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Protests erupted both from teacher unions and other community members against the Bill.

2024-12-02T01:57:39Z

99.252.131.166:

'''From Lockers to Living Rooms: The Bold Move Turning High Schools into Homes'''

OSSTF Publishing, Veronica Perrone
May 5th, 2048, Toronto, Ontario
[[File:Massive protest.jpg|thumb]]
Last week, the Canadian Parliament moved forward with its plans to pass Bill 325 SHA, the Schools into Housing Act. This Bill outlines tearing down public high schools to build affordable housing to mitigate the rising homelessness crisis that has plagued Ontario for the last decade. After extensive years of surveying communities and areas, reports have indicated that turning high schools into housing can accommodate homeless individuals and offer a solution to this crisis. Plans are now set in motion to begin the demolition of public high schools this upcoming year, leaving students, parents, and teachers worried about how this will affect the quality of education, especially the delivery of learning materials. Peter, a concerned parent, hesitates with this new method: “I understand that we need to find a solution to the homelessness crisis, but tearing down high schools is not it. My kids need a place to learn; I know how at-home learning can be. It’s horrible - I went through it during the COVID-19 pandemic!” Considering the mental, emotional, and psychological impacts of the COVID-19 restrictions on individuals, many parents who experienced the pandemic warns the government of the lasting consequences that could occur to their children as a result of this Bill. Despite the backlash and experiences from the poor handling of situations from the past pandemic, there is little trust and confidence that the Bill would effectively fulfill its intended purpose.

Resources provided for the new at-home learning are a revision of older materials during the 2020 pandemic, which many, like Peter, argue was inefficient nor beneficial to student learning. However, the Canadian government has continuously affirmed that these revisions and additions to previous materials will support student learning, claiming that it would be “as, if not more efficient than in-person learning.” Outreach programs have been offered to communities to help individuals understand how this new method will be implemented and answer questions from the community. An interview with an organizer of one of these outreach programs says, “Since childhood, we have seen how education begins in the home. This new method reinforces that sentiment and allows students and parents to be fully engaged in the educational process.” However, despite these outreach and programs, several communities still oppose this new Bill and see it as taking away a child’s right to a quality education. Mirroring this sentiment, the Boards of Education within Ontario have supported the community in opposing the Bill, outlining how it is “an excuse to find the easiest solution to a crisis lazily, rather than think and plan on how to mitigate the issue at its core.” According to the President of the Board, legal actions could be pursued if the government continues to demonstrate a “lack of understanding for the needs of the students.” Which begs the question: How do students feel about this change?
In an outreach program, Andrew, a grade 11 student who voiced his concern about the toll these changes will have on him and his peers, remarks, “I already have trouble listening and learning from the teacher now. How can I do that with all the distractions around me at home?” Upon further questioning his feelings on the changes, Andrew continues, “I feel like I am being robbed of experiences others have had. What about prom? Graduation? I have seen my parent’s COVID graduations, and that is the most depressing thing I have ever watched.” Despite the academic impacts of the bill, students’ concerns also outline the social and communal relations that will be taken away, as Andrew has mentioned. According to reports from 2025, researching the social impacts of COVID-19 on students indicated that youth were isolated and were more socially illiterate. They had difficulties in navigating social interactions and making new connections and friends. With these fears and hesitancy, the Canadian government has yet to outline how to handle such situations. The outreach program may offer information on how schools can be done at home. However, they have yet to address how these changes can impact the social climate that students will need to face.

According to comments made by a few community members, there will be protests and demonstrations around the GTA to oppose the bill. Within the following weeks, the Boards of Education and teachers will also plan protests as negotiations and hearings have been underway with the government about the recent passing of the Bill. A local high school teacher, Jane, remarks, “I have been teaching for 10 years, and I know this will affect us and future generations. If this continues, I can only see teachers leaving the job, which will be another problem, especially considering that there is already a teacher shortage.” According to recent reports, there has been a 50% decrease in teachers compared to 2024. With this new Bill, there is a fear among the teaching community that the responsibilities will far exceed the limits of what a teacher can handle—especially considering that they do not feel that they are supported enough. According to a survey on teacher well-being, 87% of teachers think they are unsupported. Many have voiced that too many students are in their classrooms, and they are overwhelmed by the extra work they need to do outside their working hours. Liza, a new teacher, says, “This is my first year teaching, and I already want to leave. I did not realize that I was working 12-hour shifts every day, yet I only get paid for 8 of those hours. I have to constantly take things home and plan what I need to teach. I do not have time for my family!” Liza’s concerns are one of many. However, despite these concerns, they are brushed aside as the government pushes and urges the implementation of this Bill.

