In 2023, the Saskatchewan government introduced the Parents’ Bill of Rights with little public consultation, setting off a political and legal battle that quickly reached the province’s schools.
The legislation, passed as Bill 137 and colloquially referred to as the “pronoun policy,” is an amendment to the Education Act that requires teachers and other school staff to obtain parental consent before using a student’s preferred name or gender identity.
As supporters and critics battled over the policy in media and political arenas, school divisions had to quickly determine how it would work in practice — even after a judge temporarily halted the policy’s implementation, citing the potential for “irreparable harm” to students.
As education researchers, we conducted a study that combined survey data with teachers’ written comments and interviews. The study, yet to be peer-reviewed, is among the first to examine teachers’ experiences with the policy. Results suggest that the fallout extended well beyond the public debate.
Teachers described confusion and tensions stemming from implementation while school divisions and education organizations devoted significant time and resources to responding to the changes.
Regardless of where they stood on the policy itself, many educators said the issue has diverted attention from other pressing challenges in Saskatchewan schools.
Teacher responses
The provincial government’s announcement introducing the bill drew criticism from the Saskatchewan Teachers’ Federation, which accused the government of moving forward without consulting teachers, parents or mental-health professionals.
The Saskatchewan Human Rights Commission also raised serious concerns, arguing the policy could infringe on the rights of vulnerable students.
After the temporary implementation delay, the Saskatchewan government responded by invoking the notwithstanding clause to protect the policy prior to any court challenges being heard. Teachers were expected to adhere to the policy, putting them in a precarious situation.
Transgender and non-binary students already face higher rates of discrimination and harassment at school than their peers, negatively impacting their sense of belonging and school outcomes. Policies like Saskatchewan’s pronoun policy can reinforce that discrimination by sending a message that gender identities are less deserving of recognition and respect.
From parents’ rights to teachers’ classrooms
There has been extensive research on parental rights and the influence parents have on school policy; however, there is little research that explores the experiences of teachers who are asked to put such policies into practice.
Some research has explored sexual orientation and gender identity awareness and inclusion training in teacher education, but does not explicitly consider the impact of working within these policies as a teacher.
This study will provide additional depth to our understanding of the lived experiences of teachers implementing identity/parental rights policies in the Canadian Prairies.
The study
Surveying teachers and interviewing a smaller group allowed us to understand diverse experiences and perspectives, and also to hear from some individual teachers in depth about what their experiences meant.
We invited more than 13,500 teachers across Saskatchewan to share their experiences with the pronoun policy. Over 1,200 responded to the survey and nine teachers participated in follow-up interviews. We sought to understand:
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How the pronoun policy and its implementation affected and impacted classroom teachers;
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What divisional resources they had received to support them through this change;
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How they carried out their new responsibilities under this bill; and
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What (if any) impacts they felt it is having on them personally and professionally.
What we heard from teachers
We found that the policy has been highly divisive among Saskatchewan teachers, with both supporters and opponents reporting that its implementation has altered school and classroom dynamics and influenced relationships among students, families and educators.
Among survey respondents, 61 per cent opposed or strongly opposed the policy, while 32 per cent supported or strongly supported it. Teachers who supported the policy most often argued that parents “have the right to know” and that children are too young to make decisions about their gender.
Teachers who opposed the policy generally agreed parents play an important role in their children’s lives, but they also emphasized students’ right to privacy and described schools as a “safe place” for students.
Read more: New Brunswick’s LGBTQ+ safe schools debate makes false opponents of parents and teachers
Many respondents on both sides said the policy puts teachers in a difficult position, forcing them to balance the policy’s requirements with their responsibilities to their students and to parents. Teachers on both sides also acknowledged the policy had become highly political.
Interestingly, teachers did not report that the policy had dramatically changed their day-to-day work. More than half said it had not affected their ability to plan and teach effectively (54 per cent), their relationships with students (62 per cent) or their relationships with parents or guardians (55 per cent).
At the same time, about half reported negative effects on student well-being (51 per cent), the classroom environment (45 per cent) and their ability to support gender-diverse students (49 per cent).
Where things stand
We found that while the pronoun policy has not significantly impacted Saskatchewan teachers’ ability to do their jobs, it has changed the environment where they work.
Teachers on both sides of the issue indicated they would continue supporting their students. For some teachers, that means continuing to keep parents informed. For others, it means putting students’ safety and comfort first, even when that may mean not following the policy.
What’s clear is that the policy has created division and uncertainty among teachers. Some are unsure how to balance the requirements of the policy with what they believe is best for students. Others worry that putting their students first could put their jobs at risk.
Implementation of the policy is expected while the initial legal challenge brought forward by the University of Regina Pride Centre, alleging the policy breaches the Charter of Rights and Freedoms, remains open and is before the Supreme Court of Canada.
For Saskatchewan teachers, this is one more challenge in an already demanding classroom environment.
As they continue to face challenges around staffing shortages and limited government funding while teaching students with a range of needs — including mental-health needs and behavioural challenges — many question why the government has chosen to prioritize a pronoun policy when there are more pressing classroom issues.
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