Celebrating
Years of Service to BC Families
EDUCATION ISSUE 2026
Arts Smarts
How to Boost Your Child’s Brain Power With Creative Arts
Caring for Kids and Aging Parents How to Survive the Sandwich Generation
2027
Independent School Guide
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Celebrating
Inside
Years of Service to BC Families
4 What a Five-Year-Old Recycling Pro Can Teach Us About Starting Young
7 Arts Smarts: How to Boost
Your Child’s Brain Power with Creative Arts
10 Choosing a Preschool that Works Best for Your Child
14 Independent School Guide 20 When Should I Be Concerned
About My Child’s Reading and Spelling?
22 Tutoring Guide 24 Speak Up Early — Working with Your Child’s School before the IEP is Finalized
Helping Our Children Learn, Grow and Find Their Way
A
s parents, we want our children to succeed at school, but what does success really look like? It’s not always about the highest marks or being ahead of the class. Sometimes, it’s about discovering a love of learning, building confidence, finding the right environment, or simply having someone recognize that a child may need a little extra support. In this Education Issue of BC Parent, we’re looking at the many different ways children learn and grow, and how parents can help them along the way. Carlie Parkinson Education is not a one-size-fits-all journey. Every child learns differently, and every family has its own circumstances, challenges and priorities. Our hope is that this issue gives you useful information, new ideas and perhaps a little reassurance as you navigate your child’s educational journey. Here’s to raising curious, confident and capable kids—and giving them the support they need to discover how they learn best. Happy reading! —Carlie, Editor, BC Parent Magazine
28 Caring for Kids and Aging
Parents: How to Survive the Sandwich Generation
email: info@bcparent.ca www.bcparent.ca
Education Guide 2026 Volume 35, Number 2
Canadian Publications Mail Registration No.251836 Publisher/Executive Editor: Carlie Parkinson
We acknowledge the financial support of the Government of Canada
Advertising Design & Layout: Julie Cochrane Editorial Design & Layout: www.retrometrodesign.ca
Contributors: Ann Goulding, Shannon Dean, Veena Bajaj, Maryanne Ware, Kristi Rigg, Carlie Parkinson
BC Parent Newsmagazine
The Publisher reserves the right to omit advertising which is judged to be in poor taste or which does not conform to the concept of this publication.
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bcparent.ca • education issue 2026 3
What a Five-Year-Old Recycling Pro Can Teach Us About Starting Young By Ann Goulding, Stakeholder Relations Manager, Recycle BC
I
t’s not every day that a five-year-old catches the attention of an entire recycling organization. But when we at Recycle BC heard about Himmat Rai, a five-year-old from Maple Ridge whose love of recycling had made headlines following a recyclingthemed birthday celebration at the Ridge Meadows Recycle Society depot, we had to know more. We connected with his mom, Joti, and quickly learned that Himmat’s enthusiasm started when he was just 18 months old. Like many toddlers, Himmat wanted to be involved in everything his parents were doing—emptying the dishwasher, “helping” to vacuum, and taking the recycling outside with his dad. At first, recycling was simply a fun activity that kept him busy while his parents got a few things done around the house. But it didn’t stay that way for long. “Himmat would actually look around the house for things he knew could be recycled so he could fill up the upstairs recycling bag, take it to the garage, and sort everything himself,” Joti told me. “It became one of his favourite things to do—he would often choose sorting recycling over going to the park!” 4 bcparent.ca • education issue 2026
As a working parent of a rambunctious two-and-a-half-year-old myself, this part of Himmat’s story really resonated with me. There is something wonderfully practical about finding a household job that a young child wants to do. It buys us a few precious minutes, but also gives our kids something bigger: a chance to contribute, make decisions and feel capable.
necessarily begin with teaching them about the environment. Sometimes it begins with something much simpler: letting them help. Himmat may be an especially enthusiastic example, most five-year-olds probably aren’t choosing recycling videos over cartoons or checking out the recycling bins at the zoo instead of the animals, but his story offers some surprisingly simple lessons for the rest of us. 1. Start early and follow their curiosity
Give kids a way to take part, and you might be surprised by where their curiosity takes them.
In fact, hearing Himmat’s story made me realize I could be doing more of this with my own daughter. I started giving her a few pieces of recycling and showing her where they belonged. She was immediately into it. What I had thought of as another household task was, to her, something to figure out: Where does this go? Can I do it myself? That experience reminded me that raising environmentally conscious kids doesn’t
Starting early can be as simple as noticing what catches their attention and giving them a chance to participate. For young children, sorting recycling itself can be interesting: Why does this go here? Where does it go after we put it in the bin? What will it become? Rather than feeling like we need to sit our kids down for a formal lesson about recycling, we can follow those questions wherever they lead. 2. Give kids a role in the routine
As children get older, curiosity can turn into responsibility. Start with one small job they can make their own, such as unpacking their lunch bag after school and sorting the pack-
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aging. Flexible plastics and other materials that need to be taken to a depot can be set aside together, and a trip to drop them off can become another part of your family’s recycling routine. The goal is making recycling a familiar, repeatable part of family life and giving kids the satisfaction of knowing they have a real role in it. 3. Make it fun and hands-on
Kids learn by doing, and recycling lends itself surprisingly well to games. Ask, “Which bin do you think this goes in?” Have your child quiz you. See who can correctly sort a handful of items, or investigate together what recycled materials can become. Families looking to take the fun a little further can also try Recycle BC’s Junior Recycling Challenge (recyclebc.ca/juniorrecyclers-challenge), a four-week activity book with challenges, activities, quizzes and games children and parents can do together. 4. Let them be the teacher
Kids can be persuasive messengers when they’re excited about something. At birthday parties, playdates and family bcparent.ca • education issue 2026 5
What a Five-Year-Old Recycling Pro Can Teach Us About Starting Young while building independence and confidence. Letting them explain a recycling rule to Grandma, show a friend which bin to use or even correct Mom or Dad gives them a sense of ownership and purpose—and might teach the adults something, too. 5. Learn together—you don’t need every answer
gatherings, Himmat often becomes the unofficial “recycling ambassador,” helping people figure out what belongs where. He’s even taken his recycling know-how to the small screen, joining me on CTV Morning Live and Global News Weekend Morning to talk about back-to-school recycling. Giving kids the chance to share what they know can reinforce what they’ve learned
6 bcparent.ca • education issue 2026
You do not need to memorize every recycling rule before getting your kids involved. In fact, not knowing can create another opportunity. When your child asks where something goes and you’re not sure, look it up together. Recycle BC’s Waste Wizard (recyclebc.ca/what-can-i-recycle) lets you search for an item to find out whether it can be recycled and how and where to recycle it. Learning together also sends kids an important message: we don’t need to know everything to make a difference. We can ask questions, find the answer and keep trying. Give their curiosity room to grow
Ultimately, getting kids involved in recycling is about giving them a chance to participate,
something they can take ownership of, and room to follow their curiosity. For Himmat, an interest that began at 18 months old has grown into something he now shares with his family, friends, classmates and community. And as he begins Kindergarten, that enthusiasm is already rubbing off on others. Maybe that’s the lesson in Himmat’s story: good habits don’t have to begin with a big lesson. They can start with a toddler putting something in the right bin, a question about where it goes next, or a family trip to the recycling depot. Give kids a way to take part, and you might be surprised by where their curiosity takes them. Ann Goulding is Manager, Stakeholder Relations at Recycle BC, where she helps connect British Columbians with information about residential packaging and paper recycling and the impact of the choices we make every day. A working mom to a curious two-and-a-half-year-old, Ann lives on BC’s Sunshine Coast, where she and her daughter enjoy exploring everything the Coast has to offer.
