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A month into evaluating Ontario high school students on participation and attendance as part of their overall grades, the new policy is receiving mixed reviews from professionals in the field.
The new grading policy in high schools stems from the province’s Bill 101, which the Ford government introduced in April (and passed into law in May). In the announcement, the government suggested the change would “encourage improved engagement in the classroom.”
“[The students’] biggest concern was the added academic stress and its effect on mental health, particularly for those in specialized programs that may be more demanding,” wrote Michelle Wang in an email response to questions. Wang is the York Region District School Board’s (YRDSB) student trustee for this year, who noted that it is still too early to determine whether the new measure is working and beneficial to students.
The provincial government wrote that it stepped in with the new policy in response to low attendance and high numbers of unexcused absences in the years following COVID-19 until 2025, as captured in a Social Science Research Centre study.
According to Pathways of Education, only 40 per cent of high schoolers met attendance standards in 2024-2025, Wang wrote that may not be the fault of students entirely. “After an extended period of studying on their own, many realized they focus better independently in quiet spaces like libraries rather than in a noisy classroom setting.”
She also pointed out that students miss class because of “Ongoing stress from test preparation and assignments that occur the same week, which diminishes motivation to come to school.”
Studies show students may, and continue to miss school for a variety of reasons, including: physical and mental health challenges, learning difficulties, bullying or conflicts with peers and school staff. Family circumstances, such as illness, separation or caregiving responsibilities, can also affect attendance. Even factors such as unstable housing or unreliable transportation can make getting to school consistently difficult.
There are knock-on effects as well. The Ontario Volleyball Association (OVA) reached out to the Ministry of Sport and other provincial sport organizations (PSO’s) after the new implementation to ensure only high-performance athlete students are allowed to miss class for tournaments without their grades being penalized.
Garfield Gini-Newman, an associate professor of teaching at the University of Toronto said that this policy will ultimately change the relationship between students and teachers. Teachers must now not only take into account how well students do on assignments and evaluations, as well as their understanding of the course work, but also how consistently they engage in the classroom.
The Accessibility for Ontarians with Disabilities Act Alliance (AODA) also weighed in on the changes, writing in a press release that determining what counts as meaningful classroom participation can be difficult and demonstrated in different ways based on the student, with many claiming this bill to be ‘fatally flawed.’
“There’s a big question about what is participation. A student can show up to class and raise their hand every now and then, but will that count?” asked Gini-Newman.
Wang also passed along students’ concerns over the potential subjectivity of their participation marks. “Participation can also be graded differently from teacher to teacher.”
According to the Ontario website’s assessment criteria for attendance and participation, a level 4 student is someone who “consistently participates in class discussions and contributes ideas, asks relevant questions, respects the contributions of others and demonstrates positive leadership, and contributes to fostering a positive classroom culture,” while maintaining two or fewer absences.
For those who are less comfortable speaking in class or working in groups, the new requirements raise questions about whether quieter forms of engagement will receive the same recognition and fair grade.
“You have students who stay at their desk, don’t raise their hands but complete work and get straight A’s, this rule doesn’t help those students it really just targets them,” said Gini-Newman.
This leaves teachers to consider whether participation should be based on visible contributions or a broader understanding of an individual’s involvement in their learning.
Not all teachers see the new policy as something bad, however.
“I actually think this policy is going to make it easier for students to ask for help, to reach out, to communicate a little bit more effectively, to maybe even ask their friends, or to make sure that when they do miss class, they’re staying on top of things,” said Christine Harris, a private high school teacher in the GTA.
Harris highlighted how the policy serves as an accountability tool to develop healthy habits for students, especially for ninth and tenth graders who have a higher weight on their attendance and participation mark.
“It gives them a lot of focus and a lot of direction, but a big incentive. You mean all I have to do is show up and put my hand up and contribute in a positive way, and I can get 15 per cent of my mark set? That’s huge,” said Harris. “I think from there, they’ll have those learning skills, and then they can develop those even further and really individualize them.”
Meanwhile, despite the new government implemented rule, schools continue to see students skipping classes.
“Several students noted that those who regularly skip class may continue to do so despite the 10 per cent penalty,” wrote Wang.
The remaining marks are now divided between classroom work and mandatory final evaluations. The policy states religious holidays and illnesses count as excused absences, along with parent excuses – which will not count against students’ grades.
The Ontario Ministry of Education identified assignments, presentations, projects, tests, conversations and exams as ways teachers can assess that learning— along with professional judgement to determine a grade. Students want this to be the extent of the final mark evaluation, wrote Wang.
“It is important that assessment reflects the overall learning acquired by a student throughout the course and aligns with the way we were taught,” wrote Wang. “The students I spoke with strongly felt that final grades should be based on their understanding of course content, coursework, projects, and assessments.”
According to research from the University of Saskatchewan, students should be graded strictly on academic mastery and demonstrated learning rather than compliance, attendance and oral participation.
The distinction is particularly important for those with learning disabilities or other conditions that can affect how they communicate, interact or participate in a classroom. The AODA Alliance noted in their April press release that, “Bill 101 doesn’t help vulnerable students with disabilities but instead makes things worse for them.”
Harris, however, maintained that this new policy can have a positive impact on students when it comes to self esteem. “I think they’re going to start to feel seen. I think they’re going to feel like their voice matters. I think they’re going to be able to create an opinion through critical thinking, they’re going to be able to make informed decisions.”
Even though some teachers feel the policy benefits students, Wang emphasized there is a need for input from those who it directly affects.
“Since this policy makes up a significant portion of students’ final grades, I also believe it would be valuable to consult students directly when shaping policies like this in the future,” wrote Wang.
Reporter, OTR, F2026.
F2026 OTR reporter.
