School district budgets are about more than balancing numbers for a single year. I would consider the impact of decisions on students, classrooms, staff, facilities and future budgets, while supporting transparent long-term planning that addresses pressures such as enrolment growth and deferred maintenance. When difficult choices are required, I believe the Board should clearly explain the trade-offs and how its decisions align with district priorities.

Good governance requires trustees to work together respectfully while still being willing to ask difficult questions, challenge assumptions and consider different perspectives. I believe Board decisions should be made through open, informed discussion, with trustees clearly explaining the reasoning behind their decisions and remaining accountable to the communities they serve. Disagreement is sometimes necessary, but it should remain focused on the issue rather than becoming personal.

Good decisions are stronger when the people affected by them have meaningful opportunities to be heard. I believe trustees should be accessible, listen to families, staff, students and community partners, and seek out perspectives beyond those who are already comfortable speaking at Board meetings. Consultation should be genuine, timely and transparent, while recognizing that trustees still have a responsibility to weigh all of the information and make decisions in the best interests of the district as a whole.

Students experience our schools every day, and their perspectives can provide valuable insight into what is working and where improvement is needed. I believe student engagement should be meaningful rather than symbolic, with opportunities for students of different ages, backgrounds and experiences to contribute in ways that are accessible and appropriate. Trustees should listen carefully to student voices, explain how their input was considered, and include that perspective alongside the other information needed to make responsible decisions.

When a student is in crisis, families and school staff need to know that appropriate supports can be accessed quickly and that responsibilities are clearly understood. I believe the district should continue working closely with families, health-care providers and community partners to strengthen crisis-response pathways, while ensuring staff have the training and information they need to respond appropriately. A school district cannot replace the health-care system, but it can help ensure students do not fall through gaps between services.

Student mental health is closely connected to learning, attendance, relationships and overall well-being. I believe schools need appropriate counselling and support resources, along with strong connections to community services when needs extend beyond what a school can provide. Mental health support should also include prevention, early identification and creating school environments where students feel safe asking for help.

Students learn best when they feel safe, respected and that they belong. I support policies and practices that address bullying and discrimination consistently while providing students and staff with the tools to prevent problems before they escalate. Creating inclusive schools also means listening to students and families when concerns arise and ensuring responses are fair, timely and focused on maintaining a safe learning environment for everyone.

Reconciliation in public education requires ongoing relationships, listening and action. I believe the Board should continue working in partnership with local Nations, Indigenous families and district staff, while supporting culturally responsive education and efforts to improve outcomes for Indigenous students. Trustees also have a responsibility to listen to the people and communities with the knowledge and lived experience to guide that work.

Inclusive education works best when students and the people supporting them have the resources they need. I believe the district should continue working to provide appropriate educational supports, accessible learning environments and meaningful collaboration with families and staff. Supports should respond to individual student needs while recognizing the pressures that inadequate staffing and resources can place on students, classrooms and school staff.

Schools should be safe places where students feel supported, and I believe appropriately structured relationships with local police can contribute to that goal through education, prevention, emergency response and relationship-building. At the same time, programs involving police in schools should have clear purposes, appropriate oversight and be regularly reviewed to ensure they are meeting student and community needs. I am willing to listen to students, families, staff and community partners about their experiences and consider evidence when evaluating how these programs operate.

Rapid growth places significant pressure on schools, while deferred maintenance can become more expensive and disruptive when it is postponed. I believe the Board needs to plan beyond individual budget years, clearly identify infrastructure priorities, and advocate strongly to the Province for the capital funding needed to accommodate growth. At the same time, existing schools must not be overlooked as new facilities are built.

Every budget, policy and operational decision ultimately needs to be considered through its impact on students and learning. I believe the district should use evidence and student outcomes to identify where additional supports are needed, while listening to the educators and support staff working directly with students. Strong public education requires both high expectations for student success and the resources necessary to help students reach them.

School buildings are long-term public assets, and decisions about renovations and new construction should consider both their environmental impact and their full life-cycle cost. Energy-efficient systems can reduce operating expenses while improving heating, cooling and ventilation for students and staff. I believe sustainability should be considered alongside reliability, affordability and the long-term maintenance needs of the district.

Extreme heat can affect student learning, staff working conditions and the ability to use some school spaces safely and comfortably. As facilities are renewed or constructed, I believe the district should consider practical measures such as ventilation, cooling, shade and building design, while prioritizing investments based on need and available resources.

Accessibility should be considered in both new construction and the maintenance and renewal of existing schools. I believe the district should continue identifying physical barriers, prioritize improvements based on need, and incorporate accessibility into long-term facilities planning. When we build or renovate public schools, we should be looking ahead rather than creating barriers that will need to be corrected later.

Families arriving in our community may be learning a new school system while also navigating language and cultural differences that can make it harder to find information, understand how to get involved, or participate in organizations such as PACs. Through my parent-advocacy work, I have seen the importance of making information easier to understand and more accessible to families with different backgrounds and experiences. I believe the district and school communities should continue looking for practical ways to reduce those barriers and help every family feel welcomed, informed and able to participate.

Every student deserves to feel safe and supported at school. I support inclusive practices consistent with human-rights protections and district policy, while recognizing the important role that families, educators and school staff play in supporting students. Discussions about these issues can sometimes be difficult, but decisions should remain focused on student safety, dignity and access to education.

Schools should be safe places where students feel supported, and I believe appropriately structured relationships with local police can contribute to that goal through education, prevention, emergency response and relationship-building. At the same time, programs involving police in schools should have clear purposes, appropriate oversight and be regularly reviewed to ensure they are meeting student and community needs. I am willing to listen to students, families, staff and community partners about their experiences and consider evidence when evaluating how these programs operate.

Indigenous languages are an important part of culture, identity and reconciliation. I believe the district should continue working with local Nations and Indigenous communities to support language learning in ways that are respectful, locally relevant and guided by those with the appropriate knowledge and authority. Trustees should support that work without assuming that the school district should determine for Indigenous communities how their languages are taught or shared.

Reconciliation in public education requires ongoing relationships, listening and action. I believe the Board should continue working in partnership with local Nations, Indigenous families and district staff, while supporting culturally responsive education and efforts to improve outcomes for Indigenous students. Trustees also have a responsibility to listen to the people and communities with the knowledge and lived experience to guide that work.

Names and commemorations can carry significant historical and cultural meaning. When these issues come before the Board, I believe decisions should be informed by history, meaningful consultation and respectful dialogue rather than being made reactively or symbolically.

Public education has an important responsibility to ensure students understand the history and legacy of residential schools, including the lasting effects on survivors, families and communities. I support teaching this history accurately and respectfully, informed by Indigenous voices and the curriculum, while continuing to build relationships with local Nations and Indigenous communities.