Arts Smarts How to Boost Your Child’s Brain Power with Creative Arts By Shannon Dean
I
n a highly competitive world that places a premium on easily measured achievements, creative arts can sometimes be viewed as an “extra”. Something to fit in if there is enough time, money and room in the family schedule. But creativity isn’t simply a nice addition to a child’s education. Increasingly, educators and researchers recognize that experiences in music, visual arts, drama, dance and literature can support many of the same skills children need to succeed academically—and in life. The arts give children opportunities to experiment, solve problems, communicate, develop confidence and see the world from different perspectives. And incorporating creativity into your child’s life doesn’t have to be expensive or complicated. The Benefits of Childhood Exposure to the Arts: Enhanced Development, Learning and Self-Confidence
Teachers have long recognized that the arts can engage children in learning in unique ways. Creating a painting, learning a piece of music, performing in a play or writing a story requires children to listen, remember, make decisions, solve problems and express ideas. Creative activities can help children develop: • Concentration and focus • Memory and recall • Problem-solving skills • Communication and language
• Fine-motor coordination • Self-confidence and self-expression • Curiosity and imagination • Collaboration and social skills Perhaps most importantly, the arts give children permission to experiment. Unlike many academic assignments, there isn’t necessarily one “right” answer. Children can try something, make a mistake, change direction and try again. That experience can help them become more comfortable with taking creative risks. An important skill both inside and outside the classroom. Skills that Can Help Children Succeed in the Future
There is sometimes an assumption that time spent on the arts takes away from “more important” academic subjects. In reality, creativity is increasingly recognized as an important skill for the future. Children will grow up in a world that requires them to adapt to new technologies, solve unfamiliar problems, communicate effectively and come up with original ideas. The arts provide a natural environment for developing these abilities. A child composing a song, designing a costume, creating a sculpture or writing a story is learning to take an idea and turn it into something tangible. They are also learning that there can be multiple ways to approach a problem.
The arts can also help children understand perspectives beyond their own. Exploring stories, music, traditions and artistic expressions from different cultures can encourage curiosity and empathy while helping children appreciate Canada’s diverse communities. And while creativity can help children develop skills for future employment, its value goes beyond career preparation. Art gives children an opportunity to discover who they are. When children are creating, performing or making music, they can explore their interests and express themselves in ways that may not always be possible in traditional academic settings. Over time, these experiences can contribute to a stronger sense of identity and self-confidence. Easy, Affordable Ways to Bring the Arts Into Your Child’s Life
You don’t need a private art studio, expensive instruments or a packed extracurricular schedule to give your child meaningful creative experiences. Many Canadian communities offer affordable arts programming through schools, public libraries, recreation centres, community centres, museums, galleries and local arts organizations. Your municipality’s recreation guide can be a great place to start. And don’t overlook what you already have at home. Following are some simple ways to introduce different creative arts into your child’s everyday life. bcparent.ca • education issue 2026 7
• Let your child create a character and tell you about their imaginary world. For older children, look for youth theatre programs through local community centres and theatre companies. The Visual Arts
Music
Listening to, singing and playing music engages children in rhythm, patterns, memory, coordination and active listening. Music can also be a wonderful way to connect as a family. Sing in the car, have a family dance party, make homemade instruments or let your child choose the soundtrack for dinner. If your child shows an interest in learning an instrument, investigate options through their school, community centre, local music programs or community organizations. You may also find used instruments and affordable lessons through local community groups. And don’t assume that attending a concert has to be a formal affair. Many Canadian orchestras and performing arts organizations offer family concerts, children’s programs and opportunities to learn about different instruments.
A child’s first encounter with a violin, cello, trumpet or percussion instrument can sometimes spark an interest that lasts a lifetime. Creative Drama
Drama can include pretend play, storytelling, role-playing, performing in a school production or attending live theatre. These experiences encourage imagination and can help children develop communication, memory and confidence. Drama also gives children an opportunity to explore emotions and different points of view. At home, encourage pretend play. Ask your child to act out a favourite book or invent a story together. You could also: • Put on a family talent show. • Create a puppet theatre. • Have children write and perform their own play. • Act out a story without using any props.
5 Easy Ways to Add More Creativity this Week 1. Start a family art challenge. Give everyone the same theme—such as “under the sea” or “my dream house”—and see how differently everyone interprets it. 2. Create a maker box. Fill a container with paper, tape, crayons, string, cardboard and clean recycled materials. 3. Have a music night. Take turns choosing songs, making up dances or creating homemade instruments. 4. Turn a favourite book into a play. Assign characters and act out the story together. 5. Visit somewhere creative. Check your local library, gallery, museum, theatre or community centre for a family-friendly arts event.
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Painting, drawing, sculpture, photography, collage and crafts encourage children to observe, make decisions and think creatively. They can also help develop fine-motor skills and hand-eye coordination. The beauty of visual art is that you don’t need sophisticated equipment. Give your child paper, crayons, markers, paint, clay or recycled materials and let them experiment. An empty cardboard box can become a spaceship. A paper towel roll can become a telescope. A collection of leaves can become a collage. Photography can be another fun option for older children. If you have an old phone or digital camera, challenge your child to photograph five interesting things around the neighbourhood. Ask them to explain why they chose each one. And when visiting a museum or gallery, don’t worry about whether your child understands the “meaning” of every piece. Simply ask: • What do you notice? • Which one is your favourite? • What do you think is happening here? There are no wrong answers—and you may be surprised by what they see. Literary Arts
Reading and writing are creative arts, too. Stories expose children to new ideas, characters, cultures and perspectives while helping develop vocabulary, comprehension and imagination. Rather than thinking of reading only as homework or school preparation, make it part of family life. Visit your local public library and let your child choose books based on their own interests. Read together, take turns reading aloud or listen to an audiobook during a family road trip. Older children may enjoy exploring classic Canadian authors alongside contemporary books. Younger children can create their own stories, comics and poems. Encourage your child to write without worrying about spelling or grammar during creative writing time. The goal is to let their
Arts Smarts imagination take the lead. Try prompts such as: • What if animals could talk?” • What would happen if you woke up invisible?” • Write a story about a mysterious package that arrives at your front door.” You may discover a budding storyteller hiding behind a reluctant writer.
Many organizations offer free or low-cost activities, particularly during weekends, school holidays and summer. For BC families, don’t forget to check local municipal recreation guides and library calendars. These can be excellent sources of affordable creative activities close to home. Over time, arts experiences can contribute to a stronger sense of identity and self-confidence.