Protests erupted both from teacher unions and other community members against the Bill.

2024-11-30T00:52:47Z

99.252.131.166: Created page with "'''From Lockers to Living Rooms: The Bold Move Turning High Schools into Homes''' OSSTF Publishing, Veronica Perrone May 5th, 2048, Toronto, Ontario Last week, the Canadian Parliament moved forward with its plans to pass Bill 325 SHA, the Schools into Housing Act. This Bill outlines tearing down public high schools to build affordable housing to mitigate the rising homelessness crisis that has plagued Ontario for the last decade. After extensive years of surveying comm..."

'''From Lockers to Living Rooms: The Bold Move Turning High Schools into Homes'''

OSSTF Publishing, Veronica Perrone
May 5th, 2048, Toronto, Ontario

Last week, the Canadian Parliament moved forward with its plans to pass Bill 325 SHA, the Schools into Housing Act. This Bill outlines tearing down public high schools to build affordable housing to mitigate the rising homelessness crisis that has plagued Ontario for the last decade. After extensive years of surveying communities and areas, reports have indicated that turning high schools into housing can accommodate homeless individuals and offer a solution to this crisis. Plans are now set in motion to begin the demolition of public high schools this upcoming year, leaving students, parents, and teachers worried about how this will affect the quality of education, especially the delivery of learning materials. Peter, a concerned parent, hesitates with this new method: “I understand that we need to find a solution to the homelessness crisis, but tearing down high schools is not it. My kids need a place to learn; I know how at-home learning can be. It’s horrible - I went through it during the COVID-19 pandemic!”

Resources provided for the new at-home learning are a revision of older materials during the 2020 pandemic, which many, like Peter, argue was inefficient nor beneficial to student learning. However, the Canadian government has continuously affirmed that these revisions and additions to previous materials will support student learning, claiming that it would be “as, if not more efficient than in-person learning.” Outreach programs have been offered to communities to help individuals understand how this new method will be implemented and answer questions from the community. An interview with an organizer of one of these outreach programs says, “Since childhood, we have seen how education begins in the home. This new method reinforces that sentiment and allows students and parents to be fully engaged in the educational process.” However, despite these outreach and programs, several communities still oppose this new Bill and see it as taking away a child’s right to a quality education. Mirroring this sentiment, the Boards of Education within Ontario have supported the community in opposing the Bill, outlining how it is “an excuse to find the easiest solution to a crisis lazily, rather than think and plan on how to mitigate the issue at its core.”

According to comments made by a few community members, there will be protests and demonstrations around the GTA to oppose the bill. Within the following weeks, the Boards of Education and teachers will also plan protests as negotiations and hearings have been underway with the government about the recent passing of the Bill. A local high school teacher, Jane, remarks, “I have been teaching for 10 years, and I know this will affect us and future generations. If this continues, I can only see teachers leaving the job, which will be another problem, especially considering that there is already a teacher shortage.” According to recent reports, there has been a 50% decrease in teachers compared to 2024. With this new Bill, there is a fear among the teaching community that the responsibilities will far exceed the limits of what a teacher can handle. However, despite these fears and concerns, they are brushed aside as the government pushes and urges the implementation of this Bill.

