YRDSB Budget Survey 2026-2027

Background

York Region District School Board (YRDSB) is the third-largest school board in Ontario, serving more than 126,000 students across nine municipalities and supported by approximately 15,000 full time equivalent staff members. YRDSB is committed to delivering high-quality educational programs while ensuring responsible stewardship of public resources.

In June 2025, YRDSB’s 2025-2026 annual budget was approved for $1.8B. For more information on the 2025-2026 budget, please visit the Board’s budget page.

Financial and Enrolment Pressure

YRDSB anticipates a decline in student enrolment for the 2026–2027 school year and beyond, influenced by broader economic conditions, lower birth rate, housing affordability and recent federal immigration policy changes. Funding for schools is calculated based on enrolment. Enrolment is the primary driver for education funding. While the per student funding may not change, fewer students result in reduced overall funding.

As student enrolment declines, some enrolment-related costs adjust automatically. However, many core operational costs, such as essential facility operations, do not decrease at the same pace. This creates ongoing financial pressure as the Board works to maintain programs, services and safe learning and working environments with less available resources.

2025-2026 Approved Budget

In the 2025-2026 school year, funds were allocated as follows:

84.6 per cent of the overall operating budget directed to classroom related expenses, including classroom staff, administration, student supports and textbooks and student technology.
9.7 per cent of the overall operating budget directed to school operations and maintenance, including utilities, cleaning services and building maintenance.
3.1 per cent of the overall operating budget directed to student transportation expenses.
2.6 per cent of the overall operating budget directed to administrative and other expenses.

Your Feedback is Important

This survey is anonymous and voluntary. Individual responses will be kept strictly confidential. Your completed survey will be submitted directly to YRDSB’s Research and Assessment Services team, who will create a report. Please note that this report will not contain information that has the potential to identify individuals. The survey will take approximately 10 minutes and may be completed at your convenience anytime on or before April 17, 2026.

If you have any questions about this survey, please contact research.services@yrdsb.ca. If you have questions about the budget process, please contact your local trustee or budget@yrdsb.ca.

Question Title

* 1. Please describe your connection(s) to YRDSB (Please select all that apply): *

YRDSB Student

YRDSB Parent/Guardian

YRDSB School Council Member

YRDSB Advisory Committee Member

YRDSB Trustee

YRDSB Employee (permanent, contract, temporary, part-time)

Resident of York Region

Member of a YRDSB community partnership

Representative of a business in York Region

Other (please specify):

Question Title

* 2. Please select your municipality:

Aurora

East Gwillimbury

Georgina

King

Markham

Newmarket

Richmond Hill

Vaughan

Whitchurch-Stouffville

Other (please specify)

Question Title

* 3. Given current financial pressures, how should YRDSB prioritize the allocation of resources in the following areas?

