Submitting formal requests

Putting a request in writing may feel intimidating—but it’s one of the most powerful tools a parent has. When you submit a clear, documented request, you create a paper trail, clarify expectations, and often trigger formal obligations the school must respond to. Written communication is especially important when you’re asking for specific supports, planning meetings, or accountability for previously unmet needs.

This strategy helps shift informal conversations into formal commitments.

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How to use this strategy

Start by identifying the support your child needs. This might include:

• A sensory break or quiet space
• A specific piece of assistive technology
• A learning support teacher consultation
• A safety plan or behaviour support review
• An IEP meeting or emergency team meeting
• Additional EA (Education Assistant) support
• Changes to schedule or classroom placement

Then, write an email or letter that includes the following elements:

• A short description of your child’s current challenges
• What support you are requesting
• Why this support is necessary
• A polite but clear request for written confirmation or follow-up

For example:

“We are seeing significant dysregulation by the end of the day. I’m requesting that a quiet workspace and sensory break be made available during transitions. Please confirm whether this can be trialled starting next week.”

“Given that our child’s IEP is overdue for review, I’m requesting a meeting be scheduled within the next 10 school days. Please advise who will be attending and what dates are available.”

You don’t need to be confrontational. The key is clarity, specificity, and documentation.

Try this letter template

Subject: Request for [support/service] for [child’s name] Copy

Letter:

Dear [teacher’s or principal’s name],

I’m writing to request support for my child, [child’s name], who is currently in [grade/class name] at [school name].

We’ve been noticing [brief description of the challenge or need—e.g., increased dysregulation, difficulty completing work, signs of overwhelm, etc.].

Based on this, I would like to request [specific support or accommodation—e.g., access to a quiet space, additional EA support, trial use of noise-cancelling headphones, an IEP meeting, etc.].

This support is important because [why it matters—e.g., “without it, [child’s name] is unable to participate fully in learning or remain regulated throughout the day.”]

Please confirm whether this request can be actioned, and let me know what steps the school will take next. I’m happy to discuss in more detail or attend a planning meeting if needed.

Thank you for your attention to this. I appreciate the team’s efforts and look forward to finding a solution that helps [child’s name] succeed.

Sincerely,
[Your name]
[Your contact information]

Copy Letter

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What to watch out for

Informal conversations often go nowhere—especially when there’s staff turnover or a lack of shared understanding. Verbal requests can be forgotten, misinterpreted, or denied.

But when you write things down, you create a record. This can be useful if the school delays action, denies the conversation ever happened, or if you need to escalate to district staff or outside advocates.

At the same time, tone matters. Requests that are overly legalistic or emotionally reactive may cause staff to retreat or become defensive. You can be assertive and still collaborative. A good formula is:

“Here’s what we’re noticing, here’s what we’re requesting, and here’s what we hope happens next.”

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Why this strategy matters

Schools are legally obligated to respond to reasonable requests for accommodation. But that obligation is much harder to uphold if the request is invisible, vague, or undocumented.

By submitting a formal request, you protect your child’s right to access—and create a clear, written path for follow-up and advocacy.