Look for the Arts in Your Own Community
One of the easiest ways to expose children to the arts is to take advantage of what’s already available locally. Check your: • Public library • School and PAC activities • Municipal recreation programs • Community centres • Local museums and galleries • Performing arts centres • Theatre companies • Community choirs and music programs • Cultural festivals • Indigenous cultural events and programming • Family arts workshops
Creativity Doesn’t Have to Be Another Scheduled Activity
With today’s busy family schedules, it can be tempting to turn the arts into another organized activity with lessons, competitions and performance goals. But children also need unstructured creativity. Give them time to draw without instructions. Let them make up a song. Encourage them to build something from a cardboard box. Leave craft
supplies on the table and see what happens. You don’t need to tell your child what to create. Sometimes the most valuable question is simply: “What do you want to make?” Raising an Arts-Smart Child
Your child doesn’t need to become the next great Canadian artist, musician, actor or author for the arts to have value. The goal isn’t perfection or achievement. It’s exposure. It’s curiosity. It’s giving children opportunities to explore ideas, express themselves, make mistakes, solve problems and discover what makes them uniquely themselves. So the next time you’re deciding what to do on a rainy Vancouver afternoon, a quiet weekend at home or a long summer evening, consider putting the screens aside and getting creative. Draw something. Make some music. Tell a story. Put on a play. Visit a gallery. Dance around the kitchen. You may be doing much more than keeping your child entertained. You may be helping them develop the creativity, confidence and curiosity they’ll carry with them for the rest of their lives.
Arts Providers Near You! Lights Up Musical Theatre Schools Weekly Programs • Locations throughout the Lower Mainland 1-888/502-5253; lightsuptheatre.ca Step on stage and cue the confidence! At Lights Up Musical Theatre Schools, students develop core performing arts skills through singing, dancing, and acting classes. Every child gets a chance to shine, and fun is always on the program. With new sessions starting each fall, winter, and spring, it’s never too late to make an entrance—sign up today! Ages 3–18. Long & McQuade Music 855/588-6519; long-mcquade.com/lessons Lesson Centres: Abbotsford, Campbell River, Chilliwack, Courtenay, Duncan, Kamloops, Langford, Langley, Nanaimo, North Van, Port Coquitlam, Prince George, Richmond, Surrey, Vancouver, Victoria, White Rock Long & McQuade offer private one-on-one lessons, customtailored to the needs and goals of the individual student as well as a variety of group lessons. Their students range from children just beginning their journey in music, to those prepping for university, from young adults who just like to sing to seniors who enjoy music and the social aspect. They offer affordable rates and a wide variety of lessons but more importantly, they are a home for anyone who loves music and wants to explore it. Their music lessons are available online and in person. All ages. bcparent.ca • education issue 2026 9
Choosing a Preschool that Works Best for Your Child
F
or a lot of Vancouver parents, the preschool search doesn’t start with a philosophy of education — it starts with a spreadsheet. Waitlist dates. Fee reduction numbers. Which neighbourhood centre still has a spot in September. Only once the logistics feel manageable do the deeper questions surface: what kind of environment will actually suit my child, and why do the options feel so different from each other? Here’s a grounded look at the realities shaping the search right now — waitlists, costs, and the main preschool philosophies parents in BC are choosing between. The Waitlist Reality
Vancouver has one of the tightest child care markets in the province. Westside centres regularly carry waitlists over two years long, and even East Vancouver programs run 12 to 18 months out, which is why so many parents register the moment they know they’re expecting. Non-profit and city-run 10 bcparent.ca • education issue 2026
options — Parks Board centres, YWCA, Collingwood Neighbourhood House — tend to fill fastest, and Parks Board spots are allocated by an annual lottery rather than a queue, which surprises a lot of newcomers to the system. There’s some good news on the fee side. As of April 2024, licensed providers who receive provincial operating funding are no longer allowed to charge fees just to sit on a waitlist, so the early exploration phase is free. Deposits to hold an actual confirmed space are still permitted, so it’s worth asking a centre directly which category a charge falls into before paying anything. What’s Actually Driving the Cost
Fees swing a lot by neighbourhood and program type. Westside centres in Kitsilano, Kerrisdale, and Yaletown sit at the top of the market, while East and South Vancouver tend to run more moderate. Montessori and language-immersion programs in Kitsilano
By Veena Bajaj
and Point Grey typically carry a 15–25% premium over standard play-based centres, largely reflecting smaller class sizes and specialized staff training. Two provincial supports are worth understanding before comparing sticker prices. The Child Care Fee Reduction Initiative applies a direct reduction at participating licensed centres, pro-rated for part-time preschool schedules. The Affordable Child Care Benefit is a separate, income-tested monthly payment that can offset a meaningful chunk of fees — but it’s backdated only to the application date, so applying early matters. The $10-a-Day program has also expanded, though demand for those spaces still outpaces supply. The Main Types of Preschools in BC
Once the logistics are sorted, the real comparison shopping begins. Vancouver’s preschool landscape spans a genuine range of philosophies, and many centres blend two or three
Choosing a Preschool That Works Best for Your Child approaches rather than following one exactly. Here’s what each one tends to emphasize. Montessori programs tend to be the most
structured and academically oriented of the mainstream approaches. Classrooms are usually mixed-age, with children working independently on self-paced tasks using specialized hands-on materials. The emphasis is on order, concentration, and building independence early — this can suit children who thrive with predictable routines and enjoy working through a task on their own. Reggio Emilia-inspired programs sit in the
middle of the spectrum — child-led and inquiry-driven, but with more intentional documentation of learning than a purely play-based classroom. Projects often grow out of children’s own questions and interests, with teachers acting more as guides and collaborators than instructors. This approach tends to suit curious, expressive children who like to explore a topic in depth once something catches their interest.
Play-based programs are open-ended and
minimally structured, built around the idea that young children learn best through unstructured, self-directed play. The focus is on social skills, emotional regulation, and fostering a genuine love of school over early academics. Waldorf-inspired programs sit at this end of the spectrum too, with an added emphasis on rhythm, imagination, and creative or artistic play. This style often suits children who need room to move, imagine, and socialize without a lot of formal instruction. Outdoor and nature-based preschools spend
most or all of the program day outside, rain or shine, using the natural environment as the primary classroom — forests, parks, and gardens instead of a fixed indoor room. These programs are gaining ground around Metro Vancouver, given the region’s access to green space. They tend to suit active, sensorydriven children, and parents are often drawn to them for the emphasis on resilience, risk assessment, and a genuine connection to the outdoors from an early age.
Parent Participation (co-op) preschools ask
families to volunteer in the classroom on a rotating basis, often alongside a trained early childhood educator. This lowers the cost significantly and builds a tight-knit parent community, but it requires a real time commitment — worth weighing honestly against a family’s schedule before committing. Finding What’s Best Suited for Your Child
No program fits neatly into one box, and the label on the door matters far less than the fit. A structured Montessori room might frustrate a child who needs to run and climb before they can sit and focus, while a wide-open play-based classroom might leave a child who craves order feeling unmoored. The more useful question isn’t “which philosophy is best” — it’s “which rhythm matches how my child already learns and settles at home.” A tour is the best way to find out: watch how the children move through transitions, how teachers handle a meltdown, and whether your child seems curious or overwhelmed in the space.
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Your input helps shine a spotlight on the best family resources in the province.
It’s time to celebrate the businesses, programs, and services that make family life in BC easier, happier, and more fun! Nominations open Oct. 15–Nov. 29
Tell us who deserves to be recognized in categories ranging from after-school activities and birthday party venues to health services and family-friendly dining.
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Winners announced February 21
Nominate • Vote Celebrate!
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bcparent.ca • education issue 2026 11
Choosing a Preschool That Works Best for Your Child The Bigger Picture
Underneath the logistics, most Vancouver parents are searching for the same thing: a place that feels like an extension of home rather than a hand-off. A community, not just a service. That’s worth remembering when the spreadsheet gets overwhelming — the paperwork matters, but it’s in service of finding a small, warm room where your child gets to be curious, messy, and known.
