Canadian education is often discussed as though it operates within one unified national system. In reality, K–12 schooling is governed provincially, and families across the country make different choices within (and outside) their local public systems. The Fraser Institute’s report, Where Our Students Are Educated: Measuring Student Enrolment in Canada, 2022 (Zwaagstra, Emes, Ryan, and Palacios, 2023), offers a helpful, province-by-province snapshot of where students are educated—public schools, independent schools, and home schooling—over time.
For school leaders, special education teams, and student support providers like TinyEYE, these trends matter. Enrolment patterns shape staffing models, service delivery decisions, and how schools plan for equitable access to supports such as speech-language pathology and occupational therapy. Understanding the “where” behind student education helps us better anticipate the “how” of delivering services.
What the report measures (and what it does not)
The study tracks enrolment across the ten provinces from 2000–01 to 2019–20 (with home schooling comparisons beginning in 2007–08 due to data availability). It focuses on three primary education pathways:
- Public schools (including Anglophone, Francophone, separate schools in certain provinces, and charter schools in Alberta)
- Independent schools
- Home schooling
Importantly, the report also notes what is not fully captured in these comparisons, including specialized programs within public schools (such as French immersion, arts programs), district-level open enrolment policies, and other forms of distance/online education. That distinction matters: a student may be “in public school” while still participating in highly specialized programming that affects service needs.
Context: Canada’s school-aged population is changing
One of the most important framing points in the report is demographic: the number of Canadians aged 5 to 17 declined slightly (0.2%) between 2000 and 2020. But that national figure hides major provincial differences. Alberta saw substantial growth in school-aged population (24.1%), while every other province experienced decline—most notably Newfoundland & Labrador (down 28.3%).
For education planning, this means two things can be true at once:
- A province may experience declining enrolment because there are fewer school-aged children overall.
- At the same time, the share of students choosing non-public options may rise, changing the composition of who remains in public systems.
Public schooling remains dominant, but its share is declining
Across all provinces, public schooling remains the primary setting for education. In 2019–20, public school enrolment ranged from 86.4% of total enrolment in British Columbia to 98.2% in Newfoundland & Labrador.
However, the report finds a consistent long-term trend: every province experienced a decline in the share of students enrolled in public schools between 2000–01 and 2019–20. This does not mean public schools are shrinking everywhere in absolute numbers (Alberta is a key exception), but it does indicate that public systems are educating a slightly smaller proportion of students over time.
Public school choice is not “one-size-fits-all”
The report usefully breaks public schooling into multiple categories, reminding readers that “public” can include distinct options depending on province:
- Anglophone public schools
- Francophone public schools
- Separate schools (primarily Roman Catholic) in Alberta, Saskatchewan, and Ontario
- Charter schools (Alberta only)
From a special education lens, these distinctions matter because governance, program models, and referral pathways can differ across systems—even when funding is public. For example, separate school systems may have their own administrative structures, and charter schools may operate with different pedagogical approaches that influence how interventions are delivered.
Language-based enrolment patterns vary widely by province
Canada’s constitutional commitments to minority-language education create an additional layer of choice within public systems. The report shows substantial variation in Francophone public enrolment outside Quebec and in Anglophone public enrolment within Quebec.
- Quebec’s public Francophone enrolment was 80.1% in 2019–20, reflecting French as the majority language of instruction.
- New Brunswick, Canada’s only officially bilingual province, had 29.1% of students in Francophone public schools in 2019–20.
- Several provinces had very small Francophone public enrolment shares (for example, Newfoundland & Labrador at 0.5%).
For service delivery, language matters in practical ways. Assessment tools, therapy materials, family communication, and culturally responsive practice all depend on language access. In provinces and regions where minority-language enrolment is growing, schools may need additional capacity to provide bilingual or French-language services—or to partner with providers who can deliver them virtually.
Separate schools: a major public-system pathway in three provinces
In Alberta, Saskatchewan, and Ontario, separate schools (primarily Roman Catholic) are a significant part of publicly funded education. In 2019–20, separate school enrolment represented:
- 23.7% of total enrolment in Alberta
- 23.3% in Saskatchewan
- 29.5% in Ontario
These are not marginal numbers. For student support planning, they signal that a large portion of publicly educated students may be served through a parallel governance structure. For organizations supporting schools across provinces, it is a reminder to understand local system structures and how students access services within each.
Charter schools: limited to Alberta, but growing
Charter schools are presented in the report as part of the public system (not independent schooling). Alberta is currently the only province with charter schools. While charter enrolment was 1.4% of total enrolment in 2019–20, the growth over time is striking: charter enrolment increased from 2,558 students in 2000–01 to 9,918 in 2019–20.
From a student-support perspective, growth in alternative public models can increase the diversity of service needs and delivery preferences. Schools with specialized pedagogies may seek therapy models that integrate smoothly into classroom routines, use flexible scheduling, and support staff consultation—areas where online service delivery can be especially practical.
Independent schools are growing everywhere
Independent school enrolment increased in every province between 2000–01 and 2019–20, both in absolute numbers and as a share of total enrolment. In 2019–20:
- British Columbia had the highest independent school share at 13.2%.
- Quebec followed at 11.7%.
- Ontario, despite not funding independent schools, had 6.9% of students enrolled in independent schools.
- New Brunswick had the lowest share at 1.0%.
The report also notes that funding policies vary: British Columbia, Alberta, Saskatchewan, Manitoba, and Quebec provide partial funding for independent schools, while Ontario and the Atlantic provinces generally do not. Yet even without funding, independent school enrolment can grow—suggesting that family demand, regulation, and local availability all play roles.
For special education and therapy services, growth in independent schooling raises important equity questions. Independent schools may have different resourcing models for student supports, and families may experience inconsistent access to services depending on setting. This is one reason scalable, school-partnered service models—such as online therapy—can be valuable across a range of school types.
Home schooling remains small, but is rising in most provinces
Home schooling represents a relatively small portion of total enrolment, but it is growing in most provinces. In 2019–20, Alberta had the highest home schooling rate at 1.9%, followed by Manitoba (1.8%) and Saskatchewan (1.5%). Several provinces remained under 1%.
Even small percentage shifts can have meaningful impact, especially for students with exceptional learning needs. Home-educated students may access supports through different channels, and families often need guidance navigating assessment, programming, and therapy options. For school systems, changes in home schooling patterns can also affect how boards plan outreach, shared services, and inclusive education supports.
What these enrolment trends mean for student support planning
When enrolment patterns shift—even gradually—student support systems feel the effects. Here are several practical takeaways school teams can consider:
- Plan for diversity within “public” education. Language systems, separate schools, and charter models can create different service pathways and expectations.
- Expect increasing complexity in coordination. As more families choose independent or home-based options, schools may collaborate with external providers more frequently or manage transitions between settings.
- Use data to anticipate demand. Provinces with growing school-aged populations (notably Alberta) may face increased demand for therapy services even if the public share declines.
- Prioritize access across geography. Provinces with dispersed populations and declining enrolment may struggle to staff in-person specialist roles consistently—making remote service delivery a practical access solution.
- Support language and cultural responsiveness. Minority-language enrolment patterns highlight the need for services that match student language of instruction and family communication needs.
At TinyEYE, we work with schools to make therapy services more accessible and sustainable—especially when staffing shortages, geography, or changing enrolment patterns make traditional models difficult. Reports like this one help contextualize why flexible, student-centered service delivery matters across Canada’s varied education landscape.
For more information, please follow this link.
