (1) In this section,

“changeover date” means the day subsection 5 (1) of the Education Amendment Act (Learning to Age 18), 2006 comes into force. 2006, c. 28, s. 6. Same

(2) Subsection 21 (1), as it reads on the day before the changeover date, continues to apply on the changeover date with respect to a person who, before that day, turns 16 and,

(a) stops attending school; or

(b) if that day falls outside the school year, does not attend school at the commencement of the subsequent school year. 2006, c. 28, s. 6. Same

(3) Despite subsection (2), if at any time after the changeover date a person described in subsection (2) begins attending school again, subsection 21 (1), as it reads on the changeover date, subsequently applies with respect to that person. 2006, c. 28, s. 6. Same

(4) For greater certainty, subsection 21 (1), as it reads on the changeover date, applies on and after that day with respect to a person who, before that day, turns 16 and,

(a) does not stop attending school; or

(b) if that day does not fall within a school year, attends school at the commencement of the subsequent school year. 2006, c. 28, s. 6.

Where school year varied

22 Where a school year approved by the Minister does not commence on the day following Labour Day, references to the first school day in September and the last school day in June in section 21 shall be read as the first school day in the school year and the last school day in the school year respectively for the purpose of compulsory attendance of pupils of the school or schools or parts thereof to which the school year applies. R.S.O. 1990, c. E.2, s. 22.

23 Repealed: 2000, c. 12, s. 1.

Provincial School Attendance Counsellor

24 (1) The Lieutenant Governor in Council may appoint an officer, to be the Provincial School Attendance Counsellor, who shall, under the direction of the Minister, superintend and direct the enforcement of compulsory school attendance. R.S.O. 1990, c. E.2, s. 24 (1). Inquiry by Provincial Counsellor

(2) Where the parent or guardian of a child considers that the child is excused from attendance at school under subsection 21 (2), and the appropriate school attendance counsellor or the Provincial School Attendance Counsellor is of the opinion that the child should not be excused from attendance, the Provincial School Attendance Counsellor shall direct that an inquiry be made as to the validity of the reason or excuse for non-attendance and the other relevant circumstances, and for such purpose shall appoint one or more persons who are not employees of the board that operates the school that the child has the right to attend to conduct a hearing and to report to the Provincial School Attendance Counsellor the result of the inquiry and may, by order in writing signed by him or her, direct that the child,

(a) be excused from attendance at school; or

(b) attend school,

and a copy of the order shall be delivered to the board and to the parent or guardian of the child. R.S.O. 1990, c. E.2, s. 24 (2); 2021, c. 4, Sched. 11, s. 7 (1). Powers of Provincial Counsellor

(3) The Provincial School Attendance Counsellor has all the powers of a school attendance counsellor and may exercise such powers anywhere in Ontario. R.S.O. 1990, c. E.2, s. 24 (3).

School attendance counsellors

25 (1) Every board shall appoint one or more school attendance counsellors. R.S.O. 1990, c. E.2, s. 25 (1). Idem

(2) Two or more boards may appoint the same school attendance counsellor or counsellors. R.S.O. 1990, c. E.2, s. 25 (2). Vacancies

(3) Where the office of a school attendance counsellor becomes vacant, it shall be filled forthwith by the board. R.S.O. 1990, c. E.2, s. 25 (3). Notice of appointment

(4) Notice of the appointment of a school attendance counsellor shall be given in writing by the board to the Provincial School Attendance Counsellor and to the supervisory officers concerned. R.S.O. 1990, c. E.2, s. 25 (4). Jurisdiction and responsibility of school attendance counsellor

(5) A school attendance counsellor appointed by a board has jurisdiction and is responsible for the enforcement of compulsory school attendance in respect of every child who is required to attend school and who,

(a) is qualified to be a resident pupil of the board; or

(b) is or has been enrolled during the current school year in a school operated by the board, except a child who is under the jurisdiction of a person appointed under section 119 of the Indian Act (Canada). R.S.O. 1990, c. E.2, s. 25 (5). Powers and duties of counsellors

26 (1) Where a school attendance counsellor has reasonable and probable grounds for believing that a child is illegally absent from school, he or she may, at the written request of the parent or guardian of the child or of the principal of the school that the child is required to attend, take the child to the child’s parent or guardian or to the school from which the child is absent provided that, if exception is taken to the school attendance counsellor entering a dwelling place, he or she shall not enter therein. R.S.O. 1990, c. E.2, s. 26 (1); 2021, c. 4, Sched. 11, s. 7 (1). Reports

(2) A school attendance counsellor shall report to the board that appointed him or her as required by the board. R.S.O. 1990, c. E.2, s. 26 (2).

