Schools K - 12

School calendar survey

The survey closed on October 17.

You will find on this page:

Information about the survey and survey results

Between August 22 and October 16, we conducted an online survey to gather feedback from Yukoners on the school calendar. We will share the results in November. 

The feedback we receive from the survey will be considered with feedback from the schools and School Councils and current research on school calendar structures and student learning to determine calendar dates for the 2018/19, 2019/20, 2010/21 and 2021/22 school years. Our goal is to set school calendar dates for the next four years for all school communities, to make it easier to plan for school and holidays.

The survey asked for comments on

  • when school should start and end
  • the dates for Christmas and March break and
  • the length of the school day, school year and summer break.

The school calendar for 2017/18 is already set. Download the 2017/18 calendar for all Yukon schools

Considerations on school calendars and learning

Adjusting the school calendar can have an impact on learning. There are only limited benefits to making changes to the length of the school day or school year. Many other factors that impact learning must be considered as well.

Time spent at school and the structure of the school year are important. These factors impact student learning. For example, placing spring break close to Easter with four school days between tends to promote student absence on those days.

A school calendar that promotes regular attendance, reduces student absences and optimizes learning for the greatest number of students will give Yukon learners the best chance at success.  

Factors that affect learning

School factors:

  • High-quality instruction
  • Time spent on learning tasks during the school day
  • Teacher characteristics/credentials/absenteeism
  • Positive teacher-student relationships
  • High quality school-based leadership
  • School climate, class size, and demographics of the student body
  • Access to quality learning opportunities and resources

Individual and environment factors:

  • Punctual, daily attendance at school
  • Parental involvement in the student’s learning
  • Family characteristics
  • Socio-economic level/poverty/neighbourhood characteristics
  • Hunger and access to nutritious, healthy food
  • Student characteristics, interest, and motivation
  • Peer achievement

Adjusting the school calendar

The length of the school day and school year are the two options we normally look at when we consider adjusting the school calendar. Both options have limited effect on learning.

Adding time to the school day or school year does not mean more effective use of instructional time. For example, adding a lot of time to the school day has limited impact on learning outcomes, depending on the age of students and whether new material is being introduced.

Adding a small number of minutes to the school day may also have only a small effect on learning. And adding more school days to the school year might result in more student absences for students who do not attend school regularly.

Moving to a year-round school calendar can face resistance from those who appreciate and rely on the summer break (such as students who need summer jobs). It can also have a negative impact on the business community and tourism industry. Both of these rely on student employment.

Research on school calendars

Whenever we make a decision that affects our learners, we do research.

There are many factors that affect student learning, and the structure of the school calendar is just one of them.

If you want a more thorough reading on school calendars, check out these links to current academic research on the structure of the school calendar and student learning:


School Council Liaison

School Council Liaison
Phone: 867-667-8226
Toll free (In Yukon): 1-800-661-0408, local 8226
Fax: 867-393-6339

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