Escalating concerns at school

Let the school know your concern hasn’t been addressed and that you are formally escalating the issue.

Sometimes, even after you’ve raised a concern—maybe more than once—it remains unresolved. Promises go unfulfilled. Emails are acknowledged, but not acted on. You may be thanked for your patience, but what you really need is change.

Escalating a concern does not mean you are being difficult or disrespectful. It means you’ve followed the expected process and the process hasn’t worked. This is a formal step forward—not a breakdown in communication, but a necessary way to secure accountability and protect your child’s access to support.

Clear escalation makes it harder for the school to delay. It signals that the family is documenting, tracking, and preparing to take further action if needed.

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How to use this strategy

Begin by checking your records. What have you already raised? What has (or hasn’t) been done? Then write a short, calm, direct message that:

• States the concern is unresolved
• Names who you’ve already spoken with
• Requests a meeting with the next person up (e.g. principal, district staff)
• Asks for a written response or confirmation of next steps

You can use language like:

“We’ve raised this concern several times and it remains unresolved. We are now formally escalating this issue and requesting a meeting with [name or role]. Please confirm receipt of this message and outline the next steps you will take.”

For in-person or virtual meetings:

• Bring a second person, if you can.
• Write your own notes and ask for corrections to official minutes.
• Summarize what was agreed upon, includingwho is doing whatandby when.

Escalating isn’t a failure. It’s a skill—one that shows your child that their needs matter, even when the system doesn’t respond the first time.

What’s an example of an escalation flow?

🧑‍🎓 Parent:  🗣️ “I have a concern about my child’s support or school experience.” ⬇️

🧑‍🏫 Teacher or Support Staff:  💬 “Let’s talk and try to resolve it together.”

• 📌 Was the issue resolved?
  • ✅ Yes → 🧑‍🏫 “Issue addressed — we’ll monitor and document.”
  • ❌ No → ⬇️

👩‍🏫 Principal or Vice Principal: 💬 “We’ll review your concern at the school level.”

• 📌 Resolved at the school level?
  • ✅ Yes → 👩‍🏫 “Issue addressed — we’ll monitor and document.”
  • ❌ No → ⬇️

👨‍💼 Director of Instruction (Family of Schools):💬 “Let’s work together to find a district-level solution.”

• 📌 Did the Director resolve the issue?
  • ✅ Yes → 👨‍💼 “Issue addressed — we’ll monitor and document.”
  • ❌ No → ⬇️

👔 Associate Superintendent: 💬 “We’ve received your formal complaint and will review it.”

• 📌 Still unresolved or procedural unfairness?
• ❌ No → 👔 “Issue addressed — we’ll monitor and document.”
• ✅ Yes → ⬇️

🧑‍💼 Superintendent:  💬 “We are reviewing this matter at the highest level of district responsibility.”

• 📌 Rights violated or still unresolved?
  • ❌ No → 🧑‍💼 “Issue addressed — we’ll monitor and document.”
  • ✅ Yes → ⬇️

🏛️ External Body:  💬 “You may now file a formal complaint with one of the following:”

• Ministry of Education and Child Care (governance and accountability issues)
• BC Human Rights Tribunal (discrimination or failure to accommodate)
• Office of the Ombudsperson (unfair or unreasonable processes)

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What to watch out for

Sometimes staff interpret escalation as a personal attack. They may respond with defensiveness, minimalism, or by emphasising their own constraints. Stay steady. You are not escalating them. You are escalating the issue. That distinction matters.

Other times, families hesitate because they worry about harming the relationship with staff. But the harm has already happened if your child is not receiving what they need. Professional relationships should withstand accountability. If they don’t, that’s not a reflection on you.

The hardest part may be internal. Escalating can feel like admitting that the system has failed your child. And that’s painful—especially when you’ve tried so hard to work collaboratively. But your child’s safety, dignity, and access to learning are not things you need to negotiate quietly forever. No one can blame a parent for trying.