Group 2

2024-11-30T00:52:13Z

99.252.131.166: /* Implementation */

Our summary will go here

== Prelude/Background ==
== Implementation ==

Bill 325 SHA - The Schools into Housing Act was seen as a way to mitigate the rising homelessness crisis within Ontario, especially since the increase in the population was straining government systems. The Canadian government’s plan to implement this bill was first to survey the areas to determine which schools would be torn down to build affordable housing. The surveying of areas took the most time as it required considering certain factors, such as area density (How many people are living within a specific area), spatial space (If there was enough space to build), and impacts on the community. The plan initially proposed that some schools be torn down and converted into housing; however, from the surveyor’s data, the reports indicated that the area density was too high and tearing down some schools would not mitigate the homelessness crisis. There were too many homeless individuals in an area, and surveyors concluded that tearing down some public high schools would not decrease that number. As such, the Bill was modified to include all public high schools to be torn down as it would offer the solution to the ever-growing issue and accommodate the majority of homeless individuals.

Moreover, according to surveyors’ reports, schools took roughly 45% of spatial space in relation to the overall space within a specific community area, with 35% being high schools and 10% being elementary schools. The other percentages were residential, commercial, and industrial buildings. By tearing down high schools and building housing, 35% of the space that they occupied would increase residential building capacity to accommodate the high increase of homeless individuals. Reports also indicated that one school’s spatial space can accommodate 15% of the homeless individuals living within the community. With all the schools torn down, it can house 100% of these individuals and even have some space to accommodate others. The report on spatial space was one of the deciding factors by which the Canadian Parliament decided to push the Bill to pass and implement it first within Ontario.

After the Canadian Parliament passed Bill 325 - SHA, the next step was to notify the community and the students on how to proceed with education. Before tearing down schools, the government held various programs and outreach to inform the community on how teaching and student learning would occur in homes. Given that resources were already created for at-home learning due to the pandemic in the year 2020, the transition from in-person learning to at-home learning proved to be smoother than expected. However, some argue it could have been a smoother transition as teachers needed proper training in teaching students using this method. [[Protests erupted both from teacher unions and other community members against the Bill.]] However, despite their protests, the Bill moved forward, and both teachers and community members were forced to adjust to these changes. As a result, private school enrollment reached its capacity as these schools were exempted from the bill since the government did not publicly fund them.

Once the communities were informed of how education would proceed, schools were torn down to begin building new housing. The projected time to tear down and build these buildings is 15 years. However, Parliament urged that the tearing down and building must be prioritized and take less time if possible. As such, this urgency helped slightly with the economy as construction companies needed more individuals, thus creating jobs. Although there was an increase in the saturation of construction workers, the funding these companies received could not adjust the pay these workers should have been paid. However, because the homelessness crisis heavily strained the Canadian economy, individuals took these construction jobs because they provided some income for them. With the increased labour, the projected timeline was reduced from 15 to 7 years. As the construction began, the public high schools in downtown Toronto were torn down first. They would then start tearing down schools as the projects in downtown Toronto were completed, working their way towards the suburbs and then further schools away from the cities until they were all converted into affordable housing.

A few months before the demolition of public high schools, the Boards of Education in Ontario implemented a revised version of at-home learning based on the plans for the 2020 COVID-19 years. This revised educational method introduced what is now called “Virtual High School Learning.” As the name suggests, this schooling method allows high school students to learn from home using their electronic devices and online platforms such as CanComm and Microsoft Classroom. However, with the advancement of technology, many have indicated that virtual reality would soon be an option. The Canadian Parliament, in accordance with the Ministry of Education, has argued that virtual learning is the most effective method to teach high school students. However, critics have had their fair share of opinions regarding this method, especially concerning students’ mental health and the effects on teachers.

As Virtual High School Learning was implemented, students and teachers had difficulties adjusting to this method of learning and teaching, which were reflected in the student assessments. Reports from various school boards indicated that student grades fell by 30% compared to when they were in-person. With this decline, school boards invested more into training teachers to better teach and support their students. This investment allowed teachers to receive the support and resources they desperately needed, consequently permitting them to find innovative and creative methods for teaching. With support, teachers could adapt and adjust their teaching styles to accommodate the restrictions of virtual learning leading to an increase in students' grades. Over time, reports later indicated that students did better through virtual learning compared to in-person learning.