	High Priority	Moderate Priority	Low Priority	Not a Priority
a) Programs and resources to support students with Special Education Needs (e.g. special education staffing, specialized equipment).	a) Programs and resources to support students with Special Education Needs (e.g. special education staffing, specialized equipment). High Priority	a) Programs and resources to support students with Special Education Needs (e.g. special education staffing, specialized equipment). Moderate Priority	a) Programs and resources to support students with Special Education Needs (e.g. special education staffing, specialized equipment). Low Priority	a) Programs and resources to support students with Special Education Needs (e.g. special education staffing, specialized equipment). Not a Priority
Please provide a brief explanation for your selection (optional).
b) Educational technology to enhance student learning (e.g. computers, software, projectors, and other computer accessories).	b) Educational technology to enhance student learning (e.g. computers, software, projectors, and other computer accessories). High Priority	b) Educational technology to enhance student learning (e.g. computers, software, projectors, and other computer accessories). Moderate Priority	b) Educational technology to enhance student learning (e.g. computers, software, projectors, and other computer accessories). Low Priority	b) Educational technology to enhance student learning (e.g. computers, software, projectors, and other computer accessories). Not a Priority
Please provide a brief explanation for your selection (optional).
c) Professional development for school and system staff to enhance understanding of responsive and personalized teaching and learning practices (e.g., curriculum support, literacy and numeracy, etc.).	c) Professional development for school and system staff to enhance understanding of responsive and personalized teaching and learning practices (e.g., curriculum support, literacy and numeracy, etc.). High Priority	c) Professional development for school and system staff to enhance understanding of responsive and personalized teaching and learning practices (e.g., curriculum support, literacy and numeracy, etc.). Moderate Priority	c) Professional development for school and system staff to enhance understanding of responsive and personalized teaching and learning practices (e.g., curriculum support, literacy and numeracy, etc.). Low Priority	c) Professional development for school and system staff to enhance understanding of responsive and personalized teaching and learning practices (e.g., curriculum support, literacy and numeracy, etc.). Not a Priority
Please provide a brief explanation for your selection (optional).
d) Programs and resources to support multilingual language learning for students (e.g. English as a Second Language, English Language Skills Development).	d) Programs and resources to support multilingual language learning for students (e.g. English as a Second Language, English Language Skills Development). High Priority	d) Programs and resources to support multilingual language learning for students (e.g. English as a Second Language, English Language Skills Development). Moderate Priority	d) Programs and resources to support multilingual language learning for students (e.g. English as a Second Language, English Language Skills Development). Low Priority	d) Programs and resources to support multilingual language learning for students (e.g. English as a Second Language, English Language Skills Development). Not a Priority
Please provide a brief explanation for your selection (optional).
e) Principals/Vice Principals and teachers not assigned to a school who support teaching and learning across the system. For example, a principal who oversees the development of curriculum support documents for all teachers in the board to use in the classroom.	e) Principals/Vice Principals and teachers not assigned to a school who support teaching and learning across the system. For example, a principal who oversees the development of curriculum support documents for all teachers in the board to use in the classroom. High Priority	e) Principals/Vice Principals and teachers not assigned to a school who support teaching and learning across the system. For example, a principal who oversees the development of curriculum support documents for all teachers in the board to use in the classroom. Moderate Priority	e) Principals/Vice Principals and teachers not assigned to a school who support teaching and learning across the system. For example, a principal who oversees the development of curriculum support documents for all teachers in the board to use in the classroom. Low Priority	e) Principals/Vice Principals and teachers not assigned to a school who support teaching and learning across the system. For example, a principal who oversees the development of curriculum support documents for all teachers in the board to use in the classroom. Not a Priority
Please provide a brief explanation for your selection (optional).
f) Programs and resources to support the mental and physical health of students and staff (e.g. Social Workers, Crisis Support Teams).	f) Programs and resources to support the mental and physical health of students and staff (e.g. Social Workers, Crisis Support Teams). High Priority	f) Programs and resources to support the mental and physical health of students and staff (e.g. Social Workers, Crisis Support Teams). Moderate Priority	f) Programs and resources to support the mental and physical health of students and staff (e.g. Social Workers, Crisis Support Teams). Low Priority	f) Programs and resources to support the mental and physical health of students and staff (e.g. Social Workers, Crisis Support Teams). Not a Priority
Please provide a brief explanation for your selection (optional).