To act under appropriate supervisory officer and provincial counsellor

(3) A school attendance counsellor is responsible to the appropriate supervisory officer, and shall carry out the instructions and directions of the Provincial School Attendance Counsellor. R.S.O. 1990, c. E.2, s. 26 (3). Inquiry by counsellor and notice

(4) A school attendance counsellor shall inquire into every case of failure to attend school within his or her knowledge or when requested so to do by the appropriate supervisory officer or the principal of a school or a ratepayer, and shall give written warning of the consequences of such failure to the parent or guardian of a child who is not attending school as required, and shall also give written notice to the parent or guardian to cause the child to attend school forthwith, and shall advise the parent or guardian in writing of the provisions of subsection 24 (2). R.S.O. 1990, c. E.2, s. 26 (4); 2021, c. 4, Sched. 11, s. 7 (1).

Census

27 A board may make or obtain a complete census of all persons in the area in which the board has jurisdiction who have not attained the age of twenty-one years. R.S.O. 1990, c. E.2, s. 27. Reports and information

28 (1) The principal of every elementary and secondary school shall,

(a) report to the appropriate school attendance counsellor and supervisory officer the names, ages and residences of all pupils of compulsory school age who have not attended school as required;

(b) furnish the school attendance counsellor with such other information as the counsellor requires for the enforcement of compulsory school attendance; and

(c) report in writing to the school attendance counsellor every case of expulsion and readmission of a pupil. R.S.O. 1990, c. E.2, s. 28 (1). Where no school attendance counsellor

(2) Where a child of compulsory school age has not attended school as required and there is no school attendance counsellor having jurisdiction in respect of the child, the appropriate supervisory officer shall notify the parent or guardian of the child of the requirements of section 21. R.S.O. 1990, c. E.2, s. 28 (2); 2021, c. 4, Sched. 11, s. 7 (1).

Provincial counsellor as trustee

29 Where it appears to the Minister that the board of a district school area is not providing accommodation or instruction for its resident pupils either in schools operated by the board or under an agreement with another board in schools operated by such other board, or has in other respects failed to comply with this Act and the regulations, or that the election of members of the board has been neglected and no regular board is in existence, the Minister may authorize and direct the Provincial School Attendance Counsellor to do all things and exercise all powers that may be necessary for the provision and maintenance of accommodation and instruction for the resident pupils of the board including the erection of school buildings and the conduct of schools, and generally whatever may be required for the purpose of establishing, maintaining and conducting schools in accordance with this Act and the regulations, and thereupon the Provincial School Attendance Counsellor has, for such period as authorized by the Minister, all the authority and powers vested in, and may, during such period, perform the duties of, the board. R.S.O. 1990, c. E.2, s. 29; 1997, c. 31, s. 11.

Offences: non-attendance Liability of parent or guardian

30 (1) A parent or guardian of a person required to attend school under section 21 who neglects or refuses to cause that person to attend school is, unless the person is 16 years old or older, guilty of an offence and on conviction is liable to a fine of not more than $200. 2006, c. 28, s. 7 (1); 2021, c. 4, Sched. 11, s. 7 (1). Bond for attendance

(2) The court may, in addition to or instead of imposing a fine, require a parent or guardian convicted of an offence under subsection (1) to submit to the Minister of Finance a personal bond, in a form prescribed by the court, in the penal sum of $200 with one or more sureties as required, conditioned that the parent or guardian shall cause the person to attend school as required under section 21 and, upon breach of the condition, the bond is forfeit to the Crown. 2006, c. 28, s. 7 (1); 2021, c. 4, Sched. 11, s. 7 (1). Employment during school hours

(3) Anyone who employs during school hours a person required to attend school under section 21 is, unless the person is 16 years old or older, guilty of an offence and on conviction is liable to a fine of not more than $200. 2006, c. 28, s. 7 (1).