Despite the criticisms after the Bill was passed, virtual learning became the better teaching and learning method. Not only were teachers better supported, students also excelled in their academics because of the support their teachers received, allowing for more interactive teaching styles and methods. Furthermore, reports have indicated that homeless individuals and low-income families benefitted from virtual learning as, through this method, parents were able to be more involved with their children and their education. As parents became more involved, students felt supported and guided, resulting in better grades and the overall quality of their work. Despite seeing a 30% decrease in student grades at the beginning of this change when the Bill was passed, it has been constantly rising, with a 57% increase, which will continue according to recent reports.

== Education ==
=== Impacts on Teachers ===
=== Impacts on Students ===

[[Found Journal Entries from a Student in 2048]]

== Other Impacts ==

Group 2

2024-11-30T00:51:49Z

99.252.131.166: /* Implementation */

Our summary will go here

== Prelude/Background ==
== Implementation ==

Bill 325 SHA - The Schools into Housing Act was seen as a way to mitigate the rising homelessness crisis within Ontario, especially since the increase in the population was straining government systems. The Canadian government’s plan to implement this bill was first to survey the areas to determine which schools would be torn down to build affordable housing. The surveying of areas took the most time as it required considering certain factors, such as area density (How many people are living within a specific area), spatial space (If there was enough space to build), and impacts on the community. The plan initially proposed that some schools be torn down and converted into housing; however, from the surveyor’s data, the reports indicated that the area density was too high and tearing down some schools would not mitigate the homelessness crisis. There were too many homeless individuals in an area, and surveyors concluded that tearing down some public high schools would not decrease that number. As such, the Bill was modified to include all public high schools to be torn down as it would offer the solution to the ever-growing issue and accommodate the majority of homeless individuals.

Moreover, according to surveyors’ reports, schools took roughly 45% of spatial space in relation to the overall space within a specific community area, with 35% being high schools and 10% being elementary schools. The other percentages were residential, commercial, and industrial buildings. By tearing down high schools and building housing, 35% of the space that they occupied would increase residential building capacity to accommodate the high increase of homeless individuals. Reports also indicated that one school’s spatial space can accommodate 15% of the homeless individuals living within the community. With all the schools torn down, it can house 100% of these individuals and even have some space to accommodate others. The report on spatial space was one of the deciding factors by which the Canadian Parliament decided to push the Bill to pass and implement it first within Ontario.

After the Canadian Parliament passed Bill 325 - SHA, the next step was to notify the community and the students on how to proceed with education. Before tearing down schools, the government held various programs and outreach to inform the community on how teaching and student learning would occur in homes. Given that resources were already created for at-home learning due to the pandemic in the year 2020, the transition from in-person learning to at-home learning proved to be smoother than expected. However, some argue it could have been a smoother transition as teachers needed proper training in teaching students using this method. [Protests erupted both from teacher unions and other community members against the Bill.] However, despite their protests, the Bill moved forward, and both teachers and community members were forced to adjust to these changes. As a result, private school enrollment reached its capacity as these schools were exempted from the bill since the government did not publicly fund them.

Once the communities were informed of how education would proceed, schools were torn down to begin building new housing. The projected time to tear down and build these buildings is 15 years. However, Parliament urged that the tearing down and building must be prioritized and take less time if possible. As such, this urgency helped slightly with the economy as construction companies needed more individuals, thus creating jobs. Although there was an increase in the saturation of construction workers, the funding these companies received could not adjust the pay these workers should have been paid. However, because the homelessness crisis heavily strained the Canadian economy, individuals took these construction jobs because they provided some income for them. With the increased labour, the projected timeline was reduced from 15 to 7 years. As the construction began, the public high schools in downtown Toronto were torn down first. They would then start tearing down schools as the projects in downtown Toronto were completed, working their way towards the suburbs and then further schools away from the cities until they were all converted into affordable housing.

A few months before the demolition of public high schools, the Boards of Education in Ontario implemented a revised version of at-home learning based on the plans for the 2020 COVID-19 years. This revised educational method introduced what is now called “Virtual High School Learning.” As the name suggests, this schooling method allows high school students to learn from home using their electronic devices and online platforms such as CanComm and Microsoft Classroom. However, with the advancement of technology, many have indicated that virtual reality would soon be an option. The Canadian Parliament, in accordance with the Ministry of Education, has argued that virtual learning is the most effective method to teach high school students. However, critics have had their fair share of opinions regarding this method, especially concerning students’ mental health and the effects on teachers.

