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[Mr. Speaker, every child in the Northwest Territories has the right to quality education and learning, regardless of their abilities, circumstances, or where they live. 

This commitment lies at the heart of inclusive education in the NWT. Inclusive education means creating learning environments where all students feel welcomed, supported, and able to fully participate. Ensuring the right to learn matters so that every child has the chance to take part in their communities, in the workforce, and in the decisions that impact their lives.] Resume English

But meeting that commitment has become more challenging. Over the last decade, student needs have become more complex, and schools have faced growing pressure to provide the right supports. Families have shared their experiences of waiting months for assessments, of not knowing where to turn for help, and of children who are eager to learn but lack the supports they need to succeed. Educators and classroom assistants have spoken about the strain of doing everything they can with limited time, tools, and resources.

Growing federal funding through Jordan’s Principle and the Inuit Child First Initiative helped ease pressure and fill important gaps.

Last year’s changes and drastic reduction to those federal supports created uncertainty for students and families, pressure on educators and support staff, and instability across our education system.

Mr. Speaker, earlier this year, our government completed its review of Inclusive Schooling drawing on feedback from students, families, educators, Indigenous governments, and education bodies. That review resulted in 11 recommendations, and our government accepted all 11. We are now moving forward with a phased implementation plan over the next two years to strengthen inclusive education in the Northwest Territories, guided directly by what people told us they need.

The first step in that plan is stability. With the support of Members in this House, the government committed at least $30 million in new funding for inclusive education. This doubles the territory’s investment in inclusive schooling. More importantly, it means more consistent support for students in the classroom, fewer disruptions to their learning, and greater certainty for the families who depend on these services every day.

This investment will be felt directly in schools, with the majority of funding flowing with flexibility directly to education bodies, where decisions are made closer to students and communities. It will help maintain key school-based positions, improve access to therapeutic and rehabilitative services such as speech-language therapy, occupational therapy, and counselling, and support the use of assistive technologies. For students, this means more continuity; for families, it means fewer gaps; and, for educators, it means stronger support in meeting student needs.

Mr. Speaker, the second priority is helping children get support earlier. A portion of this new investment will support early childhood screening, with the first steps starting this fall and full implementation planned for the 2027-2028 school year. Because when we identify needs earlier, children get help before they fall behind, teachers can respond sooner, and families spend less time searching for answers.

A critical part of classroom support is the hard-working classroom assistants.

Through community visits as both a Regular Member and a Minister, I have heard directly from teachers, administrators, and classroom assistants who want a stronger toolbox to support students. They are deeply committed to the children in their care, and they want to do even more. In response, a portion of this funding will support additional training so support assistants have the skills and confidence they need to work alongside teachers in helping every student succeed.

A third priority is making the system easier for families and educators to understand and navigate. Families have told us the system can be difficult to follow: they should not have to struggle to understand what supports exist or how to access them. Starting this fall, they will see clearer, plain-language information about the supports available, who is responsible for what, and how students move through the system. We are also working with our health partners to make referrals and follow-up simpler and more coordinated, so families can focus on their child rather than the process.

Finally Mr. Speaker, we must improve access to rehabilitative and therapeutic services, which remains a serious concern. Limited access to these services means some students go without the support they need to fully participate in school. That is not acceptable, and it is something we are committed to improving.

Over the next two years, the government will work to improve access and better coordinate services between education and health, including a new school-based rehabilitation service model planned for the 2027–2028 school year.

These are practical steps to strengthen inclusive education and give students, families, and schools more stability and support.

This work will take time, and it will require continued partnership with families, education bodies, Indigenous governments, and communities. We will continue to listen, learn, and adapt as we move forward.

At its core, this work is about children: their confidence, their potential, and their future. It advances the 20th Legislative Assembly’s vision of healthy people and communities, by helping to build a North where every child has the support they need to succeed: in school, in work, and in life.

I want to thank the families, educators, Indigenous governments, and residents of the Northwest Territories who shared their experiences and voices to guide this work. Together, we are building a stronger North where every child has the opportunity to thrive.

Thank you, Mr. Speaker.