Practical experiences build confidence and inspire an intrinsic motivation to ‘learn’ and ‘do’ that students carry with them throughout their lives.
Preschools to consider
PJ Kids West Van, 604/926-5972 pjkidsclub.com Ages 2.5–5 years A play-based childcare program with a French-enriched curriculum, offering halfday and full-day sessions, based on the BC Early Learning Framework. PJ Kids has a great teacher-to-child ratio, small class sizes, a wonderful play- ground, and music and French lessons. Located in the heart of Dundarave, they are a short walk from the community center and the library. Their qualified and dedicated ECE teachers have a passion for working with young children.
North Star Montessori North Vancouver, 604/980-1205 northstarmontessori.ca North Star offers Montessori programs for Infants & Toddlers, Preschool & Elementary aged children. Committed to meeting the developmental needs of each child, we foster a love of learning, independence, and respect.
Rothewood Academy Richmond City Centre, Richmond Garden City, Richmond Crestwood, South Surrey, White Rock, South Delta, Vancouver Marpole, Meadowtown Centre–Maple Ridge, The Amazing Brentwood–Burnaby, Colwood–Victoria 604/279-1818
Veena Bajaj is a mother of two who arrived in Vancouver as a new parent and had to navigate its challenges firsthand. A lover of the city and its outdoors, she’s passionate about helping families with kids enjoy everything Vancouver offers.
12 bcparent.ca • education issue 2026
rothewood.com The Rothewood Educational Method is dedicated to teaching the whole child – head, hands, and heart. Our holistic approach to early learning is what makes Rothewood unique. Visit us today at rothewood.com for more information. St. Giles Preschool Vancouver, (604) 325-0114 stgilespreschool.ca Are you looking for a nurturing play-based environment for your preschooler? The St. Giles preschool program provides an inclusive, hands-on, child lead experience for 10 curious 3–5 year olds and their families. Come learn and play with us. WMA Early Learning Centre Vancouver, 604/434-9611 westsidemontessoriacademy.ca The new WMA Early Learning Centre offers year-round, full-day Montessori programs for preschool-aged children, fostering joyful learning, creativity and independence. Located at 668 East 20th Ave, we’re the sister school to Westside Montessori Academy at 5550 Fraser St.
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Independent School Guide
SCHOOL NAME Alcuin College
200 – 1046 St Georges, North Vancouver, BC V7L 3H6 604/360-8656; alcuin.ca
Alexander Academy
400 – 570 Dunsmuir Street, Vancouver, BC V6B 1Y1 604/687-8832; alexanderacademy.ca
British Columbia Christian Academy
1019 Fernwood Avenue, Port Coquitlam, BC V3B 5A8 604/941-8426; bcchristianacademy.ca
Bodwell High School and Bodwell Academy
955 Harbourside Drive, North Vancouver, BC V7P 3S4 604/924-5056; bodwell.edu
Brockton School
3467 Duval Rd., North Vancouver, BC V7J 3E8 604/929-9201; brocktonschool.com
Children’s Hearing & Speech Centre of BC 3575 Kaslo St., Vancouver, BC V5M 3H4 604/437-0255; childrenshearing.ca
Choice School
20451 Westminster Hwy, Richmond, BC V5M 3H4 604/273-2418; choiceschool.org
Collingwood School
70 Morven Drive, West Vancouver, BC V7S 1B2 604/925-3331; collingwood.org
Columbia Academy
Vancouver, 778/379-6811 columbiaacademy.ca
Cousteau, l’Ecole Française Internationale de Vancouver 3657 Fromme Rd., North Vancouver, BC 604/924-2457; cousteauschool.org
14 bcparent.ca • education issue 2026
GENDER
GRADES
CLASS SIZE
ENROLLMENT
Co-ed
K–12
15
120
Co-ed
10–12
16–20
140
Co-ed
JK–12
20–26
495
Co-ed
8–12
17
Day: 200 Boarding: 160
Co-ed
JK–12
16–20
350
Co-ed
PS–2
6–8
28
Co-ed
K–8
4–16
45
Co-ed
JK–12
15–20
1250
Co-ed
Grades K–12
Co-ed
PS–9
16–18
200
Independent and Private School Guide SCHOOL NAME Crescent Heights Academy
19533 64th Avenue, Surrey, BC, V3S 4J3, Langley, BC 604/427-2282; fves.bc.ca
Crofton House
3200 West 41st Ave., Vancouver, BC V6N 3E1 604/263-3255; croftonhouse.ca
Eaton Arrowsmith
213 – 2150 Western Parkway, UBC, Vancouver, BC V6T 1V6 604/264-8327, eatonarrowsmith.com
Fraser Academy
2294 W. 10th Avenue, Vancouver BC 604/736-5575; fraseracademy.ca
Island Pacific School
671 Carter Road, Bowen Island, BC 604/947-9311; islandpacific.org
James Cameron School
20245 Dewdney Trunk Rd, Maple Ridge, BC V2X 3C9 604/465-8444 or 604/465-4561; jcs.bc.ca
Kenneth Gordon Maplewood School
420 Seymour River Place, North Vancouver, BC 604/985-5224; kgms.ca
Little Flower Academy
4195 Alexandra Street, Vancouver, BC V6J 4C6 604/738-9016; lfabc.org
KIDS “MAKING FRIENDS IS REALLY L HARD LY FOR ME” PHONE Help means everything
Visit KidsHelpPhone.ca
GENDER
GRADES
CLASS SIZE
ENROLLMENT
Co-ed
K–9
16–22
331
Girls
JK–12
18–20
910?
Co-ed
2–young adult
10–12
195
Co-ed
1–12
10 max.
260
Co-ed
6–9
17
70
Co-ed
2–7
Co-ed
K–12
Girls
8–12
50
18
173
480
Providing an education as unique as your child. Accepting applications for September 2027
604 980 1205
northstarmontessori.ca bcparent.ca • education issue 2026 15
Independent and Private School Guide SCHOOL NAME Madrona Independent School
2064 West 10th Avenue, Vancouver 604/499-7303; madronaschool.com
Mia Montessori Academy
Richmond, BC 604/726-8428; mia-montessori.com
Meadow Montessori Elementary & Preschool 11391 Dartford Street, Maple Ridge, BC 604/465-3492; meadowmontessori.ca
Meadowridge School
12224 – 240th Street, Maple Ridge, BC 604/467-4444; meadowridge.bc.ca
Mulgrave School
2330 Cypress Bowl Lane, West Vancouver, BC 604/922-3223; mulgrave.com
GENDER
GRADES
CLASS SIZE
ENROLLMENT
Co-ed
K–9
8–10
70
Co-ed
PS–7
24
55
Co-ed
PS–7
10–15
68
Co-ed
JK–12
20
650
Co-ed
PS–12
16–20
1025
Co-ed
PS–7
varies
150
Co-Ed
K–12
N/A
150-200
Co-ed
K–3
Co-ed
K–12
?
?
Co-ed
8–12
10–15
160
Co-ed
K–9
16
128
11–12
8–12
200
Co-ed
JK–8
8–15
225
Co-ed
K–7
15–20
Boys
K–12
20–30
Day: 1040 Boarding: 120
Co-ed
JK–12
14–22
554
North Star Montessori
1325 East Keith Road, North Vancouver, BC 604/980-1205; northstarmontessori.ca North Star offers Montessori programs for Infants & Toddlers, Preschool & Elementary aged children. Committed to meeting the developmental needs of each child, we foster a love of learning, independence, and respect. Practical experiences build confidence and inspire an intrinsic motivation to ‘learn’ and ‘do’ that students carry with them throughout their lives.