Note: On a day to be named by proclamation of the Lieutenant Governor, subsection 30 (3) of the Act is amended by adding “Subject to subsection (3.1)” at the beginning. (See: 2023, c. 11, Sched. 2, s. 9 (1))

Note: On a day to be named by proclamation of the Lieutenant Governor, section 30 of the Act is amended by adding the following subsection: (See: 2023, c. 11, Sched. 2, s. 9 (2))

Exception

(3.1) Subsection (3) does not apply when the person required to attend school is employed during school hours as part of equivalent apprenticeship learning. 2023, c. 11, Sched. 2, s. 9 (2). Offences by corporations

(4) Subsections (1) and (3) apply with necessary modifications to a corporation and, in addition, every director and officer of the corporation who authorizes, permits or acquiesces in the contravention is guilty of an offence and on conviction is liable to the same penalty as the corporation. R.S.O. 1990, c. E.2, s. 30 (4). Habitually absent from school

(5) A person who is required by law to attend school and who refuses to attend or who is habitually absent from school is, unless the person is 16 years old or older, guilty of an offence and on conviction is liable to the penalties under Part VI of the Provincial Offences Act and subsection 266 (2) of this Act applies in any proceeding under this section. 2006, c. 28, s. 7 (3).

Proceedings under subs. (5)

(6) Proceedings in respect of offences under subsection (5) shall be proceeded with only in accordance with such subsection. R.S.O. 1990, c. E.2, s. 30 (6).

Reference to provincial counsellor for inquiry

(7) Where, in a proceeding under this section, it appears to the court that the person may have been excused from attendance at school under subsection 21 (2), the court may refer the matter to the Provincial School Attendance Counsellor who shall direct that an inquiry shall be made as provided in subsection 24 (2) which subsection shall apply with necessary modifications except that the Provincial School Attendance Counsellor shall, in lieu of making an order, submit a report to the court. R.S.O. 1990, c. E.2, s. 30 (7); 2006, c. 28, s. 7 (6).

Proceedings under s. 30: rules

31 (1) Prosecutions under section 30 shall be instituted by the school attendance counsellor concerned. R.S.O. 1990, c. E.2, s. 31 (1). Certificate of principal as evidence

(2) In prosecutions under section 30, a certificate as to the attendance or non-attendance at school of any child, signed or purporting to be signed by the principal of the school, is proof in the absence of evidence to the contrary of the facts stated therein without any proof of the signature or appointment of the principal. R.S.O. 1990, c. E.2, s. 31 (2); 1993, c. 27, Sched. Proof of age

(3) Where a person is charged under section 30 in respect of a child who is alleged to be of compulsory school age and the child appears to the court to be of compulsory school age, the child shall, for the purposes of such prosecution, be deemed to be of compulsory school age unless the contrary is proved. R.S.O. 1990, c. E.2, s. 31 (3). Order re school attendance

(4) An order made under subsection 24 (2) shall be admitted in evidence in a prosecution only where the prosecution is in respect of the school year for which the order was made. R.S.O. 1990, c. E.2, s. 31 (4).

There are arguments about teachers that are designed to spoil discussion. These arguments include everyone/many people are out to get teachers or about teacher/other education worker wages being low. We have a blanket ban on right-wing content, this is just as bad.

People treat schools like religion. It is above criticism and critical thinking. People are shamed for being even remotely critical, unless you're [suffering from a disorder], then your dismissed and maybe shamed too. It is authoritarian and hierarchical, opposed to any sort of change. The people who it claims to help, their voices aren't heard and are actively dismissed.

The definition of cult I'm using is as follows: A hierarchical organization that exerts significant control over its members in the areas of

1. Behaviour
2. Information
3. Thoughts
4. Emotions

We've talked about how it controls thoughts. Now, schools are very controlling over behaviour too. They force people to be quiet, take notes in a specific way, restrict bathroom use, restrict eating, indirectly control sleep schedules and more.

Information is harder to explain. However, school pushes onto people about what information to trust, and what information not to trust. It establishes a hierarchy of sources, where sources are ranked highly by being authoritarian, and pro status quo, and dismissed by being too democratic or critical. People who challenge existing norms face a much higher, if not impossible standard, but people supporting existing norms face little skepticism.

The way school controls emotion is much less direct. However, schools emotions through their culture of conformity. Instead of direct meddling, schools use social pressure to be in this emotionally numb state or at least appear to be. Anyone who shows to much passion faces social consequences, including social exclusion and mockery. Schools, through official practice also control emotion by deciding how much emotional weight things should be given, and calling you out if you differ from that.

So schools are cults.