The Quebec government's recent move to reintroduce formal politeness and civility rules in the province's schools is facing significant pushback from the very professionals tasked with implementing it. The president of a major teachers' union has publicly stated that the new policy "misses the mark" by failing to consult with educators who, in her view, know the classroom reality best.
Top-Down Policy Overlooks Classroom Expertise
Announced on January 06, 2026, the provincial civility initiative aims to reinforce traditional manners and respectful conduct within educational institutions. However, the union leadership contends that the approach is flawed from the outset. The central criticism is that the policy was developed without meaningful input from teachers, who are on the front lines every day managing student interactions and school climate.
"Teachers know best," emphasized the union president, highlighting a fundamental disconnect between government decree and practical application. The argument is that effective behavioural guidelines cannot be successfully imposed in a top-down manner but must be crafted with the deep, experiential knowledge that educators possess about their students' needs and the dynamics of modern classrooms.
Concerns Over Practical Implementation and Support
Beyond the lack of consultation, concerns are emerging about how the broad strokes of the policy will translate into daily practice. Teachers and school administrators are questioning whether the government will provide the necessary resources, training, and consistent support to make such a civility framework workable and effective.
Critics suggest that simply mandating politeness does not address the root causes of behavioural issues or equip staff with the tools to foster a genuinely respectful environment. The union's stance implies that the policy may be more of a symbolic political gesture than a practical, supportive measure designed to improve school culture in a sustainable way.
A Recurring Tension in Education Governance
This dispute underscores a perennial tension in education between provincial policy-makers and the teaching professionals in schools. The Quebec government's decision, while framed as a return to core values, is being interpreted by the union as an oversight that undervalues teacher agency and expertise.
The success of the civility policy now appears uncertain, as its rollout may be hampered by skepticism and a lack of ownership from the educators required to enforce it. The situation sets the stage for further discussions about collaborative policy-making in Quebec's education sector, where the voices of teachers are deemed essential for creating rules that are both respectful in intent and realistic in execution.
