Empowering Families: Edmonton CUPE 3550 Strike — What You Need to Know

As a candidate for Ward F School Board Trustee, I aim to amplify family voices in education. Together, we can create a collaborative environment where parents have the power to influence decisions, ensuring every child's success is prioritized and respected in our educational system.

1/22/20252 min read

Posted: January 22, 2025
By Edison Li

In January 2025, over 3,500 education support workers represented by CUPE 3550 went on strike across Edmonton Public Schools. This group included educational assistants (EAs), administrative staff, custodians, and other non-teaching professionals essential to day-to-day school operations. The impact of their absence was significant and widespread — especially for students with special needs, classroom teachers, and families.

🔹 Disruption of Student Support Services

Students who require specialized support — including personal care, medical monitoring, learning assistance, and behavioral regulation — were directly affected. Without EAs and other support workers, many of these students were unable to attend school. Some were transitioned to online learning or excluded entirely from classroom environments.

A court injunction was later granted (February 2025) to allow students with complex needs to return to school, acknowledging the harm caused by the service interruption (Global News).

🔹 Increased Operational Pressure on Teaching Staff

Teachers were required to take on responsibilities typically shared with support staff, such as managing toileting schedules, physical mobility assistance, and 1:1 supervision — while still instructing entire classes. Many reported that inclusive education was not feasible under these conditions.

The Alberta Teachers' Association (ATA) expressed concerns regarding staff capacity and safety, particularly in environments designed to be inclusive but not adequately resourced during a staffing shortage.

🔹 Impact on Family Schedules and Employment

Parents and guardians of students who rely on in-school supports were forced to make urgent childcare arrangements, take unpaid leave, or miss work entirely. These disruptions posed financial and logistical challenges, especially for families of children with high care needs who are not eligible for typical child care services.

According to CityNews Edmonton, some families were left without any notice of accommodations or alternatives during the initial days of the strike.

🔹 Systemic Implications for Inclusive Education

The strike exposed how dependent the inclusive education model is on non-teaching staff. In their absence, school divisions lacked mechanisms to continue offering equitable learning environments to all students. It demonstrated a structural vulnerability in how supports are delivered and highlighted the need for contingency planning.

Conclusion

While the CUPE 3550 strike centered on negotiations around pay, job security, and workload, the system-wide effects extended beyond those directly on strike. The experience raised important questions about contingency planning, resource allocation, and the sustainability of inclusive education in Edmonton Public Schools.

Future planning should consider:

Clearly defined protocols for support continuity during labour disruptions
Emergency resource allocation to protect the learning rights of vulnerable students
Enhanced cross-training and administrative transparency during operational interruptions

Efforts must now turn to ensuring that future disruptions do not disproportionately affect students with complex needs, or place untenable pressure on frontline teaching staff.