Requesting written responses

Verbal agreements fade. Details shift. Sometimes you leave a meeting feeling like progress was made—only to find that nothing was recorded, nothing was followed through, and no one seems to remember what was said. That’s not just frustrating; it can derail your entire advocacy effort.

Requesting a written response is one of the simplest and most powerful ways to clarify decisions and ensure accountability. Whether you’re preparing for a district-level appeal or simply trying to document school responses over time, a written record gives you something you can point to, refer back to, and build upon.

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How to use this strategy

Any time a conversation feels vague, incomplete, or emotionally overwhelming, follow up in writing. You can say:

“Thank you for the meeting today. Could you please confirm in writing what was decided, and any next steps the school will be taking?”

Or, if you’ve received a partial or verbal response:

“For clarity, could you confirm the school’s position on this issue in writing? I’d like to make sure we’re aligned on next steps.”

In more formal situations—such as a district appeal or access dispute—you should also request:

• A written summary of any school-based team decisions
• Copies of relevant minutes or planning documents
• Confirmation of what supports were offered, denied, or deferred
• An explanation, in writing, for any refusal or delay

You can attach:

• Psychoeducational or medical assessments
• IEPs and support plans
• Behaviour plans or safety documentation
• Any previous written requests that were ignored

This creates a paper trail the district can’t walk away from—and a portfolio you can use to prepare for formal appeal, complaint, or review.

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Why this strategy matters

Many parents who’ve filed Freedom of Information (FOI) requests are shocked to discover how little is written down. Sometimes, months of meetings and decisions yield only a few vague notes—or none at all. That’s not an accident.

In many districts, staff are trained not to record details that could be used in litigation. Written records—especially ones that mention disability, unmet needs, or systemic barriers—can be requested by families, advocates, or human rights lawyers. And so, increasingly, schools avoid writing them.

This doesn’t just protect the district. It disadvantages families—especially those already under stress or unfamiliar with advocacy systems. It makes it harder to appeal. Harder to prove delays. Harder to hold anyone accountable for what was promised, denied, or forgotten.

That’s why your written request is powerful. It forces a record to be created. It puts the decision back in the school’s hands: either confirm in writing, or explicitly choose not to. Either way, you’ve documented the gap.

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What to watch out for

Some school staff prefer to “keep things verbal” or promise that “it’s all been noted.” But unless something is explicitly confirmed in writing, it can be reframed or denied later. If a decision affects your child’s access to support, it should not live only in someone else’s notes.

You may also encounter resistance when requesting written explanations—especially if the decision was flawed. That’s often a sign that your request is working: you’re making it harder for people to operate without oversight.

In emotionally charged situations, it’s easy to feel like requesting a written reply is rude or overbearing. But it’s not. It’s protective. It’s procedural. And it’s something school professionals do with each other all the time.

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You are allowed to ask for it in writing

You don’t need to justify your request. You don’t need to explain why you want a copy. You don’t need to apologize for making the system more transparent.

You are allowed to say: “Could you confirm that in writing?”
You are allowed to expect documentation.
You are allowed to protect yourself from selective memory, internal miscommunication, and revisionist history.