g) Classroom-based support staff to foster a culture of care (e.g. Educational Assistants, Developmental Support Workers, Intervention Support Workers, Child and Youth Workers).	g) Classroom-based support staff to foster a culture of care (e.g. Educational Assistants, Developmental Support Workers, Intervention Support Workers, Child and Youth Workers). High Priority	g) Classroom-based support staff to foster a culture of care (e.g. Educational Assistants, Developmental Support Workers, Intervention Support Workers, Child and Youth Workers). Moderate Priority	g) Classroom-based support staff to foster a culture of care (e.g. Educational Assistants, Developmental Support Workers, Intervention Support Workers, Child and Youth Workers). Low Priority	g) Classroom-based support staff to foster a culture of care (e.g. Educational Assistants, Developmental Support Workers, Intervention Support Workers, Child and Youth Workers). Not a Priority
Please provide a brief explanation for your selection (optional).
h) Support student engagement and learning outcomes by creating environments that reflect student interests and needs, allowing for personalization and ownership of their learning (e.g., Graduation Coaches, Alternative Education Programs, e-learning).	h) Support student engagement and learning outcomes by creating environments that reflect student interests and needs, allowing for personalization and ownership of their learning (e.g., Graduation Coaches, Alternative Education Programs, e-learning). High Priority	h) Support student engagement and learning outcomes by creating environments that reflect student interests and needs, allowing for personalization and ownership of their learning (e.g., Graduation Coaches, Alternative Education Programs, e-learning). Moderate Priority	h) Support student engagement and learning outcomes by creating environments that reflect student interests and needs, allowing for personalization and ownership of their learning (e.g., Graduation Coaches, Alternative Education Programs, e-learning). Low Priority	h) Support student engagement and learning outcomes by creating environments that reflect student interests and needs, allowing for personalization and ownership of their learning (e.g., Graduation Coaches, Alternative Education Programs, e-learning). Not a Priority
Please provide a brief explanation for your selection (optional).
i) A healthy and safe learning environment for all (e.g. safe and clean facilities, facility improvements).	i) A healthy and safe learning environment for all (e.g. safe and clean facilities, facility improvements). High Priority	i) A healthy and safe learning environment for all (e.g. safe and clean facilities, facility improvements). Moderate Priority	i) A healthy and safe learning environment for all (e.g. safe and clean facilities, facility improvements). Low Priority	i) A healthy and safe learning environment for all (e.g. safe and clean facilities, facility improvements). Not a Priority
Please provide a brief explanation for your selection (optional).
j) Community organizations’ use of school facilities through permits that recover board costs, supported by provincial funding.	j) Community organizations’ use of school facilities through permits that recover board costs, supported by provincial funding. High Priority	j) Community organizations’ use of school facilities through permits that recover board costs, supported by provincial funding. Moderate Priority	j) Community organizations’ use of school facilities through permits that recover board costs, supported by provincial funding. Low Priority	j) Community organizations’ use of school facilities through permits that recover board costs, supported by provincial funding. Not a Priority
Please provide a brief explanation for your selection (optional).
k) Promoting inclusive education affirming our diverse identities and communities (e.g., initiatives combating and addressing hate, etc.).	k) Promoting inclusive education affirming our diverse identities and communities (e.g., initiatives combating and addressing hate, etc.). High Priority	k) Promoting inclusive education affirming our diverse identities and communities (e.g., initiatives combating and addressing hate, etc.). Moderate Priority	k) Promoting inclusive education affirming our diverse identities and communities (e.g., initiatives combating and addressing hate, etc.). Low Priority	k) Promoting inclusive education affirming our diverse identities and communities (e.g., initiatives combating and addressing hate, etc.). Not a Priority
Please provide a brief explanation for your selection (optional).
l) Indigenous education (e.g., classroom visits with Indigenous speakers, leads and community members, increased student learning opportunities, professional development for staff).	l) Indigenous education (e.g., classroom visits with Indigenous speakers, leads and community members, increased student learning opportunities, professional development for staff). High Priority	l) Indigenous education (e.g., classroom visits with Indigenous speakers, leads and community members, increased student learning opportunities, professional development for staff). Moderate Priority	l) Indigenous education (e.g., classroom visits with Indigenous speakers, leads and community members, increased student learning opportunities, professional development for staff). Low Priority	l) Indigenous education (e.g., classroom visits with Indigenous speakers, leads and community members, increased student learning opportunities, professional development for staff). Not a Priority
Please provide a brief explanation for your selection (optional).

Question Title

* 4. Are there any other areas, programs, or resources not included in Q3 you believe should be a priority for YRDSB? Please specify.

Question Title

* 5. As student needs evolve and enrolment declines, what cost-saving or innovative ideas would you suggest to help YRDSB make the best use of available resources?