Oak and Orca Bioregional School (OL)
Online oakandorca.ca A personalised, flexible approach rooted in bioregionalism, diversity, and collaboration! With a balance of inquiry and structure, compassionate teacher guidance, and a curated collection of resources, we support home learners around BC from kindergarten to graduation (Dogwood/Evergreen). We also have a brick & mortar school in Victoria. Inclusive support available.
Oakridge Montessori School
7190 Oak St, Vancouver, BC V6P 3Z9 604/263-1686; oakridgemontessori.com
Pacific Spirit School
4196 W. 4th Ave., Vancouver, BC 604/222-1900; pacificspiritschool.org
Pattison High School
981 Nelson Street, Vancouver, BC V6Z 3B6 604/608-8788; pattisonhighschool.ca
Pear Tree School
Kitsilano and Yaletown 604/355-2155, peartree.school
Pearson College UWC
650 Pearson College Dr, Victoria, BC V9C 4H7, Canada 604/391/2411, pearsoncollege.ca 391 2411
Pythagoras Academy
8671 Odlin Crescent, Richmond, BC V6X 1G1 604/370-0199; pythagorasacademy.ca
Richmond Jewish Day School 8760 No. 5 Rd., Richmond, BC 604/275-3393; rjds.ca
St. George’s School
4175 West 29th Ave., Vancouver, BC 604/221-3890; stgeorges.bc.ca
St. John’s School
2215 W. 10th Ave, Vancouver, BC V6K 2J1 604/732-4434 or 604/629-2458; sjs.ca
16 bcparent.ca • education issue 2026
120
Independent and Private School Guide SCHOOL NAME St. John’s Academy
369 Boundary Rd, Vancouver BC V5K 4S1 604/683-4572; sjavan.ca
GENDER
GRADES
CLASS SIZE
ENROLLMENT
Co-ed
8–12
8
100
K–7
25
325
Co-ed
K–5
15
30
Co-ed
K–12
n/a
1500–2500
Co-ed
K–12
16–24
663
Co-ed
K–12
16–24
674
Co-ed
K–12
16–22
545
St. Mary’s School
5239 Joyce Street, Vancouver, BC V5R 4G8 604/437-1312; stmary.bc.ca
Saplings Nature School
1390 W 22nd St, North, Vancouver, BC V7P 2G4 778/838-0335; saplingsnatureschool.ca
SelfDesign Learning Community – Distributed Learning School PO Box 74560, Kitsilano RPO, Vancouver, BC 1 (877) 353-3374 (1-87-SELFDESIGN); selfdesign.org
Southpointe Academy
1900 – 56th Street, Tsawwassen, BC 604/948-8826; southpointe.ca
Southridge School
2656 160th Street, South Surrey, BC V3S 0B7 604/535-5056; southridge.bc.ca
Stratford Hall
3000 Commercial Drive, Vancouver, BC 604/436-0608; stratfordhall.ca
bcparent.ca • education issue 2026 17
Independent and Private School Guide SCHOOL NAME
GRADES
CLASS SIZE
ENROLLMENT
Co-ed
K–12
20–24
185
Co-ed
JK–12
16–20
400
Boys
K–12
30
1,088
Co-ed
7–12
12
15
Co-ed
PS–7
12
Co-ed
PK–7
20–25
250
Co-ed
1–7
18–22
500
Co-ed
PS–12
20–30
300?
Co-Ed
8–11
15–20
60
Co-ed
JK–12
22
940?
Co-ed
K–7
18 (max)
144
Co-ed
PS–7
20
95
Girls
JK–12
16–20
656
GENDER Surrey German School
Kwantlen Park Secondary School, Surrey 604/564-0486; surreygermanschool.com Students meet on Saturday mornings to learn German in a supportive, academically rigorous environment. Classes are offered from preschool to adults and for any previous knowledge. School runs from September to May. Certificates are accepted for credit at schools and universities.
Traditional Learning Academy
1189 Rochester Avenue, Coquitlam, BC V3K 2X3; 604/931-7265 traditionallearning.com
Urban Academy
466 Rousseau Street, New Westminster, BC V3L 3R3 604/524-2211; urbanacademy.ca
Vancouver College
5401 Hudson Street, Vancouver, BC V6M 0C5 604/261-4285; vancouvercollege.ca
Vancouver Formosa Academy
5621 Killarney Street, Vancouver, BC V5R 3W4 604/436-2332; vfa.bc.ca
Vancouver Hebrew Academy
1545 W. 62nd Ave, Vancouver, BC 604/266-1245; vhebrewacademy.com
Vancouver Montessori School
8650 Barnard Street, Vancouver, BC 604/261-0315; vancouvermontessorischool.com
Vancouver Talmud Torah
998 West 26th Ave., Vancouver, BC 604/736-7307; talmudtorah.com
Vancouver Waldorf School
2725 St Christophers Road, North Vancouver, BC, V7K 2B6 604/985-7435; vancouverwaldorfschool.ca
VISST – Vancouver Independent School For Science & Technology #200 – 1490 W Broadway, Vancouver, BC V6H 4E8 604/566-7836; visst.ca
West Point Grey Academy
4125 West 8th Avenue Vancouver, BC 604/222-8750; wpga.ca
Co-Ed
Westside Montessori Academy (WMA)
5550 Fraser Street, Vancouver 604/434-9611; westsidemontessoriacademy.ca Co-ed, grades K–7 (early-learning centre coming soon) WMA’s not-for-profit mission is to provide a safe, supportive educational environment that nurtures every child’s natural love of learning. We are committed to providing the tools, the guides and the prepared environment to allow each child to flourish socially and academically, reaching their full potential.
Westside Montessori School (WMS)
4157 Oak Street, Vancouver, BC V6H 2N1 3396 Cambie Street, Vancouver, BC, V5Z 2W5 604/731-6594; westsidemontessori.ca
York House School
4176 Alexandra St., Vancouver, BC 3274 East Boulevard, Vancouver, BC 604/736-6551; yorkhouse.ca
18 bcparent.ca • education issue 2026
Ripple Tree Learning
Concerned about your child’s reading or spelling? You don’t have to figure it out alone. Understand your child’s literacy needs, what will help, and what to do next. ten i e e perience pporting c il ren it le ia learning i erence . o iagno i re ire .
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GET TICKETS AT TICKETMASTER.CA bcparent.ca • education issue 2026 19
Signs Your Child May Need More Reading and Spelling Support
When should I be concerned about my child’s reading and spelling?
By Maryanne Ware
Why this is a complicated question
Children’s reading and spelling skills can develop at different rates. For some it comes easily, while for others it takes more instruction, practice and time to become secure. Reading and spelling also involve many different skills that work together, so one mistake — a reversed b, a difficult spelling test or trouble reading an unfamiliar word — does not necessarily indicate a larger concern. But sometimes, a child may appear to be doing reasonably well but are putting in considerably more effort than their peers. Another may be working hard but achieving results not reflective of the effort put in. This can leave parents wondering: is this something that will improve with time and practice? Or should I be more concerned? Rather than focusing on individual mistakes, it can be more useful to first understand some of the skills involved in learning to read and spell and to consider the bigger picture: whether there is a pattern, if the difficulties persist over time, and how their child is progressing. 20 bcparent.ca • education issue 2026
Know what you’re looking for
Although reading and spelling may come easily to some, literacy involves many underlying skills that must be used together to read, spell and comprehend effectively. For example, hearing and working with the individual sounds in words is an important foundation for learning to read and
The child’s experience always matters. Is there increasing frustration despite effort?
spell. Children must learn to hear and work with sounds in spoken words, connect those sounds with letters, recognize patterns in written language, and increasingly use that knowledge accurately and automatically. As these skills become more secure, speed and comprehension can also develop. As reading and spelling depend on the integration
of these learned skills, a child can struggle at different points in that learning process, which is why getting more specific matters. What should parents notice?
