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As someone who was an average student during my school years, I often felt out of place, especially when I saw honors students receiving accolades and recognition. Despite my struggles, I found solace in my honors English class—it was the one subject that truly sparked my interest. However, each time the list of honors students was posted, I felt a pang of embarrassment for not making the cut and graduating without any honors distinction.
Now, as I watch my son graduate without any honors ribbons, I reflect on my own experiences. None of my children frequently make the honor roll, and while they occasionally achieve it, it’s not the norm. I’ve come to terms with our average academic standing, and my goal is to help my kids feel comfortable with it too—something I struggled with during my own school years.
But do I believe that high school honors programs should remain in place, even if my children are unlikely to participate? Absolutely. Recently, the Vancouver School Board announced it would be discontinuing its honors programs in science and math, having already phased out honors English a few years back. According to The Globe and Mail, the board justified this decision by stating that honors courses do not align with their equity and inclusion objectives, which aim to ensure all students have equal access to the curriculum. In place of honors courses, teachers will be tasked with tailoring their teaching to meet individual student needs.
While I understand the intention behind promoting inclusion, I also remember the feelings of exclusion I experienced in high school. It’s crucial for students to learn at their own pace, and honors students deserve the same opportunity to thrive.
Natasha Bloomfield, a parent and VSB alum, shared her perspective with The Globe and Mail, noting that she felt safe and supported in honors classes. Many parents are concerned that their children may not receive the necessary challenges under the new curriculum, and rightfully so. Just as I wanted my son removed from a challenging Academic Chemistry class last year, parents want assurances that their children are placed in classes that meet their academic needs.
All students learn differently, and it makes sense to have various class levels to accommodate those differences. This change raises questions about the burden it places on teachers, who may find it challenging to cater to a diverse range of academic abilities within a single classroom. Isn’t that the very reason honors programs were established?
It’s important for students to understand that everyone has their own learning pace—some may grasp concepts quickly, while others may need more time. If students don’t learn this lesson during their school years, how will they navigate the workforce, where experience and education often dictate pay scales?
Instead of eliminating honors programs, schools should focus on the importance of reminding students that being in an honors class does not mean one student is superior to another. Dr. Liam Foster, a special education expert, emphasizes that it’s vital to address equity within these programs rather than cancel them altogether. He warns that gifted students might be overlooked in mixed-ability classrooms and may not receive the challenges they need.
In conclusion, while I support fostering a positive environment for all students, removing honors programs is not the solution. Just as students disengage from classes that are too difficult, those who aren’t adequately challenged will also lose interest in their education.
This article was originally published on July 30, 2021.