As Virtual High School Learning was implemented, students and teachers had difficulties adjusting to this method of learning and teaching, which were reflected in the student assessments. Reports from various school boards indicated that student grades fell by 30% compared to when they were in-person. With this decline, school boards invested more into training teachers to better teach and support their students. This investment allowed teachers to receive the support and resources they desperately needed, consequently permitting them to find innovative and creative methods for teaching. With support, teachers could adapt and adjust their teaching styles to accommodate the restrictions of virtual learning leading to an increase in students' grades. Over time, reports later indicated that students did better through virtual learning compared to in-person learning.

Despite the criticisms after the Bill was passed, virtual learning became the better teaching and learning method. Not only were teachers better supported, students also excelled in their academics because of the support their teachers received, allowing for more interactive teaching styles and methods. Furthermore, reports have indicated that homeless individuals and low-income families benefitted from virtual learning as, through this method, parents were able to be more involved with their children and their education. As parents became more involved, students felt supported and guided, resulting in better grades and the overall quality of their work. Despite seeing a 30% decrease in student grades at the beginning of this change when the Bill was passed, it has been constantly rising, with a 57% increase, which will continue according to recent reports.

== Education ==
=== Impacts on Teachers ===
=== Impacts on Students ===

[[Found Journal Entries from a Student in 2048]]

== Other Impacts ==

Group 2

2024-11-30T00:50:43Z

99.252.131.166: /* Implementation */

Our summary will go here

== Prelude/Background ==
== Implementation ==

Bill 325 SHA - The Schools into Housing Act was seen as a way to mitigate the rising homelessness crisis within Ontario, especially since the increase in the population was straining government systems. The Canadian government’s plan to implement this bill was first to survey the areas to determine which schools would be torn down to build affordable housing. The surveying of areas took the most time as it required considering certain factors, such as area density (How many people are living within a specific area), spatial space (If there was enough space to build), and impacts on the community. The plan initially proposed that some schools be torn down and converted into housing; however, from the surveyor’s data, the reports indicated that the area density was too high and tearing down some schools would not mitigate the homelessness crisis. There were too many homeless individuals in an area, and surveyors concluded that tearing down some public high schools would not decrease that number. As such, the Bill was modified to include all public high schools to be torn down as it would offer the solution to the ever-growing issue and accommodate the majority of homeless individuals.

Moreover, according to surveyors’ reports, schools took roughly 45% of spatial space in relation to the overall space within a specific community area, with 35% being high schools and 10% being elementary schools. The other percentages were residential, commercial, and industrial buildings. By tearing down high schools and building housing, 35% of the space that they occupied would increase residential building capacity to accommodate the high increase of homeless individuals. Reports also indicated that one school’s spatial space can accommodate 15% of the homeless individuals living within the community. With all the schools torn down, it can house 100% of these individuals and even have some space to accommodate others. The report on spatial space was one of the deciding factors by which the Canadian Parliament decided to push the Bill to pass and implement it first within Ontario.

After the Canadian Parliament passed Bill 325 - SHA, the next step was to notify the community and the students on how to proceed with education. Before tearing down schools, the government held various programs and outreach to inform the community on how teaching and student learning would occur in homes. Given that resources were already created for at-home learning due to the pandemic in the year 2020, the transition from in-person learning to at-home learning proved to be smoother than expected. However, some argue it could have been a smoother transition as teachers needed proper training in teaching students using this method. Protests erupted both from teacher unions and other community members against the Bill. However, despite their protests, the Bill moved forward, and both teachers and community members were forced to adjust to these changes. As a result, private school enrollment reached its capacity as these schools were exempted from the bill since the government did not publicly fund them.

Once the communities were informed of how education would proceed, schools were torn down to begin building new housing. The projected time to tear down and build these buildings is 15 years. However, Parliament urged that the tearing down and building must be prioritized and take less time if possible. As such, this urgency helped slightly with the economy as construction companies needed more individuals, thus creating jobs. Although there was an increase in the saturation of construction workers, the funding these companies received could not adjust the pay these workers should have been paid. However, because the homelessness crisis heavily strained the Canadian economy, individuals took these construction jobs because they provided some income for them. With the increased labour, the projected timeline was reduced from 15 to 7 years. As the construction began, the public high schools in downtown Toronto were torn down first. They would then start tearing down schools as the projects in downtown Toronto were completed, working their way towards the suburbs and then further schools away from the cities until they were all converted into affordable housing.

