Recently, two insightful blog posts from my former West Vancouver colleagues and now superintendent colleagues Dave Eberwein in Saanich (his post here) and Sean Nosek from Abbotsford (his post here) have sparked fresh dialogue about our curriculum—specifically, what’s missing from it. Dave’s post, Why Don’t Schools Teach X?, and Sean’s, Beyond the Classroom: Preparing for Tomorrow, both tackle the growing calls for “adulting” skills in our K-12 system. While the desire for practical education in areas like budgeting, cooking, and basic repairs resonates with many, we must ask: Is K-12 education truly the right venue for these skills?

The push for “adulting” skills often surfaces as a critique of modern education. “If only schools taught more life skills,” the argument goes, “students would be better prepared for the real world.” Yet this perspective overlooks a fundamental truth: K-12 education isn’t merely about immediate functionality—it’s about building a foundation for lifelong learning and adaptability.  And yes, the truth is that schools should really be about both – preparing students with the immediate skills for the world and preparing them to be participants in shaping the changing world.

Our curriculum centers on core competencies: communication,  thinking, personal awareness, and social responsibility. These aren’t just academic abstractions; they’re versatile tools that students can apply across all aspects of life. The  thinking that helps decode complex literature can also untangle a confusing lease agreement. The collaboration skills honed in group projects translate directly to managing household responsibilities with your college roommates or family members.

Could we weave “adulting” skills more deliberately into existing subjects? Certainly. Mathematics classes already tackle financial literacy through real-world applications. Home economics programs teach food preparation and could expand more often to cover meal planning on a budget. Language arts and social studies naturally prompt discussions about housing, health, and personal responsibility through diverse texts and historical contexts.

However, we face real constraints. Each school day has limited hours, and every new addition to the curriculum means something else must give way. We’re constantly balancing depth against breadth, trying to cover an ever-expanding range of essential knowledge while maintaining meaningful engagement with each topic.

I am pitched dozens of topics each year by well meaning, passionate people with ideas on what should be included as part of the package of school.  And it is not that all these things aren’t important – should students know how to change a tire – yes, should they be able to do their taxes – yes, should they know first aid – of course, what about basic table manners  – absolutely!  There is no shortage of great things that it would be awesome if younger people knew – but when you come with an idea for school, also come with the item that you take out.  This is the challenge.  And moreover, we want to give students more choice in schools so a key goal of the last 20 years has been to make school more flexible and less restrictive.

I do think there are opportunities in  community partnerships. Many “adulting” skills—from understanding taxes to maintaining a car—are best learned through direct experience, often outside the classroom. Parents, community organizations, and local businesses can offer practical learning opportunities that complement, rather than compete with, core academic instruction.

The calls for “adulting” education, as both Dave and Sean note, reflect legitimate concerns about relevance. But perhaps the solution isn’t a dedicated “Adulting 101” course. Instead, we might focus on creating an education system that equips students with the foundational skills and confidence to master practical challenges as they arise.

As educators, our mission extends beyond preparing students for immediate practical challenges. We aim to nurture curiosity, resilience, and adaptability—qualities that serve students not just in managing daily tasks, but in navigating life’s broader journey. The key lies not in cramming more content into our curriculum, but in fostering a mindset that empowers students to tackle new challenges, seek out knowledge, and grow throughout their lives.

All that said, if my kids’ teachers could start teaching the recycling  process that includes putting the refundable cans in one bag and not just the blue box with other cans, and that cardboard boxes do not magically find their way to the yellow bag when they are thrown into the garage –  that would be appreciated!

What are your thoughts on this balance between practical skills and foundational learning? How do you see the role of K-12 education evolving to meet future needs while staying true to its core mission?