There are several patterns that parents and teachers may notice as children develop their reading and spelling skills. For example, a child may have difficulty hearing and working with the individual sounds, learning which letters represent those sounds, or blending sounds together to read a word. Some children have difficulty remembering letter-sound relationships or may frequently confuse letters such as b and d. Some children rely heavily on memory, and when reading unfamiliar words, they may use pictures, context or guessing to read the word. Spelling reveals difficulties too. A child may be able to read reasonably well but find spelling much more difficult. They might spell words differently each time, have trouble representing all the sounds they hear, represent the sounds with incorrect letters or spelling patterns, or struggle to remember
spelling patterns and conventions they have previously learned. As children get older, the signs to watch for can look different. A child may read accurately but slowly and with a lot of effort. They may hesitate or be unable to break down unfamiliar or longer words or avoid reading when possible. The more useful question: what happens over time?
So instead of focusing on individual mistakes, it is more important to look at patterns over time and ask questions like: • Despite instruction and practice, does the difficulty persist? • How much effort does reading and spelling take? Does my child require a lot of effort to keep up with their peers? Even with considerable effort, are the results still not what would be expected? • Is my child progressing? Although every child develops and acquires skills at different rates, are lessons taught becoming secure over time? Do the same skills need to be reviewed repeatedly, or are considerable effort and practice producing very little progress or inconsistent results? • Also, the child’s experience always matters. Is there increasing frustration despite effort? Is there avoidance of reading or homework activities? Is there anxiety around school, particularly alongside a pattern of literacy challenges? The answers to these questions will provide useful information about patterns to pay attention to. What information might you get from school?
In B.C., early literacy screening is one source of information that can help identify students who may benefit from additional literacy instruction or intervention. Screening provides information about foundational reading skills that can help inform targeted instruction and support. Other useful information about a child’s literacy development can come from classroom assessments, report cards and teacher observations, as well as what parents notice through homework and reading or spelling at home. Together, this information can help build a clearer picture of a child’s strengths, where they may be having difficulty, and whether additional support or follow-up may be needed.
Once there is a concern, what happens next?
If a concern has been identified, parents can ask some useful questions to understand what may be happening for their child. What specific skills are difficult for them? Are there supports to help them develop those skills? How often would that support be offered? How is the child’s progress monitored to decide whether the approach is working? The answers will be different for every child. Some children may respond well to targeted classroom instruction or additional small-group support at school. Others may require more intensive and individualized instruction. When should I seek additional support?
If difficulties continue, progress remains limited or reading and spelling continue to require considerably more effort than expected, it may be time to look for additional information or support. And while identifying difficulties early makes it possible to provide intervention sooner, reading or spelling difficulties can be addressed at any age. Next steps for parents can depend on what questions they want answered. A psychoeducational assessment looks more broadly at how a child learns and can identify learning needs that may require specific supports. For more information about literacy skills, there is the option of a literacy assessment. These assessments identify the reading and spelling skills that need more explicit instruction and can form the basis for a targeted plan for reading and spelling intervention.
Working with someone who understands literacy development can help parents make sense of this information and determine what should happen next. When reading or spelling skills are not developing as expected, intervention can address those areas by teaching skills directly, in a planned sequence, and building on what the child has already learned. Because effective intervention requires specialized knowledge and instructional skill, it is important to work with someone who has appropriate training and experience. In closing
Parents don’t need to determine from one mistake, one spelling test or one difficult evening whether their child has reading or spelling difficulty. Instead, through observations and conversations, they can look at the bigger picture: the patterns they are seeing, whether those patterns persist and if their child is making progress. Earlier understanding and intervention are always helpful, but reading and spelling skills can improve with appropriate support at any age. Through these conversations, observations and appropriate support, parents can better understand what their child needs and make informed decisions about how to move forward. Maryanne Ware is the founder of Ripple Tree Learning and a certified Orton-Gillingham Practitioner based in Vancouver, BC. Drawing on both professional training and her own experience navigating literacy challenges as a parent, she helps families make sense of reading and spelling difficulties, understand what their child needs, and decide what to do next.
bcparent.ca • education issue 2026 21
Renaissance Academy 604/241-0826 renaissanceacademy.ca Ripple Tree Learning Online rippletreelearning.com Combines Structured Literacy, assessment and Orton-Gillingham expertise with parent guidance, helping families understand their child’s reading and spelling needs and know what to do next. Extensive experience supporting children with dyslexia and learning differences. School Is Easy Tutoring Richmond/Vancouver:604/283-9914 Tri-Cities/Surrey:604/439-1790 Burnaby/North & West Van: 604/900-1604 schooliseasy.com Spirit of Math West Van, Vancouver, Richmond, South Surrey 1-866/767-6284 spiritofmath.com
Tutoring Guide Asland Learning Academy Vancouver, 604/812-2020, 604/968-4501 aslandacademy.ca Stronger skills. Greater confidence. A brighter future. Asland Learning Academy helps children ages 2.5–14 build the skills to succeed through kindergarten preparation, personalized tutoring, and support for dyslexia and dyscalculia. We offer English, Chinese (Mandarin and Cantonese), French, and Spanish, alongside mathematics, STEAM, coding, and 3D printing. Afterschool programs with convenient school pick-up and engaging day camps make learning fit your family’s needs. Aspire Math Academy West Van, 604/902-2217 or 604/281-0507 aspiremathacademy.com Book Smart Tutors Lower Mainland, 604/227-2882 booksmarttutors.ca 22 bcparent.ca • education issue 2026
DJ Math Tutoring 604/313-5595 djmathtutoring.ca Edify Learning Spaces Lower Mainland 604/ 368-3554 edifylearningspaces.com Gabby’s Classroom 778/829-3726 gabbysclassroom.com Kumon 800/222-6284 kumon.com LDS – Learn. Develop. Succeed. Vancouver, North Vancouver, and across BC 604/873-8139 ldsociety.ca Pear Tree Education Kitsilano and Yaletown, 604/355-2155 pear-tree.ca
Tutor Doctor 888/718-8832 tutordoctor.com West Coast Centre for Learning Surrey, 778/839-5515 wccl.ca Unique Minds Learning West Van, 604/925-6056 uniqueminds.ca
Reach BC Moms Where They’re Looking for Answers BC PARENT MAGAZINE’S ANNUAL RESOURCE GUIDE IS COMING OUT MARCH 31ST
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bcparent.ca • education issue 2026 23
Speak Up Early
Working with Your Child’s School before the IEP is Finalized By Kristi Rigg
F
or many BC families, September brings a familiar message from school: Individual Education Plans (IEPs) will be finalized in late October or early November. If your child is already coming home tired, frustrated or overwhelmed, those weeks can feel like a long time to wait. You may wonder whether to reach out now or wait for the meeting. The good news is that you don’t have to wait. An IEP is the formal plan that outlines the supports, adaptations and, where needed, modifications your child will receive, along with goals and a way of tracking progress. But support doesn’t begin the day that plan is signed. Your child’s teachers and school support staff are already getting to know your child and learning from what they see every day. The weeks before the IEP is finalized are a wonderful time to add what you see at home. Why Now Matters
