Youth & Education: 1) Ontario’s Grade 10 financial literacy requirement needs a rethink, critics say; 2)Dorm room trends parents should know about in 2025; 3)’It’s ridiculous’: Why some Canadian youth feel ready to tap out of tipping culture; 4)New crop of post-secondary classes aim to teach students the art of influencing

1) Ontario’s Grade 10 financial literacy requirement needs a rethink, critics say

Courtesy Barrie360.com and Canadian Press

By Natasha Baldin, Aug. 29, 2025.

Education experts and advocates are questioning Ontario’s already delayed plan to introduce a financial literacy requirement for high school students as part of the Grade 10 math course, with some saying the approach may actually discourage teens’ interest in personal finances.

The requirement set to come into effect this September has been postponed until next year, along with several other curriculum changes.

The province has said that students will learn home economics such as managing a household budget, and will need to score at least 70 per cent on a financial literacy test in order to graduate.

While many educators agree the financial literacy requirement is a much-needed addition to the curriculum, the standardized test component and its place in the Grade 10 math curriculum are under scrutiny.

A mandatory test may risk creating “a negative association with personal finances for a young person,” said Gail Henderson, director of the business law program at Queen’s University who also researches financial literacy education.

The approach should prioritize developing students’ confidence to make financial decisions, which isn’t conducive to a high-stakes test-based environment, she said.

Instead of a test, Henderson said the government should consider a portfolio where students can compile and showcase their work, allowing teachers to give feedback along the way and tailor their lesson plans based on student progress.

Another issue Henderson raised about a standardized test is that questions are generally tailored to upper- and middle-class financial experiences, and students coming from lower-income families may not see their situations reflected in the curriculum.

“(Standardized tests) don’t capture the everyday skills people use to manage on a very tight budget,” she said.

While teachers may have the liberty to adjust their lessons based on varying socioeconomic experiences within the classroom, Henderson said teachers will still ultimately have to “teach to the test.”

Because education curriculums only outline learning outcomes without diving into specifics on how to teach a given subject, that may create additional strain on teachers who have to incorporate financial literacy into an already jam-packed Grade 10 math course, Henderson added.

“I don’t think we can leave that up to math teachers alone,” she said.

Members of the Ontario BusinessEducators’ Association are also questioning if Grade 10 math is the best place to incorporate the financial literacy requirement.

“We’re concerned that financial literacy is going to get lost because they have a whole lot of other expectations to meet the Grade 10 curriculum for math,” said Bill Velos, former president of the business association.

MalisaMashud, vice-president of membership at the business association, said she’d rather see the introduction of a mandatory financial literacy course taught by business teachers who bring expertise in finance.

“Couldn’t we have a business teacher be the one teaching financial literacy … rather than having to push this to the educators in the math department?” said Mashud, who is also the business department head at David and Mary Thomson Collegiate Institute in Toronto.

“It just feels like an opportunity that’s lost.”

Many business teachers are already implementing financial literacy in the classroom either by introducing smaller lessons into existing business courses or by creating distinct money management elective courses, but the association said they worry about the students who aren’t taking these optional business courses.

With many students filling their schedules with science and math courses as post-secondary education prerequisites, Mashud said they don’t have room to take a business elective.

While the business educators are calling for further consultation on the financial literacy requirement, they also said its pause until 2026 warns of “a delay in urgency.”

“It may signal to educators that financial literacy is just not a priority,” said Emilia Marotta-Kulcsar, president of the association.

Other delayed curriculum changes include a focus on literacy and STEM — or science, technology, engineering and mathematics — in kindergarten and adjustments to history lessons for Grades 7, 8 and 10.

Education Minister Paul Calandra’s office said in a statement that it decided to adjust the curriculum rollout timeline to “ensure a more consistent approach across the province” and give teachers more time to adapt to the changes.

“This is to ensure comprehensive teaching resources are available to accompany the revised curriculum in advance of implementation,” wrote Emma Testani, Calandra’s press secretary.

The ministry did not comment on whether it would be hosting additional consultations or if it would consider making changes to the scheduled curriculum overhaul.

