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The teacher will never be a parent. The parents are the parents. But they have to engage in some sort of active education beyond just teaching mathematics and French and English because the kids spend more time there than they do with their parents at that age. We have to accept that other adults will be part of our children's education and they will have bad teachers. That's going to happen.
At the end, what I like is that it's the girl's decision to go back in the room. She needs a hug, she wants a hug, she asks for a hug and he gives it to her. For me, it's like an act of resistance to go there and to transgress the taboo and to do what started the whole thing in the beginning. It was supposedly a hug that started this whole drama between the character of Simon and the teacher.
We also have this reflex of using specialists for everything, instead of having the person who is there every day with them, the teacher, talk about death and suicide. In the film, it's portrayed a little bit like a caricature, but it's the psychologist who comes in and Monsieur Lazhar does not think it's a good idea. He thinks he should be the one who should talk about that with the children.
In the province of Quebec where I come from, we speak French and the only cosmopolitan city is Montreal. Every time we tackle the subject of immigration and racial tension, it's an issue that concerns Montreal. Also, in Quebec, we have this added issue that we want people to speak French, because French is always on the verge of disappearing to some extent. I work, play and do everything in French.
I needed to create some dramatic tension to sustain the interest of the audience. For instance, the boy in the film is not in the play, so this relationship that he had with the former teacher, and his guilt, this is not at all in the play. I thought it would be interesting to look at in the film, and I added stuff like that around the main character. For me, it was not more difficult or less difficult.
We have a conservative government that only thinks in terms of efficiency. They are spending a lot of money on military expenses and less and less on culture. My position is that culture can actually be economically viable. When I make a film, the film costs $3 million. Now, in Quebec, it grossed $3.5 million, which is a small film. It's not a comedy. There are no stars in it. And, it still grosses $3.5 million. That's just in Quebec.
Any place where you have to deal with many social actors like a school - you have the parents, the Ministry of Education, the school board, and the teachers - you need all kinds of sets and rules. You're trying to foresee anything that can happen and everything becomes really rigid. They don't want to talk about death because they don't want to overwhelm the children, but that has already happened, so you're not going to overwhelm them more.
My film is actually very critical of the level of French we're using back home. To have an immigrant from an ancient French colony come and do that is a little critical of our education system back home. Balzac is definitely over their heads. It's meant to be funny also because it would be also probably too much for kids in France, but kids in France would know who Balzac is. But, back home at that age, I guarantee you they don't know who he is.
If you look at the Oscars and look at the Best Foreign Language series, you see that the films are coming from everywhere - from Quebec, Israel, Poland, and Belgium. It's not the usual French, German, etc. This category is opening up to socially engaged and political films. I think we're going to see a cross over to the main categories also. It's part of this global environment now and I'm grateful that the Academy is having this window on world cinema.