A few months before the demolition of public high schools, the Boards of Education in Ontario implemented a revised version of at-home learning based on the plans for the 2020 COVID-19 years. This revised educational method introduced what is now called “Virtual High School Learning.” As the name suggests, this schooling method allows high school students to learn from home using their electronic devices and online platforms such as CanComm and Microsoft Classroom. However, with the advancement of technology, many have indicated that virtual reality would soon be an option. The Canadian Parliament, in accordance with the Ministry of Education, has argued that virtual learning is the most effective method to teach high school students. However, critics have had their fair share of opinions regarding this method, especially concerning students’ mental health and the effects on teachers.

As Virtual High School Learning was implemented, students and teachers had difficulties adjusting to this method of learning and teaching, which were reflected in the student assessments. Reports from various school boards indicated that student grades fell by 30% compared to when they were in-person. With this decline, school boards invested more into training teachers to better teach and support their students. This investment allowed teachers to receive the support and resources they desperately needed, consequently permitting them to find innovative and creative methods for teaching. With support, teachers could adapt and adjust their teaching styles to accommodate the restrictions of virtual learning leading to an increase in students' grades. Over time, reports later indicated that students did better through virtual learning compared to in-person learning.

Despite the criticisms after the Bill was passed, virtual learning became the better teaching and learning method. Not only were teachers better supported, students also excelled in their academics because of the support their teachers received, allowing for more interactive teaching styles and methods. Furthermore, reports have indicated that homeless individuals and low-income families benefitted from virtual learning as, through this method, parents were able to be more involved with their children and their education. As parents became more involved, students felt supported and guided, resulting in better grades and the overall quality of their work. Despite seeing a 30% decrease in student grades at the beginning of this change when the Bill was passed, it has been constantly rising, with a 57% increase, which will continue according to recent reports.

== Education ==
=== Impacts on Teachers ===
=== Impacts on Students ===

[[Found Journal Entries from a Student in 2048]]

== Other Impacts ==

Group 2

2024-11-30T00:46:50Z

99.252.131.166: /* Implementation */

Our summary will go here

== Prelude/Background ==
== Implementation ==

Bill 325 SHA - The Schools into Housing Act was seen as a way to mitigate the rising homelessness crisis within Ontario, especially since the increase in the population was straining government systems. The Canadian government’s plan to implement this bill was first to survey the areas to determine which schools would be torn down to build affordable housing. The surveying of areas took the most time as it required considering certain factors, such as area density (How many people are living within a specific area), spatial space (If there was enough space to build), and impacts on the community. The plan initially proposed that some schools be torn down and converted into housing; however, from the surveyor’s data, the reports indicated that the area density was too high and tearing down some schools would not mitigate the homelessness crisis. There were too many homeless individuals in an area, and surveyors concluded that tearing down some public high schools would not decrease that number. As such, the Bill was modified to include all public high schools to be torn down as it would offer the solution to the ever-growing issue and accommodate the majority of homeless individuals.

Moreover, according to surveyors’ reports, schools took roughly 45% of spatial space in relation to the overall space within a specific community area, with 35% being high schools and 10% being elementary schools. The other percentages were residential, commercial, and industrial buildings. By tearing down high schools and building housing, 35% of the space that they occupied would increase residential building capacity to accommodate the high increase of homeless individuals. Reports also indicated that one school’s spatial space can accommodate 15% of the homeless individuals living within the community. With all the schools torn down, it can house 100% of these individuals and even have some space to accommodate others. The report on spatial space was one of the deciding factors by which the Canadian Parliament decided to push the Bill to pass and implement it first within Ontario.

