The impact of legal issues on educational organizations
By Jimena Taquire
Exploring the intersection of law and education through recent news reports reveals the profound impact legal issues can have on educational organizations. Below is an analysis of three notable cases in Canada, followed by a personal reflection synthesizing these insights. This blog aims to explore and reflect on the impact of law on educational environments.
1. Ontario School Boards vs. Social Media Giants
Several Ontario school boards and private schools have initiated lawsuits against major social media companies, including Facebook, Instagram, TikTok, and Snapchat. The plaintiffs argue that these platforms are negligently designed to be addictive, leading to increased mental health issues among students, disruptions in learning, and additional burdens on educational resources. The lawsuits seek compensation for the alleged damages and call for the redesign of these platforms to safeguard student well-being (Omstead, 2024; Chick, 2024).
Impact on Educational Organizations:
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Schools are compelled to divert significant resources to address issues stemming from social media use, such as cyberbullying and decreased student attention.
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The legal action underscores the need for schools to develop comprehensive digital literacy programs and policies regulating device use.
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A favorable outcome could set a precedent, influencing how educational institutions interact with technology companies.
2. Alberta Parents Sue Over Discriminatory Education Practices
In Alberta, parents of children with disabilities have filed a lawsuit against the provincial government, alleging discrimination during an ongoing education workers' strike. The lawsuit claims that a ministerial order mandating at-home learning for students requiring educational assistance violates their Charter rights to education. Parents argue that this decision disproportionately affects children with disabilities, depriving them of essential support and disrupting their routines (Bartko, 2025).
Impact on Educational Organizations:
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The case highlights the challenges schools face in ensuring equitable access to education, particularly for students with special needs.
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Educational institutions must develop contingency plans that uphold the rights of all students during disruptions.
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The lawsuit serves as a reminder of the legal obligations schools have under human rights legislation.
3. Reduction of International Student Permits
In 2025, Canada announced a 10% reduction in international student permits, capping them at 437,000 to alleviate pressures on housing and public services. This policy change affects educational institutions financially, as international students contribute significantly higher tuition fees compared to domestic students. Additionally, applicants are now required to obtain a Provincial or Territorial Attestation Letter, ensuring compliance with federal caps (Government of Canada, 2025).
Impact on Educational Organizations:
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Reduced international enrollment may lead to budget shortfalls, affecting program offerings, staffing and institutional housing.
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Institutions must navigate new bureaucratic requirements, potentially delaying admissions processes.
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Schools may need to diversify revenue streams and adjust recruitment strategies.
Personal reflection on the role of legal issues in educational organizations
These cases illustrate the complex and multifaceted role of law in educational settings. Legal actions and policies can profoundly influence school operations, resource allocation, and the rights of students and educators.
The Ontario lawsuits against social media companies underscore the challenges schools face in adapting to technological advancements that impact student behavior and learning. They highlight the necessity for proactive measures and collaborations between educational institutions and tech companies to safeguard student well-being. The action taken by Ontario school boards signals a profound shift: educators are no longer just trying to manage the symptoms of digital disruption. They are beginning to hold companies accountable for their influence.
This legal move forces us to confront a vital question: Who is responsible for the learning environment beyond the school walls? The lawsuit shows that educational organizations are beginning to see themselves not only as stewards of the cultivation of knowledge but also as protectors of students mental health. It affirms that legal mechanisms can be tools of advocacy and protection in a digital age where traditional boundaries of schooling have blurred.
The Alberta case brings to the forefront the importance of equitable access to education, especially for vulnerable populations. It emphasizes that crisis responses must be inclusive and considerate of all students' needs to prevent inadvertent discrimination. The shift to at-home learning without ensuring proper accommodations violated not just educational norms but potentially human rights.
Reflecting on this case made me realize how often the most vulnerable students are the first to be overlooked when systems are under strain. Legal action here becomes a necessary voice for equity, ensuring that educational policy does not unintentionally marginalize already disadvantaged populations. The idea that resonates with me is that law in education isn't just about regulation, but about justice. It ensures that access to learning remains a human right, not a privilege, and that schools remain inclusive, not only in intention but in operation.
The reduction in international student permits highlights the stark reminder of how deeply educational institutions are intertwined with national policy. On the surface, this appears to be an immigration decision, but its ripple effects go straight to the heart of how universities function. Many institutions rely heavily on international tuition fees, and this cap may force significant restructuring.
This case illustrates how international students are often viewed as economic inputs rather than human beings contributing to diverse and vibrant academic communities. Limiting their numbers changes not just institutional budgets but the cultural and intellectual environment of Canadian educational organizations. This case challenged me to think critically about how legal and political decisions made outside educational spheres can deeply shape the internal dynamics of schools and universities.
In conclusion, it becomes evident that the law serves as both a guiding framework and a source of contention within educational spaces. Legal considerations must be balanced with ethical imperatives, ensuring that policies and practices uphold the rights and well-being of all stakeholders in the educational community.
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