Quebec students returning to class after the winter break will be required to address their teachers using formal titles such as “Mr.” and “Ms.” under new provincial civility rules aimed at promoting respect in schools.
The Quebec government announced last year that all public and private schools would be required to adopt a code of conduct by January. The new codes must include rules requiring students to use formal modes of address with teachers and staff, including the formal form of “you” in French.
The rules also require elementary and high schools to define expectations for respectful behaviour between students, toward school property and within the school community. In addition, the codes must specify that men and women are equal and that faces must remain uncovered on school property.
André Bernier, president of an association representing school principals and administrators, said he generally supports the return to formal language in schools, arguing it reinforces respect and establishes a clear professional boundary between students and teachers.
However, Bernier said the rollout would have been easier if it had occurred at the start of the school year rather than midway through it.
“We think it’s a good thing that formal language is coming back, but we won’t be able to do it as fast as tomorrow morning,” he said.
He also questioned whether the rules should apply to kindergarten students, saying young children may not yet understand the difference between the formal “vous” and informal “tu,” both of which translate to “you” in English. Bernier added that the distinction may also be difficult for students whose first language is not French.
Under the new policy, schools must also determine how to discipline students who fail to comply with the code of conduct. Sanctions can range from warnings to expulsion, while “reparative” measures such as apology letters, community service or discussion circles are encouraged in some cases.
Bernier said education and guidance should be prioritized over strict enforcement. “We won’t be working as police officers to check if it’s applied or not,” he said.
He acknowledged that disrespect has become an issue in some schools, but said students often reflect the behaviour they see from adults. “If parents are not using appropriate language toward teachers and principals, it’s hard for students to do so as well,” he said.
Linda Pagani, a professor of psychoeducation at Université de Montréal, said she strongly supports the new civility rules. The clinical psychologist said children need to learn how to navigate both “horizontal” relationships with peers and “vertical” relationships with authority figures.
“Children who are raised to address everyone as an equal can face a rude awakening later, in university or the workplace,” she said, adding that research shows language influences attitudes and behaviour. Pagani believes reinforcing respectful language may help reduce some of the disrespect teachers face.
Richard Bergevin, head of the teachers’ union Fédération des syndicats de l’enseignement, said some schools were already following similar practices and that implementation has generally gone smoothly. However, he said flexibility is needed in certain situations, including for students with special needs.
Bergevin noted the education minister has indicated the rules should be applied flexibly, but said he would prefer that guidance be formalized in writing.
Julie Auger, president of the Canadian Linguistic Association, echoed concerns about rigid enforcement. She said students facing challenges at home or at school may benefit more from informal relationships with teachers.
“Do we want to impose this additional distance through formal language on top of the difficulties they already face?” she asked.
Auger also pointed out that languages such as English, Arabic and Innu do not distinguish between formal and informal forms of address, which may make the transition more challenging for students from those linguistic backgrounds compared to native speakers of French or other languages with similar distinctions.