The Borderless Access to Education Research explored the recurring themes and challenges that are present when youth with precarious immigration status navigate the education system in Ontario. Our findings revealed several insights that broaden the perspective on the education policies and behaviours that negatively impact students' success.   
​Learn more about key facts and findings below:
What do we know about access to education for young people with precarious immigration status in Ontario?
The educational experiences of students living with immigration precarity can be complex and multifaceted, shaped by a variety of factors including but not limited to: fear of deportation, isolation, language and cultural barriers, and limited access to services resources. To better understand how to foster more equitable access to education and cultivate inclusive and comprehensive educational experiences, we consulted with students and parents, teachers, educators, school settlement workers, and administrators.

Our objective was to pinpoint where gaps exist in the current educational landscape and to assess how each stakeholder group understands immigration precarity, to inform the development of pilot programs, resources, and support aimed at achieving inclusivity and leveling the playing field for students with no/precarious immigration status.
All children should have access to education 
We surveyed close to 160 teachers and educators at 5 school boards in southern Ontario. Only 55% of the survey respondents knew that all children in Ontario, regardless of their immigration status, have the legal right to access public education.
The Education Act, Ontario, outlines who is entitled to attend Ontario’s public schools.  
Section 21(1) says that children 6 to 18 years old should be in school.  

International law also recognizes the right of the child to education. Article 28 of the United Nations Convention on the Rights of the Child says that primary education should be compulsory and available free to all; secondary education should be available and accessible to every child.   

​These laws align with the commonly held belief that education is important for individual children and for society more broadly. Education is a critical driver for personal empowerment; it fosters critical thinking, enhances decision-making, boosts self-esteem, and provides necessary skills for career opportunities. Schools are also important social and community hubs, where neighbourhood families congregate and kids make friends, try new activities, and become engaged citizens. At a societal level, education reduces poverty and inequality, and fosters a more stable, innovative, and peaceful society.
Immigration status is a barrier to education for some young people in Ontario
We sought information about education experiences from 12 young people and 5 parents through surveys and interviews. Of this group, almost 90% said they relied on their community, friends and family for information about registering in a public school. Just over   20% said they worried about lack of documentation or immigration precarity being a barrier to accessing school. 

We surveyed a group of 10 administrative staff from these same school boards, two of whom were in leadership roles (ie, principal/vice-principal) and the others having roles such as office manager or school secretary. Of this group, half indicated that their school board tends to push for international student fees from those students with temporary status. 20% described their school board as flexible, allowing individual schools to determine eligibility.
At elementary and secondary levels (ie, K-12), some families have been told that their children cannot register for public school in Ontario because they are not Canadian citizens, and others are deterred by registration questions about citizenship and fear for the family’s safety. Some have been told that they must pay prohibitive international student fees. Some students miss months of school while trying to navigate eligibility and registration requirements, including documents and fees.

For post-secondary education (ie, university, college, and trade schools), tuition and other  fees may be significantly higher for students without Canadian citizenship or Permanent Resident status. Students may also require study visas or study permits from Immigration, Refugees & Citizenship Canada (IRCC).      
Overall, the lack of clear guidance on how schools and education institutions should accommodate precarious-status students has put this marginalized group in a risky and unstable situation regarding education.
The number of young people living with immigration precarity in Ontario is unknown
Of the educators we surveyed, about 30% confirmed having had a student(s) with precarious immigration status in their classroom. Over half didn’t know whether they had or not. 
Recent estimates suggest there are up to 500,000 individuals across Canada with precarious immigration status (Government of Canada, 2024), with many concentrated in Toronto and surrounding areas. Many things can happen that result in immigration precarity, and processes to regularize that status can be inaccessible, lengthy, and complex. From our personal and professional experiences, we know there are young people living with precarious immigration status in many parts of Ontario.  
Students with precarious immigration status experience significant racism and exclusion at school
Of the settlement workers in schools that we surveyed, over 90% identified obstacles faced by precarious-status students, including: language barriers, isolation and difficulty forming relationships, stress and discrimination, misinformation and misconceptions, lack of knowledge about school board policies, limited access to information about immigration status, and barriers to higher education and social/governmental services.  

Just over half of the young people and parents we consulted said they/their child did not participate in any extracurricular activities. 80% attributed this to their precarious immigration status, often due to the inability to go on school-organized sports trips due to lack of required documentation.


Young people with precarious immigration status can face a wide range of barriers and challenges. The groundwork research we did for this project provides further evidence and examples of racism, social isolation, and significant stress, which lead to poor academic outcomes and mental health challenges. Getting over the enrollment hurdle does not necessarily result in genuine belonging, safety or full participation.

When asked what could be done to support students with no/precarious immigration status, respondents provided a variety of suggestions. 
  • For teachers and educators, the most common response was to provide more information, resources, and training for teachers and administrators. Others suggested increasing the number of settlement workers, ESL/EEL teachers, or having a full-time dedicated staff member to support these students. Some emphasized the importance of information sessions and workshops for parents to improve access and educational experiences, and others advocated for more funding to waive fees and provide additional support like meals, transportation, and mental health services.   
  • School settlement workers suggested education and awareness campaigns for students and parents, and cross-cultural communication between students/parents.
  • Just over half of the respondents in the administration group believed school administration staff would benefit from receiving training on this issue, and about one-third suggested having written resources with clear guidelines would be helpful.

Educators and service providers can help by connecting young people to specialized programs
Of the settlement workers in schools that we surveyed, the vast majority confirmed making referrals to various external resources, including libraries, public health services, settlement agencies, legal clinics, and other support services.

Of the young people and parents we consulted, 75% found the school registration process difficult. For resolving registration problems, about 70% reported success after connecting with a community organization, legal clinic, or government representative such as the Ministry of Education, a Member of Provincial Parliament (MPP), or a City Councillor.

While about 40% of the educators we surveyed expressed a lack of familiarity with external resources, some had referred precarious-status students to internal school resources (guidance counselors, settlement workers, social workers, English as a Second Language teachers, administration). A small number made referrals to external organizations, including newcomer centers, community centers, and culturally specific organizations, as well as the Children’s Aid Society and Ministry of Citizenship and Immigration.

Amongst the students and parents, 56% reported having helpful teachers who assisted with learning English, translation and cultural integration.

Teachers also told us that they had: written support letters for immigration processes, offered leniency with attendance due to housing issues, provided extra time for assignments and modified accommodations, arranged peer and ESL support, adjusted expectations based on language barriers, helped students navigate the education system and access resources, implemented trauma-informed practices, modified course readings to avoid retraumatization, and addressed basic needs like lunch/food insecurity.


Living with immigration precarity can be complex and young people often try to avoid being noticed in order to protect themselves and their families. Trusted adults (teachers, community leaders, guidance counsellors, coaches, etc.) help young people by providing safe and non-judgemental support, encouragement, and opportunities. For young people with precarious status, trusted adults can also be the critical link to essential legal, social, health, and economic services.   

Young people with precarious status need legal advice and accurate information. Links to some community and government services can be found here. 

The full research summary and key findings can be found here 


Funding for this project is provided by the Ontario Trillium Foundation Youth Opportunities Fund. ​
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​Disclaimer: B.A.T.E. does not provide legal advice or representation to individuals or groups. The information on this website is not legal advice and should not be relied upon as such. If you need legal advice, please contact a lawyer or legal aid clinic familiar with the law applicable in your jurisdiction.

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