After the Canadian Parliament passed Bill 325 - SHA, the next step was to notify the community and the students on how to proceed with education. Before tearing down schools, the government held various programs and outreach to inform the community on how teaching and student learning would occur in homes. Given that resources were already created for at-home learning due to the pandemic in the year 2020, the transition from in-person learning to at-home learning proved to be smoother than expected. However, some argue it could have been a smoother transition as teachers needed proper training in teaching students using this method. Protests erupted both from teacher unions and other community members against the Bill. However, despite their protests, the Bill moved forward, and both teachers and community members were forced to adjust to these changes. As a result, private school enrollment reached its capacity as these schools were exempted from the bill since the government did not publicly fund them.

Once the communities were informed of how education would proceed, schools were torn down to begin building new housing. The projected time to tear down and build these buildings is 15 years. However, Parliament urged that the tearing down and building must be prioritized and take less time if possible. As such, this urgency helped slightly with the economy as construction companies needed more individuals, thus creating jobs. Although there was an increase in the saturation of construction workers, the funding these companies received could not adjust the pay these workers should have been paid. However, because the homelessness crisis heavily strained the Canadian economy, individuals took these construction jobs because they provided some income for them. With the increased labour, the projected timeline was reduced from 15 to 7 years. As the construction began, the public high schools in downtown Toronto were torn down first. They would then start tearing down schools as the projects in downtown Toronto were completed, working their way towards the suburbs and then further schools away from the cities until they were all converted into affordable housing.

A few months before the demolition of public high schools, the Boards of Education in Ontario implemented a revised version of at-home learning based on the plans for the 2020 COVID-19 years. This revised educational method introduced what is now called “Virtual High School Learning.” As the name suggests, this schooling method allows high school students to learn from home using their electronic devices and online platforms such as CanComm and Microsoft Classroom. However, with the advancement of technology, many have indicated that virtual reality would soon be an option. The Canadian Parliament, in accordance with the Ministry of Education, has argued that virtual learning is the most effective method to teach high school students. However, critics have had their fair share of opinions regarding this method, especially concerning students’ mental health and the effects on teachers.

As Virtual High School Learning was implemented, students and teachers had difficulties adjusting to this method of learning and teaching, which were reflected in the student assessments. Reports from various school boards indicated that student grades fell by 30% compared to when they were in-person. With this decline, school boards invested more into training teachers to better teach and support their students. This investment allowed teachers to receive the support and resources they desperately needed, consequently permitting them to find innovative and creative methods for teaching. With support, teachers could adapt and adjust their teaching styles to accommodate the restrictions of virtual learning leading to an increase in students' grades. Over time, reports later indicated that students did better through virtual learning compared to in-person learning.

Despite the criticisms after the Bill was passed, virtual learning became the better teaching and learning method. Not only were teachers better supported, but students also excelled in their academics because of the support their teachers received, allowing for more interactive teaching styles and methods. Furthermore, reports have indicated that homeless individuals and low-income families benefitted from virtual learning as, through this method, parents were able to be more involved with their children and their education. As parents became more involved, students felt supported and guided, resulting in better grades and the overall quality of their work. Despite seeing a 30% decrease in student grades at the beginning of this change when the Bill was passed, it has been constantly rising, with a 57% increase, which will continue according to recent reports.

== Education ==
=== Impacts on Teachers ===
=== Impacts on Students ===

[[Found Journal Entries from a Student in 2048]]

== Other Impacts ==

Group 2

2024-11-30T00:46:19Z

99.252.131.166: /* Implementation */

Our summary will go here

== Prelude/Background ==
== Implementation ==

Bill 325 SHA - The Schools into Housing Act was seen as a way to mitigate the rising homelessness crisis within Ontario, especially since the increase in the population was straining government systems. The Canadian government’s plan to implement this bill was first to survey the areas to determine which schools would be torn down to build affordable housing. The surveying of areas took the most time as it required considering certain factors, such as area density (How many people are living within a specific area), spatial space (If there was enough space to build), and impacts on the community. The plan initially proposed that some schools be torn down and converted into housing; however, from the surveyor’s data, the reports indicated that the area density was too high and tearing down some schools would not mitigate the homelessness crisis. There were too many homeless individuals in an area, and surveyors concluded that tearing down some public high schools would not decrease that number. As such, the Bill was modified to include all public high schools to be torn down as it would offer the solution to the ever-growing issue and accommodate the majority of homeless individuals.