During these early weeks, the school team is observing, trying different strategies and building a picture of your child as a learner. Observations you share now can help shape the goals and supports that go into the plan. Once a draft is written, the same information could arrive as a request for changes, which is a harder conversation for everyone. In British Columbia, schools are required to offer parents the opportunity to be consulted when an IEP is prepared, and the plan
24 bcparent.ca • education issue 2026
is reviewed at least once each school year. Your perspective is an expected part of the process, and teachers and support staff generally welcome it. Turning What You See at Home into Something the School Can Use
You know things about your child that the school may never see. You know what they’re like when they walk through the door at the end of the day, how homework really goes,
and what helps them settle when things fall apart. The challenge is sharing that in a way a school team can put to work. “They get overwhelmed” is true, but it’s hard to plan around. A little structure goes a long way. When you think about a concern, ask yourself four questions. What actually happens? When or where does it tend to happen? How does it affect my child’s day? And what helps at home? Take a child who’s sensitive to noise. Rather than telling the teacher your child hates loud places, you might share that after a busy lunch hour they often need ten minutes somewhere quiet before they can settle into written work, and that at home, headphones and a quiet corner help them reset. That’s something a teacher can work with. The same approach works for emotional regulation. “They melt down” becomes “When plans change without warning, they have a hard time recovering for the rest of the afternoon, but a heads-up even five minutes ahead makes a real difference.” For executive functioning, “they’re disorganized” becomes
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Accepting New Patients! 604-738-1816 Accepting New Patients! 604-738-1816
604.998.8806 bcparent.ca • education issue 2026 25
Speak Up Early: Working with Your Child’s School before the IEP is Finalized “When they’re given several steps at once, they usually finish the first and lose track of the rest, and a short written or visual checklist helps them get through homework on their own.” In each case, you’re describing what your child’s day looks like and what support works. That gives the team something concrete to try, and it keeps the conversation focused on the fit between your child and their environment. Be sure to share strengths too. What motivates your child? What do they love, and where do they shine? Those are often the best starting points a teacher has. Putting It in Writing
A short email to your child’s teacher, or another member of the school team, is one of the most helpful things you can do, and the earlier you send it, the better. It shares your observations while there’s still time to use them, and it gives everyone something to refer to when the IEP is being drafted. Reaching out early also starts building a relationship with the staff involved in your child’s day. Keep it brief and specific. Choose one to three observations, ask what the school is noticing, and suggest a quick conversation. For example: “I wanted to share a few things we’re noticing at home as you get to know [child’s name]. [Your observation.] I’d love to hear what you’re seeing at school, and I’m happy to connect for a short check-in before the IEP is drafted if that would be helpful.”
Asking what the school is seeing matters. It tells the teacher you see them as a partner, and it often brings out information you wouldn’t otherwise hear. This is also a good time to make sure the school has any updated information about your child. If something changed over the summer, such as a new or updated assessment, a new therapy, a medical report, or a new or adjusted medication, consider sharing what’s relevant so the team is working from the full picture. Walking into the Meeting Prepared
Once the meeting is scheduled, a few questions can help you feel ready. Could you see a draft of the IEP ahead of time? How will progress on each goal be measured, and how will it be shared with you? Who should you contact if questions come up? When will the plan be reviewed? And if your child would like to attend, is that possible? Students aren’t often part of IEP meetings, but some, especially older students, can offer real insight into what helps them. Looking Ahead
An IEP can be revisited as your child grows and as everyone learns more about what helps. Reaching out early is simply a way of bringing what you know to the table while it can make the biggest difference. It also shows the school team that you’re a caring advocate for your child, ready to share what staff need to know to support them well.
Students aren’t often part of IEP meetings, but some, especially older students, can offer real insight into what helps them.
If your child doesn’t have an IEP, everything here still applies. Clear, timely and specific communication helps any school team support your child. If your child continues to struggle, it may also be worth asking whether an assessment could help. Depending on your child’s needs, that might be a brief educational assessment or a more comprehensive psychoeducational assessment. Either can give you and the school team a clearer picture of how your child learns. For more on the IEP process in BC, the BC Confederation of Parent Advisory Councils (BCCPAC) offers a helpful guide for parents. Kristi Rigg, BEd, MEd, is the CEO and Founder of West Coast Centre for Learning, a neuroaffirming organization supporting neurodivergent children, teens and young adults in Surrey, Vancouver, Victoria and online across Canada. With over 30 years in education and a master’s in education management from the University of Bristol, Kristi helps families and schools work together so every learner has the support they need to thrive. www.wccl.ca
26 bcparent.ca • education issue 2026
Who’s Your Family Favourite? It’s time to celebrate the businesses, programs, and services that make family life in BC easier, happier, and more fun! Tell us who your Family Favourite is:
FAMILY FUN
Indoor Playzones, Playcafes, Museums and Points of Interest, Amusements and Water Parks
BIRTHDAY PARTIES
Party Entertainer and Party Places
RETAIL
Independent Children’s Store, Independent Toy Store
Nominations open Oct. 15–Nov. 29
Tell us who deserves to be recognized in categories ranging from after-school activities and birthday party venues to health services and family-friendly dining.
Voting begins Jan. 10–Feb. 7
EDUCATION
Make your voice count and help crown the winners!
CLASSES & PROGRAMS
Winners announced February 21
Private School, Preschool, Tutoring School Dance, Music, Performing Arts, Visual Arts, Specialty, and Sports
CLASSES & PROGRAMS
Dance, Music, Performing Arts, Visual Arts, Specialty, and Sports
SUMMER CAMPS
Overnight Camps, Art, Music, Drama Camp, General Activities Day Camp, Sports Camp
See which businesses BC families love most!
Your input helps shine a spotlight on the best family resources in the province.
Nominate • Vote Celebrate!
HEALTH
Pediatric Chiropractor, Maternity Specialist, Occupational Therapist, Optometrist, Orthodontist, Pediatric Dent bcparent.ca • education issue 2026 27
Caring for Kids and Aging Parents: How to Survive the Sandwich Generation By Carlie Parkinson
B
y the time you’ve packed the kids’ lunches, answered three school emails, booked your parent’s medical appointment and remembered to pick up their prescription, you may wonder when there’s supposed to be time left for you. Welcome to the Sandwich Generation. For many parents, raising children is happening alongside another increasingly demanding role: helping an aging parent or relative. Whether it’s driving Mom to appointments, checking in on Dad, managing medications, arranging home repairs or simply worrying about whether they’re safe living independently, caregiving can become a second full-time job. And unlike parenting, there’s rarely a clear handbook for navigating this stage of life. The good news? You don’t have to do everything yourself. What Is the Sandwich Generation?
The term “Sandwich Generation” describes adults who are simultaneously caring for 28 bcparent.ca • education issue 2026
their children and supporting aging parents or other older family members. The responsibilities can vary enormously. You might be: • Raising young children while helping a parent manage health appointments. Instead of asking, “How can I fit everything in?” try asking: “What actually needs to be done by me?” • Supporting a teenager while worrying about an aging parent living alone. • Helping with groceries, transportation or household tasks. • Managing finances or paperwork for a parent. • Coordinating care between siblings and other family members. • Trying to determine whether your parent can safely remain at home.
