Student Safety, Bullying, Inclusion and Parental Involvement: Q&A

1. Special-needs students and classroom disruption

How would you balance the needs of a student with significant special needs or behavioural challenges with the right of the other students in that classroom to have a safe environment and a meaningful opportunity to learn?

At what point would you support additional one-on-one support, a different classroom setting, specialized programming, or another intervention when a student's behaviour is repeatedly interfering with the education or safety of other students?

Teachers are currently dealing with exactly this situation. There are not enough EAs, and the district is very heavily focused on inclusion. While I appreciate the benefits of an inclusion model, it does not work for all children.

I support hybrid options that allow a child to move with their EA to a resource room or another setting. This model can balance what is best for the child, the classroom, and the teacher. In many cases, taking a break from the classroom is better for everyone involved, including the child whose behaviour is disruptive. I’ve seen kids go outside for a walk with an EA, only to return to the classroom calm and willing to learn.

There is room to improve our current model.

2. Bullying

Abbotsford has a “zero tolerance” bullying policy, but some families have very different experiences when bullying is reported.

What specific changes, if any, would you support to ensure that repeated bullying is actually addressed rather than simply telling the student being bullied to ignore it, walk away, or not engage?

I would give more autonomy to individual schools when deciding disciplinary measures. Teachers and administrators are normally in the best position to determine when and how to deal with behavioural issues. Teachers who are strict but fair are often more respected by students than those who are pushovers. Teachers are also, by and large, caring and interested in helping kids get on the right track.

I think teachers and administrators currently feel pressured by the district to take gentler approaches. I would support policy changes that empower them to take the measures they feel are necessary at the school level. However, these decisions should not be made by one teacher alone, but in consultation with teachers, counsellors, and administrators as a group.

I expect that, with support from the district, schools would take more significant action against bullying. I do not expect our current board to agree with me on this, but perhaps a newly elected board will.

3. When the victim reacts

How should a school distinguish between the student who initiated repeated bullying and the student who eventually reacts or defends themselves?

Do you believe it is appropriate for both students to receive the same disciplinary response when there is a documented pattern of one student bullying the other?

If there is a clear case of a student being repeatedly bullied and finally standing up for themselves, then of course the defending student should not receive similar punishment, if any at all.

That said, some cases are not clear-cut, and there may be important nuances to consider.

4. Trustee accountability

What specific policy, funding, staffing, or accountability changes would you support as a trustee to improve these situations?

I am particularly interested in what you would do when the needs or behaviour of one student are significantly affecting the safety, classroom environment, or education of the other students.

First, we need to address the EA shortage. Second, we need to adapt our 100% inclusion model to a hybrid model. The board is aware that this is an issue, and I am hopeful that a new board will support policy changes to address it.

5. SOGI 123 and parental involvement

What is your position on SOGI 123 resources in Abbotsford schools?

Do you support their continued use, and what role do you believe parents should have regarding SOGI-related classroom materials or instruction?

I am not looking for a general statement that every student deserves to feel safe and included. I would specifically like to understand what actions or policies you would support when these situations become difficult and the interests of students can conflict.

Every child deserves a safe school environment free from bullying. I support strong anti-bullying policies, but classroom resources must also be age-appropriate and respect the important role of parents. Many families have concerns about whether current SOGI 123 materials meet these expectations. I support greater transparency and ensuring resources reflect students’ developmental needs and community concerns.

Parents should be informed before sensitive topics are discussed in the classroom. Topics such as puberty, human sexuality, and gender dysphoria can be deeply personal. Parents should have a meaningful role in deciding how their children engage with these subjects.

I support expanding the district’s alternative delivery options (similar to AP211) to include SOGI-related topics, where permitted under provincial requirements. This would help parents know when these subjects will be discussed at school and allow them to discuss them with their children in a way that reflects their family’s values and circumstances.