Moreover, according to surveyors’ reports, schools took roughly 45% of spatial space in relation to the overall space within a specific community area, with 35% being high schools and 10% being elementary schools. The other percentages were residential, commercial, and industrial buildings. By tearing down high schools and building housing, 35% of the space that they occupied would increase residential building capacity to accommodate the high increase of homeless individuals. Reports also indicated that one school’s spatial space can accommodate 15% of the homeless individuals living within the community. With all the schools torn down, it can house 100% of these individuals and even have some space to accommodate others. The report on spatial space was one of the deciding factors by which the Canadian Parliament decided to push the Bill to pass and implement it first within Ontario.

After the Canadian Parliament passed Bill 325 - SHA, the next step was to notify the community and the students on how to proceed with education. Before tearing down schools, the government held various programs and outreach to inform the community on how teaching and student learning would occur in homes. Given that resources were already created for at-home learning due to the pandemic in the year 2020, the transition from in-person learning to at-home learning proved to be smoother than expected. However, some argue it could have been a smoother transition as teachers needed proper training in teaching students using this method. Protests erupted both from teacher unions and other community members against the Bill. However, despite their protests, the Bill moved forward, and both teachers and community members were forced to adjust to these changes. As a result, private school enrollment reached its capacity as these schools were exempted from the bill since the government did not publicly fund them.

Once the communities were informed of how education would proceed, schools were torn down to begin building new housing. The projected time to tear down and build these buildings is 15 years. However, Parliament urged that the tearing down and building must be prioritized and take less time if possible. As such, this urgency helped slightly with the economy as construction companies needed more individuals, thus creating jobs. Although there was an increase in the saturation of construction workers, the funding these companies received could not adjust the pay these workers should have been paid. However, because the homelessness crisis heavily strained the Canadian economy, individuals took these construction jobs because they provided some income for them. With the increased labour, the projected timeline was reduced from 15 to 7 years. As the construction began, the public high schools in downtown Toronto were torn down first. They would then start tearing down schools as the projects in downtown Toronto were completed, working their way towards the suburbs and then further schools away from the cities until they were all converted into affordable housing.

A few months before the demolition of public high schools, the Boards of Education in Ontario implemented a revised version of at-home learning based on the plans for the 2020 COVID-19 years. This revised educational method introduced what is now called “Virtual High School Learning.” As the name suggests, this schooling method allows high school students to learn from home using their electronic devices and online platforms such as CanComm and Microsoft Classroom. However, with the advancement of technology, many have indicated that virtual reality would soon be an option. The Canadian Parliament, in accordance with the Ministry of Education, has argued that virtual learning is the most effective method to teach high school students. However, critics have had their fair share of opinions regarding this method, especially concerning students’ mental health and the effects on teachers.

As Virtual High School Learning was implemented, students and teachers had difficulties adjusting to this method of learning and teaching, which were reflected in the student assessments. Reports from various school boards indicated that student grades fell by 30% compared to when they were in-person. With this decline, school boards invested more into training teachers to better teach and support their students. This investment allowed teachers to receive the support and resources they desperately needed, consequently permitting them to find innovative and creative methods for teaching. With support, teachers could adapt and adjust their teaching styles to accommodate the restrictions of virtual learning leading to an increase in students' grades. Over time, reports later indicated that students did better through virtual learning compared to in-person learning.

Despite the criticisms after the Bill was passed, virtual learning became the better teaching and learning method. Not only were teachers better supported, but students also excelled in their academics because of the support their teachers received, allowing for more interactive teaching styles and methods. Furthermore, reports have indicated that homeless individuals and low-income families benefitted from virtual learning as, through this method, parents were able to be more involved with their children and their education. As parents became more involved, students felt supported and guided, resulting in better grades and the overall quality of their work. Despite seeing a 30% decrease in student grades at the beginning of this change when the Bill was passed, it has been constantly rising, with a 57% increase, which will continue according to recent reports.

== Education ==
=== Impacts on Teachers ===
=== Impacts on Students ===

[[Found Journal Entries from a Student in 2048]]

== Other Impacts ==