• Providing emotional support to both generations. Sometimes the caregiving is hands-on. Other times, it’s the mental load of constantly thinking about what everyone needs next. And that mental load can be exhausting. Recognize That You Can’t Do It All
One of the hardest lessons for caregivers is accepting that being a good daughter, son or parent doesn’t mean doing everything yourself. You already have responsibilities at home, at work and within your own life. Adding another person’s needs to that list can quickly become overwhelming. Instead of asking, “How can I fit everything in?”, try asking: “What actually needs to be done by me?” Some tasks may be delegated to your partner, siblings, other relatives, friends or professional services. If your parent needs help with meals,
housekeeping, transportation, personal care or companionship, for example, professional homecare may be an option worth exploring. Getting help isn’t giving up. It’s creating a support system that allows everyone to function better. Have the Conversation Before There’s a Crisis
Many families avoid talking about aging and care until something happens—a fall, hospitalization, driving incident or sudden change in health. But making decisions during a crisis is much harder. If your parent is still relatively independent, start the conversation now. Ask questions such as: • How do you feel about staying in your home as you get older? • What would you want to happen if you couldn’t drive anymore? • Who would you want helping you if everyday tasks became difficult? • What kind of support would make it easier for you to remain independent? These conversations don’t have to happen all at once. Think of them as an ongoing discussion rather than one big, uncomfortable meeting. Most importantly, listen. Your parent may have very different ideas about what aging successfully looks like than you do. Watch for Signs That More Support May Be Needed
Sometimes the need for additional care develops gradually, making it difficult to recognize. Pay attention to changes such as: • Difficulty keeping the house clean or maintaining the yard. • Missed appointments or medications. • Unopened mail or unpaid bills. • Changes in personal hygiene. • Difficulty preparing nutritious meals. • Increased confusion or forgetfulness. • Frequent falls or near-falls. • Trouble getting in and out of the shower or bathtub. • Withdrawal from social activities. • Difficulty driving safely. • Increased anxiety about being alone. One change doesn’t necessarily mean your parent needs full-time care. But several changes together may indicate that it’s time to have a conversation about additional support. Divide the Caregiving Load
If you have siblings, don’t automatically become the default caregiver simply because
you’re the one who lives closest or happens to be the most organized. Have an honest conversation about who can contribute—and remember that contribution doesn’t have to mean providing hands-on care. One sibling might handle appointments. Another might manage finances. Someone else might visit every weekend. Another could help pay for professional services. Have an honest conversation about who can contribute—and remember that contribution doesn’t have to mean providing hands-on care. Create a shared list of responsibilities and revisit it regularly. And if family dynamics make these conversations difficult, consider involving a neutral professional who can help facilitate the discussion. Make Your Children’s Needs AgeAppropriate
When you’re caring for an aging parent, it’s easy to feel guilty that you’re not giving your children enough attention. Remember that children don’t necessarily need you to solve everything for them. They need reassurance, consistency and opportunities to talk about what’s happening. Depending on their age, explain what’s going on in simple, honest terms. You might say: “Grandma is getting older and needs a
little more help right now. We’re working together to make sure she’s safe.” Older children and teens may even appreciate being included in small ways—but don’t turn them into caregivers. It’s okay for children to help by making a card, visiting Grandma or spending time together. Responsibility for an adult’s care should remain with the adults. Protect Your Own Health
This is perhaps the most overlooked part of caregiving. When everyone else needs something, your own needs can slide to the bottom of the list. But chronic stress and exhaustion can affect your physical and emotional wellbeing—and ultimately your ability to care for anyone else. Protect the basics: • Sleep. Get enough rest whenever possible. • Movement. Even a short walk can provide a mental reset. • Nutrition. Don’t rely on coffee and whatever your children leave on their plates. • Connection. Stay connected to friends and people who make you feel like yourself. • Time off. Schedule breaks rather than waiting until you’re completely exhausted. And pay attention to signs that you’re becoming overwhelmed. Constant irritability, anxiety, exhaustion, resentment or feeling trapped are signals that you may need more support. Let Go of the Guilt
Caregiving can come with a tremendous amount of guilt. bcparent.ca • education issue 2026 29
Caring for Kids and Aging Parents can be true. A little assistance with meals, transportation, household tasks or personal care may allow someone to remain safely in their home and continue doing the things they enjoy. The goal isn’t necessarily to do everything independently. The goal is to maintain quality of life and independence for as long as possible—with the right support. You Are Allowed to Be Part of Your Own Life
You may feel guilty when you’re with your children because you’re thinking about your parent. You may feel guilty when you’re with your parent because you’re thinking about your children. You may even feel guilty when you’re doing something for yourself. But guilt isn’t a good measure of whether you’re doing enough. You can love your parent deeply and still find caregiving difficult. You can be grateful for your children and still feel overwhelmed. You can want to help your family and still need help yourself. All of those things can be true at the same time. Build Your Care Team
One of the best ways to make life more manageable is to stop thinking of yourself as the entire care team. Instead, think about who can become part of your family’s support network. This might include: • Family members and friends • Your parent’s family doctor and healthcare providers • Community organizations • Meal and transportation services • Professional homecare providers • Respite services • Financial and legal professionals • Seniors’ support organizations Professional homecare can be particularly helpful when a parent needs assistance but doesn’t necessarily need to move out of their 30 bcparent.ca • education issue 2026
home. Depending on the person’s needs, services may include companionship, meal preparation, housekeeping, personal care, medication reminders or assistance with everyday activities. Getting support earlier can also make the transition easier for everyone. Create a Family Emergency Plan
If something unexpected happens, would everyone know what to do? Create a simple family plan that includes: • Important contacts: Doctors, family members, neighbours and other key people. • Medications: Keep an up-to-date list. • Medical information: Know where important health information is stored. • Financial information: Make sure appropriate family members know where important documents can be found. • Emergency preferences: Discuss your parent’s wishes around care and who should be contacted. • Home access: Consider how someone would get into the home if your parent needed urgent assistance. Keep the information somewhere secure and make sure the appropriate people know where to find it. Remember: Independence Doesn’t Mean Doing Everything Alone
For many older adults, accepting help can feel like losing independence. But the opposite
Being part of the Sandwich Generation can sometimes feel like you’re being pulled in every direction. Your children need you. Your parents need you. Your job needs you. Your partner may need you. And somewhere underneath all of that is you. Don’t wait until you’re completely overwhelmed before asking for help. Start the conversations. Share the responsibilities. Explore available services. Accept help when it’s offered. Because caring for your family shouldn’t require you to disappear from your own life. You don’t have to carry everyone. You just have to make sure everyone—including you—has the support they need.
Homecare available close to you Comfort Keepers 604-998-8806; ComfortKeepers.ca/ NorthandWestVancouver Caregivers provide companionship, prepare nutritious meals, assist with personal care, offer medication reminders, help with light housekeeping and provide transportation to appointments or social activities. For seniors, this support can reduce isolation, encourage healthy routines and make everyday life safer and more enjoyable. Care can also adapt over time, supporting changes in health, mobility, or memory needs. For adult children, professional care provides reassurance that someone trusted is checking in and that changes in a parent’s well-being are less likely to go unnoticed. It also allows family time to feel more like family time—not simply a list of chores and responsibilities. Contact Comfort Keepers to arrange a free in-home assessment and explore the right support for your family.
bcparent.ca • education issue 2026 31
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