“These changes aim to empower students to be ready to make informed financial decisions, enhance their financial literacy, and contribute to Ontario’s economic prosperity,” Testani wrote.

2)Dorm room trends parents should know about in 2025

Courtesy Barrie360.com

By Marie Gagne, August 25, 2025

If your teen is heading off to college or university, you’ve probably heard a lot about “aesthetic” dorm rooms. TikTok and Pinterest are full of cozy, color-coordinated setups — but as a parent, you’re probably more focused on practicality, budget, and making sure your student has a safe, functional space.

The good news?

Today’s dorm trends can balance both style and substance — giving students a space they’ll love while helping you avoid overspending on décor that’s just for show.

1. Neutral foundations with pops of personality

While bright and busy rooms can feel overwhelming in small spaces, many students are opting for neutral bedding, area rugs, and storage bins — then layering in personality with posters, throw pillows, and LED lights.

Why parents like it: Neutral bases make it easy (and affordable) to switch styles year to year without replacing everything. They also help you get around the no painting rule in most dorms.

Why students like it: It gives them a flexible, trendy look they can personalize with each season or mood.

Pro tip: Choose washable, durable fabrics for bedding and rugs. Dorm laundry facilities can be rough on delicate items.

2. Multifunctional furniture

Foldable desks, ottomans with hidden storage, and bed risers are trending, which is great because they maximize tiny living spaces.

Why parents like it: Storage doubles as seating or workspace, helping your student keep their room organized (and their floor visible).

Why students like it: They get more room for hanging out, studying, and storing clothes, snacks, and school supplies without feeling cramped.

Pro tip: Check the dorm’s rules before buying risers or lofting kits — some have height restrictions for safety.

3. Layered lighting

Overhead fluorescent lights aren’t exactly cozy. Students are swapping them out for desk lamps, clip-on reading lights, and string lights.

Why parents like it: Better lighting supports late-night studying and creates a more inviting environment.

Why students like it: It sets a relaxing mood, looks great in photos, and makes the space feel more like home.

Pro tip: Opt for battery-powered or USB plug-in lights to avoid overloading outlets.

4. Smart-but-safe tech

From Bluetooth speaker lamps to compact projectors, “smart” dorms are gaining popularity.

Why parents like it: Some tech doubles as both entertainment and study tools — without clutter.

Why students like it: Tech makes life easier and more fun, whether it’s streaming movies, playing music, or charging devices faster.

Pro tip: A surge-protected power strip with USB ports is a practical gift. Just confirm the dorm’s policy on electronics first.

5. Sustainability in style

Reusable décor, thrifted finds, and eco-friendly materials are a growing trend among students who care about reducing waste.

Why parents like it: It’s a budget-friendly way to decorate while teaching valuable habits.

Why students like it: Thrifting and upcycling mean their room will be unique and one-of-a-kind — not the same as everyone else’s.

Pro tip: Encourage your student to check campus swap programs where students sell or give away gently used items before moving out.

6. Comfort corners

Mini lounge areas with soft blankets, bean bag chairs, or floor cushions are becoming popular hangout spots for friends or quiet reading time.

Why parents like it: It creates a social space in the room, reducing the need for your student to always be in common areas.

Why students like it: It’s perfect for movie nights, study sessions, or just relaxing between classes.

Pro tip: Choose lightweight, easy-to-wash seating so it’s simple to move and clean.

7. Wellness-focused décor

A growing number of students are creating spaces that promote mental well-being — think small plants, calming wall art, essential oil diffusers, and cozy textures.

Why parents like it: These touches can help reduce stress and support healthy habits during a busy school year.

Why students like it: It makes their dorm feel like a personal retreat where they can recharge after classes.

Pro tip: Low-maintenance plants like succulents or snake plants are perfect for busy students who may forget to water them.

Trends you need to know about to create a safe, stylish, and functional dorm

Dorm room trends today are about more than just pretty pictures — they’re blending style with practicality.

By focusing on versatile furniture, smart lighting, safe tech, and budget-friendly décor, you can help your student create a space they’ll be proud of and comfortable in. And with the right balance, their dorm can be both Instagram-worthy and parent-approved.

