“This is not a story of Full Day Kindergarten solving every challenge,” said Kelly. “Teachers are very clear that outcomes are shaped by the realities in classrooms, including student need, staffing, support levels, and the consistency of implementation. That nuance strengthens the credibility of the findings.” Creating the Conditions for Success A major takeaway from the survey is that conditions matter. Teachers consistently identified key factors that strengthen the impact of FDK: • Manageable class sizes • Consistent access to educational assistants • Strong alignment between Kindergarten and Grade 1 programming • High-quality program implementation and continuity “Full Day Kindergarten provides a strong foundation,” said Kelly. “But its benefits are strengthened when the right supports are in place—when classrooms are set up to respond to the needs of all learners.” A Strong Foundation for the Future Overall, the findings provide a clear system-level signal: FDK is supporting a stronger, smoother start to school for students across the division. Students are arriving more ready to learn, more familiar with school routines, and better prepared to engage in literacy and classroom learning from the outset. At the same time, the survey reinforces the importance of continuing to invest in the conditions that help those gains take hold. “Our Grade 1 teachers are telling us that Full Day Kindergarten is making a meaningful difference,” said Kelly. “It’s helping students feel more prepared, more confident, and more ready to succeed—and it’s helping teachers respond to their needs earlier.” 45 Teacher Voice Brings the Data to Life Survey comments reinforced these findings, offering vivid insight into the day-to-day classroom experience. “The transition felt much smoother overall,” one teacher shared. “Students came in ready to decode and encode words,” noted another. Others described “fewer tears” and “more stamina for a full day,” along with a stronger understanding of classroom routines and expectations. “What stands out in the open-ended comments is how often teachers use words like smoother, stronger, more ready, and more confident,” said Kelly. “This suggests that the impact is being felt both in academic programming and in the day-to-day conditions that help students succeed.” A System-Wide Impact Across Programs The positive trend was consistent across both English and French Immersion programs, with each reporting around 71 per cent positive impact. While the overall results were aligned, teachers highlighted different strengths within each program. English program responses emphasized routines, stamina, and readiness for structured literacy instruction. French Immersion teachers noted strong oral language development, sense of belonging, and early identification of learning needs. “This is a meaningful response set across both English and French Immersion programs,” said Kelly. “The overall pattern is clearly positive, while still leaving room for nuance and important cautionary feedback.” Important Nuance: Conditions Matter While the overall findings are positive, teachers were clear that the impact of FDK is not uniform across all classrooms. Some areas, such as sustained engagement and emotional regulation, showed more mixed results. Only about half of respondents reported that students are able to sustain engagement for longer periods, and responses related to emotional regulation varied. Teachers also identified a number of factors that influence outcomes, including class composition, student needs, access to support staff, and broader social factors.
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