Back to School = Back to Advocacy

September isn’t just about sharpened pencils and fresh starts. For many families, it also means going back to advocating for your child’s right to access education. Advocacy cannot wait for a meeting weeks or months down the road. Many teachers are too busy to read a full file at the start of the year, and often only see a single letter designation on their class list. That means they may not have a clear understanding of your child’s actual needs unless you put it in front of them right away. Harm can happen in those first weeks, making a difference in how the whole year plays out.

When supports and accommodations are not in place from the beginning, it sets students up for failure. These gaps don’t just affect academics. They create an inner narrative that a child does not belong, that school is not for them, and that their needs are a burden. This message is reinforced each time they face barriers that could have been prevented. Over time, these early experiences of exclusion shape a child’s confidence, their willingness to take risks in learning, and even their mental health. Once that belief takes root, it can affect how they experience school not just for the year ahead but for years to come.

Start this week, before the first day, by sending an email to your school team—include both administration and your child’s teacher(s). Putting things in writing matters. It creates a clear record and sets the tone that your child’s needs are human rights, not optional extras.

Here’s a simple template you can adapt:

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Subject: Back-to-School Planning

Dear [Principal’s Name] and [Teacher’s Name],

As we begin the new school year, I want to ensure that [Student’s Name] is set up for success. I’d like to highlight that their [diagnosis/identified need] is recognized as a protected characteristic under the BC Human Rights Code. This means the school has a duty to accommodate and to remove barriers that may prevent my child from fully accessing their education.

It is essential that the appropriate supports are in place from day one in order to mitigate the harm that will occur without them. I am requesting that accommodations and supports be identified and implemented immediately, and I ask that we meet as soon as possible to discuss specific plans.

Sincerely,
[Your Name]

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Families may also want to add that:

• They have specific accommodations that have worked for their child in the past

• Any assigned Educational Assistant must be qualified (you would be surprised to learn that some are not)

• The school’s approach should be neuroaffirming—centered on dignity, belonging, and identity, rather than pathologizing differences

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Sending this email is more than a formality. It is the first step in reminding the system of its legal and moral obligations. Your voice matters, and your child’s rights are not negotiable.

Because inclusion is not charity. It is a right.

Do not wait for the system to fail your child before speaking up. The system counts on your silence to keep working exactly as it always has. Advocacy is not an afterthought in planning; it must take precedence. Schools will not act unless you make sure they do.