RELATED: Back-to-school shopping: Where to find everything you need …

3)’It’s ridiculous’: Why some Canadian youth feel ready to tap out of tipping culture

Courtesy Barrie360.com and Canadian Press

By Aaron Sousa, Aug. 23, 2025.

Ren Alva is no stranger to leaving a good tip.

The Edmonton university student believes in tipping service workers for a job well done, even leaving more during the holidays and after special events.

But the 22-year-old from Bahrain was taken aback during a recent visit to a U-pick berry farm, where he and his friends were asked to leave a tip at checkout.

“We did the picking ourselves,” said Alva. “They didn’t have to do anything.

“I don’t know who the money’s going to.”

In a similar fashion, Jacob Burris said he only tips at dine-in restaurants in and around his home in Saint John, N.B., and bases the amount he leaves on the quality of the service.

“Tips should not be given for someone simply doing their job,” the 24-year-old said.

As Canada’s cost of living soars — and restaurant gratuities see a similar increase — Alva and Burris are just two of several Canadian youth who say they’re nearing their tipping point with tipping.

A recent survey from tax preparation company H&R Block Canada suggests most Canadians, especially those 18 to 34, feel tipping culture is out of hand and most gratuity options are too high.

The online survey of 1,790 respondents was conducted nationwide Feb. 12-13. Online polls do not include a margin of error because they are not considered random samples.

Respondents also reported seeing tip options in more places than before. Those who spoke to The Canadian Press said they’ve seen prompts everywhere from student-oriented bodegas to physiotherapy clinics.

Constant tipping prompts usually don’t stop people from leaving a gratuity, said Yannick Lemay, a tax expert with H&R Block.

“That was interesting to me,” he said. “Even though they might not feel comfortable doing so, they still do it because they might feel obligated to.”

Aditi Roy, a student at Toronto Metropolitan University who grew up in China and Hong Kong, is a frequent tipper and said those who don’t pony up risk a guilty conscience.

“It’s ridiculous to have to tip up to 20 per cent,” Roy said. “(But) if I opt out, I feel terrible for it.”

Throughout Asia, tipping culture is essentially non-existent, Roy said. Instead, customers pay a small service fee that goes to workers.

“(Canada) needs to wind off the tipping culture,” she said.

While some feel it’s time to ditch the tip, there are those who say otherwise.

Milly Squires, a recent university graduate, spent six years as a waitress. She said she always tips — sometimes as much as 25 per cent — but not out of guilt. It’s because some restaurants follow a tip pooling system.

“Servers tip a percentage of their sales out to other people that work in the restaurant,” such as hosts, kitchen staff, bussers and bartenders, Squires said,

“That means that if you, as a server, have a table with a $100 bill and they don’t tip you, you pay $5 of your own money out to the tip-out.”

Large chains like McDonald’s say tips are not accepted because its restaurants are a “team environment” and it’s “not about rewarding individuals.”

Burris suggests Canada adopt a European tipping system, which operates similar to the service fee model in China and Hong Kong.

Roy said Canada could replace tipping with service fees but believes a proper solution means tackling the root of the problem.

“Pay these people what they deserve, so they don’t have to scour for tips,” she said. “Wages aren’t going any higher, but the price of living is.

“It makes it this really bad economic mess.”

4) New crop of post-secondary classes aim to teach students the art of influencing

Courtesy Barrie360.com and Canadian Press

By Nicole Thompson, August 24, 2025

Until last year, communications instructor Lara Cardoso saw an influencer-shaped hole in the University of Guelph-Humber’s course offerings.

The school aims to prepare students for the workforce, but Cardoso said those wading into the so-called creator economy, in which sponsored social media posts are marketing gold, have long had to learn on the job.

“There was no course centred around influencer marketing or influencer relations or the creator economy,” she said. “I was also teaching social media strategies … and students seemed to be super interested in: what is a content creator? How can I be one? How do we work with one?”

These are among the questions she answers in “Influencer Marketing (And What Comes Next),” a fourth-year course she designed for the media and communications studies program — one of several that have cropped up across Canada to better prepare pupils for an ever-evolving online economy.

