Why grandfathering matters in Ottawa’s school rezoning debate

By Josiah Frith

The Ottawa-Carleton District School Board (OCDSB) is proposing significant changes to school boundaries, including expanding French immersion programs to all schools. On the surface, this appears to be a positive step toward educational accessibility. However, the decision to implement these changes without a grandfathering period – forcing some students to switch schools multiple times in just a few years – raises serious concerns about student well-being, school readiness, and community stability.

The main argument against grandfathering is that it slows adoption. While this may be true in high-density areas like Lowertown – where schools are close but differ greatly due to historic gerrymandering – it doesn’t apply in the suburbs. There, rezoning addresses a real issue: many students travel long distances, often by city-funded bus, for French immersion. Once local schools offer immersion, families will switch voluntarily to avoid long commutes. Suburban adoption will happen naturally, with or without grandfathering, because a closer school is an obvious benefit.

Meanwhile, in areas like Lowertown, the lack of grandfathering means some students will be forced to change schools twice in two years, my own child being one of them. 

Research from the U.S. National Bureau of Economic Research and the American Psychological Association consistently shows that frequent school transitions negatively impact academic performance, social development, and mental health, especially for younger students and those who have already endured significant instability.

Beyond the immediate impact on students, the receiving schools must also be prepared for a smooth transition. Some schools, such as York Street Public School, currently lack the same level of community fundraising and engagement as others, which can affect access to extracurricular programs and school resources. Rapid enrollment shifts without adequate preparation could widen these existing disparities rather than solve them.

There is also a broader community impact to consider. Rockcliffe Park Public School, for example, is one of Ottawa’s most socio-economically diverse schools, bringing together students from a variety of backgrounds. Rezoning without grandfathering risks disrupting this balance and weakening a strong school community. Additionally, school zoning is a key factor in housing values, and sudden changes can create uncertainty in real estate markets. Many families choose to live in Lowertown specifically for access to Rockcliffe Park Public School and removing that option without a transition period could depress demand for homes in the area, further deepening existing economic divides.

This is not a call to stop rezoning altogether. The goal of making French immersion more accessible is a good one, and change is necessary. But there is a responsible way to implement these changes, one that considers the well-being of students, the readiness of schools, and the stability of communities. Grandfathering does not prevent progress – it simply allows for a phased transition that prioritizes children’s best interests while still achieving the long-term benefits of the rezoning plan.

The OCDSB must rethink its decision and incorporate a grandfathering period. Families should not have to bear the brunt of a rushed policy when a more thoughtful, equitable solution is within reach.

Josiah Frith is a concerned parent and community advocate in Lowertown Ottawa