New school board boundaries create stress for parents, teachers
Experts say there are ways to make it easier for kids to adjust to new school transitions

Recent school boundary changes have sparked significant concerns among local parents, teachers, and students, alike. Driven by population adjustments and other factors, these changes are not just logistical but emotional — especially for children grappling with the loss of friendships. With the changes confirmed and children slated to start in new schools in September, the focus has now shifted to supporting these kids through the transition.
Christy Reid, a parent of children attending Mariposa Elementary School, expressed deep concern about her children’s friends being moved. Although her kids will remain at Mariposa, the changes have led to difficult questions she struggles to answer. “They don’t understand why their friends were taken away from them,” she said, “and I don’t have answers for the questions they’re asking.” This sentiment reflects a broader anxiety among parents whose children are grappling with the loss of familiar social circles.
Reid is especially concerned that this upheaval will affect local kids into adulthood. “They’re breaking these kids from their communities,” she says, referring to the busing of kids to the Oakwood school. “They never once said they would be shipping kids out from Lindsay,” she explains. “They should have looked within Lindsay. These kids are more worldly than our farm kids.”
Courtney Kench, another affected parent, faces a different challenge. Her daughter is one of only two children moving from their current school to a new one. “I know she will adjust, but it will take time,” Kench stated, voicing her frustration about the lack of exemptions for her child. “Being a new kid in the school in grade six is difficult, but I keep telling her she’ll just make more friends, so she’ll know even more people when she goes to high school.”
Both parents expressed concerns about the support available for their children during this transition. “People think kids are always okay and resilient, but that’s not always the case,” said Reid. “We’ve been given no support for the kids at all,” mentioned Kench about the response from the board of education. “I don’t feel like it’s high on their priority list, but kids these days have so many different stressors than we had as kids that we forget about.”
Teachers also losing connections
The loss of friendships is not limited to students, with teaching staff throughout the region also feeling the impact of the changes. Teachers at Central Senior Public School faced significant upheaval, with one teacher describing how the changes to their school’s future leading to a surplus of five staff members were announced suddenly at a public meeting.
“We didn’t have any warning that this would affect us like this,” the teacher said, who didn’t want to speak on the record without board authorization. They noted the loss of colleagues and the subsequent drop in morale. “The ‘human’ part of the Human Resources department was left out of the equation.” The teacher observed heightened stress levels among staff as they coped with the unexpected reshuffling and the unconfirmed rumours of the school moving to a Grades 4-8 French Immersion model in the coming years. Similar to the parents affected by changes, Central teachers have more questions than answers when it comes to the future of the school. “We still don’t know what September 2025 looks like… right now it’s all just rumours.”
Supporting children this September
To help navigate these transitions, child social worker Stacey Gudmundsson of Mind Garden Wellness offers practical tips for parents. She advises parents to give their children four to six weeks to settle in before connecting with teachers about concerns. This period allows children to acclimate to new surroundings, forge new friendships, and connect with the larger school community. If by Thanksgiving, children are still struggling, parents can communicate their concerns with teachers who can offer additional insight or take steps to help them transition. If concerns persist beyond this time, professional resources like Chimo Youth and Family Services can offer targeted help and single-session support.
Throughout this time, Gudmundsson emphasizes the importance of being attentive to children’s emotional signals, such as changes in sleep patterns, desire for favourite foods, and artwork. These indicators can reveal if a child is struggling to adjust to the new school environment, especially if they have trouble communicating their feelings.
For times when children do have questions, Gudmundsson advises parents on how to respond. “If you don’t have a positive answer,” she says, “give a neutral one.” She stresses the importance for parents to keep an open mind and understand that not everything they hear is true regarding new kids at school.
Encouraging children to express their worries and validating their concerns is crucial during this time. Instead of reassuring them that they have nothing to worry about when it comes to making new friends, parents should ask questions like, ‘How long do you think it might take for you to make a friend?’ or ‘How have you made new friends in the past?’ This approach tells children their worry is valid. “It’s not about making the worry disappear,” explains Gudmundsson. “It’s about doing whatever it is even though the worry is there.”
Supports from Trillium Lakelands District School Board
Should parents expect support for their students at the board level or at the school level?
Families are encouraged to work with their school principal to organize any supports needed for children, including mental health or special education services.
What specific measures are being put in place to support students’ mental health and well-being during the transition to new schools?
Plans for transition vary depending on the students’ needs which would be identified with the parents or guardians and school principal. Every school has access to a mental health counsellor so that support can be put in place if a student is experiencing difficulty with a transition.
Can you provide examples of programs or initiatives designed to help students acclimate to their new school environments?
Case by case, families with additional questions and/or concerns have reached out to school administration or (the superintendent’s) office to be connected with what they need, such as extra visits to the school or access to the mental health counsellor. These are not time-limited, services meaning that students may continue to receive support as needed next school year.
–Jennifer Johnston, superintendent of learning, Trillium Lakelands District School Board