Cardoso’s students learned about working for brands that work with influencers on marketing campaigns, offering them a peek at what those companies are looking for and how they find it. But the students were also tasked with making their own content.

“There’s this opportunity to kind of act and play as a content creator and open that space for students to create a piece of content and think in their head, ‘Is this something I want to do every day?’ Because it’s a lot of work,” she said.

That work includes everything from short- and long-term planning, organizing photo and video shoots, acting as an art director on those shoots, editing the visuals, writing captions and co-ordinating with corporate sponsors — all while cultivating a personal brand, she said.

“A lot of folks are really interested in creating their own schedule and they’re creating their career. And what does that look like? Maybe not having a super traditional nine-to-five job. I think that is very attractive for a lot people.”

That was true for recent grad Mckenzie Dorie, 21, who took Cardoso’s class last semester.

When she first started making TikTok videos at 16 — “during COVID, as most people did” — she wanted to make content creation her career.

She grew up watching the so-called “Brit Crew,” a group of English YouTubers who had amassed tens of millions of subscribers combined by the mid-2010s, so a career posting on social media had always seemed like a possibility.

“I wanted it to be a full-time job,” she recalled. “But realistically, it’s just very difficult to get there. But I do feel like content creation has helped me a lot.”

Dorie’s “Star Wars”-focused short videos have earned her nearly 60,000 followers on TikTok, and another 1,800 on Instagram. She’s also had a couple of brand deals — one with a manufacturer of lightsabers and another with a computer company — but so far hasn’t made much money. Instead, she gets sent merchandise that she posts about. Career influencing is still on the table for her, but these days she thinks of herself as more of a content creator: not someone seeking to influence people’s choices, but rather a person who makes short-form videos for social media. The two roles have overlap, but aren’t always the same.

She said Cardoso’s class gave her a better sense of what brands look for in influencers they partner with.

“We talked a lot about why we connect with influencers,” Dorie said. “Although I always try to be myself no matter what, I really want to focus on being authentic and true to myself and how I feel, because I feel like that’s the best way to connect.”

In addition to the course at the University of Guelph-Humber, George Brown College has a whole two-year program dedicated to influencer marketing. In Quebec, publicly funded colleges known as CEGEPs in Trois-Rivières and Limoilou have both developed courses to train influencers.

A 2023 study out of the University of Windsor found that of the 750 16- to 30-year-olds they surveyed, 75 per cent answered “yes” or “maybe” when asked if they wanted to be a social media influencer.

Fifty-seven per cent of those listed money as the reason, while 46 per cent said they wanted to try new products and services.

Though social media influencers are by their nature highly visible, their number in Canada seems to be relatively small.

According to Statistics Canada, less than 0.2 per cent of Canadians between the ages of 15 and 69 were paid to create content for online platforms last year. That’s roughly 40,000 people. However, the government agency cautioned the number should be taken with a grain of salt because of the smaller-than-ideal sample.

Garrett Gaudet, who will teach a one-day workshop on influencing at Fanshawe College in November, said that could be because of differences in how the platforms operate north of the border.

“As a Canadian content creator, sometimes it’s more difficult,” he said. “There aren’t a lot of the programs you see stateside or in other countries.”

While YouTube allows Canadians to monetize their videos and get a share of the ad revenue from their views, TikTok does not. It does have a creator program in the United States that offers users money based on views, but it’s never been available in Canada. Instead, Canadian TikTokers can only make money through corporate sponsorships.

And content creators don’t have to have huge followings to get those brand deals, he said.

“A lot of people who are developing their personal brands (on social media) will ask me: ‘Hey, am I big enough?'” he said.

And often, the answer is yes, Gaudet said. So-called “micro-influencers” with four- or five-figure followings can be appealing to big companies because they’re less expensive to work with and seem more authentic to their audiences.

He said his students often ask him about influencing, and while his single-day class won’t teach them everything they need to know, it will give them a jumping-off point.

“It’s something that when I first got started in like the early 2010s, I would have loved to have,” he said.