This document was prepared by Community Literacy of Ontario (CLO), a network of more than a hundred community-based Literacy and Basic Skills (LBS) agencies located across that province.
Bullying in schools can cause serious and lasting harm to both the victim and the perpetrator, and has been linked to such problems as substance abuse, aggression, and social withdrawal.
The authors of this document examine research about the effectiveness of intervention programs in ending bullying.
This document offers an analysis of the literacy, numeracy and problem-solving proficiencies of the working-age Aboriginal population in Canada, based on the findings of the International Adult Literacy and Skills Survey (IALSS) conducted in 2003.
The high school completion rate for Aboriginal students falls well short of the Canadian average. Recent research has highlighted student mobility as a major barrier to successful completion of high school.
Taking a “gap year” between high school and postsecondary education is a common practice in the United Kingdom and Australia, but less common in Canada. “Gappers” choose to delay enrolment for any of a number of reasons, including the need to earn money to pay for further studies or a desire to travel.
The existing Canadian school calendar, with its long summer vacation, creates a gap in the learning cycle during which students forget some of what they have learned, requiring teachers to devote significant instructional time to review when students return to school.
This literature review provides a demographic snapshot of literacy challenges for youth in conflict with the law in Canada, the United Kingdom, and the United States. It also includes a review of available literacy programming and research on the intersection of youth, justice and literacy in those three countries.
The goal of this paper is to encourage critical discussion and future planning for effective and measurable literacy programming for youth in conflict with the law in Canada.
The authors note that literacy is critical to both the reduction and prevention of criminal involvement for young people, and describe their paper as a call to action for coordinated services and programming for youth, before, during or after incarceration.
In this document, the authors explore the implications of research that shows wide variations in learning outcomes among sub-groups of English as a Second Language (ESL) students in schools in Canada’s largest cities.
Research has shown that being bilingual confers many cognitive benefits, including diminishing the effects of aging on the brain. In Canada, being able to function in both English and French can also have economic benefits.
