Candidates highlight academic achievement, classroom resources, student well-being, and school safety.
Some emphasize literacy and numeracy, while others prioritize additional classroom support, mental health, parental involvement, or preparing students for future careers.
Click on each candidate’s name to read the response to questions about issues, improvements and priorities:
1. What are the three most important issues facing students and schools in Abbotsford today, and what would you do about them as a School Trustee?
With 25+ years in public education, I would focus on these priorities:
1. Academics: Use data-informed decisions to direct resources and support strong foundational skills, particularly literacy and numeracy.
2. Safe, healthy schools: Work with staff, families and community to strengthen student and employee wellness, address bullying, and foster safe, respectful schools.
3. Responsible financial planning: Steward resources responsibly to maximize their impact while addressing growth, overcrowding, recruitment, and school needs.
As a trustee, I will keep students at the centre, listen to our community, and draw on experience to navigate the system, ask questions, and turn priorities into action.
Needing additional support staff so classrooms are more manageable for everyone – It’s a big ask, but securing more funding for education is paramount. The BC School trustees need to voice, as one, the absolute need for more support.
Providing earlier diagnoses of learning needs (which would increase funding) – Partnering with community service providers & groups is a great way to move the needle on this.
Improving the culture of the district for staff – I have earned national awards based on achieving key performance indicators, including low turnover. People need to feel heard, included, seen, and valued.
The three most important issues are parental involvement, school safety and academic standards.
First, families should have a meaningful voice in their children’s education. Parents deserve greater transparency about classroom content and better access to trustees. This includes advance communication when resources such as SOGI 123 will be used.
Second, teachers and administrators must be empowered to maintain safe classrooms. Serious or repeated disruptive behaviour requires meaningful consequences so every student can learn in a safe environment.
Third, we need higher academic standards and clearer reporting of student achievement so parents know how their children are performing and where improvement is needed.
The three most important issues are student safety and well-being, classroom resources, and school capacity. As Trustee, I would advocate for stronger support for students’ mental health and inclusion and address bullying; ensure funding prioritizes teachers and frontline educational staff, and push for timely investments in schools and facilities as our community grows. I would also listen closely to students, parents and educators, two-way communication between schools and parents is essential. My focus would be simple: put students first, focus on student success, support our educators, and build schools that meet Abbotsford’s needs today and tomorrow.
The three biggest issues facing Abbotsford schools are:
Shortage of Educational Assistants: We need more support staff in classrooms to ensure every student receives the attention and resources they deserve.
Transportation: Busing is expensive, but I fully support maintaining it. Transportation is essential for many families, and we must find ways to manage costs without compromising access.
Growing Student Population: As Abbotsford continues to grow, we need more schools and modern learning spaces. I will continue advocating to the provincial government for increased capital funding to reduce overcrowding and reliance on portables.
My priority is ensuring every dollar supports student success.
1. Complex needs of our younger students entering Elementary School.
2. Improving core competencies at Middle School.
3. Feeling supported and connected at Secondary School.
These are areas the district has identified and is currently working on. As a Trustee I would want to know what is currently being done to improve and assist students in these areas and find ways to support this work.
Three important issues are (1) adequate classroom support, (2) staff and student well-being, and (3) equitable learning opportunities. First, I would prioritize the recruitment and retention of teachers, support staff and specialists by making Abbotsford more appealing. Secondly, I would strengthen access to mental health support and ensure schools address bullying and discrimination quickly and effectively, so every student and teacher feels safe, valued, respected and included. Thirdly, a student’s success should not depend on their family’s income, disability or background. Every child deserves equitable access to quality education, timely support and opportunities to reach their full potential.
My three priorities are strong student achievement, mental health and well-being, and stronger relationships between schools, families and educators. I would champion strong foundations in reading, writing and math, early learning supports, and measurable progress. I would advocate for accessible mental health services and classrooms where students feel safe and supported. I would also strengthen communication and ensure families and educators can influence decisions before they are made. As a trustee, I would work with fellow board members to align budgets with these priorities, listen to those closest to students, and report clearly on progress and challenges.
As a parent with a daughter in the Abbotsford School District, I see three big priorities: helping students build strong literacy and numeracy skills, supporting their well-being and sense of belonging, and making sure they graduate ready for whatever comes next. As a trustee, I would focus on early support for students, strong teaching practices, and keeping parents engaged as partners in education. I want every student to feel safe, respected, and connected at school. I also believe success looks different for every student. Whether it’s university, trades, apprenticeships, healthcare, technology, entrepreneurship, or the arts, our job is to help students discover their strengths and opportunities. If we get these priorities right, every student will leave school with the confidence, skills, and support they need to succeed. And while I’ve only got 100 words here, I have many more ideas. We need to be willing to think outside the box and work together to better support students, teachers, and parents, because education is too important to stand still.
The three issues I see as most urgent are student achievement in literacy and numeracy, increasingly complex classrooms with insufficient supports, and student well-being, including mental health and food insecurity. As a trustee, I would focus on evidence-based priorities, advocate strongly for adequate provincial funding, and ensure district resources are directed toward the classroom. I would also support strong accountability measures so we know which programs are working, where gaps remain, and whether students who need the most support are actually receiving it.
First, we must meet individual student needs with available resources. Students learn differently, and classrooms need appropriate supports, programming and flexibility to help every student succeed.
Second, we need a prudent approach to smartphones, social media and AI. Schools and families need practical tools to protect learning and development.
Finally, we must strengthen foundational literacy and numeracy while maintaining high expectations for every student. Recent district data show significant declines in literacy and numeracy proficiency. We should also strengthen internationally recognized academic opportunities to provide challenge and prepare students for a competitive global economy.
The three most important issues are improving student achievement, supporting student well-being and inclusive learning environments, and maximizing limited resources. We must strengthen literacy and numeracy, improve graduation outcomes and ensure every student has the opportunity to succeed. We also need to support mental health, belonging and the diverse needs of students so they feel safe, supported and ready to learn. As Trustee, I will keep students at the centre of decisions, advocate for the resources our schools need, and bring strong financial oversight to ensure funding is used effectively while protecting the programs and supports that make the greatest difference for students.
My three priorities are Strong Education, Safer Schools, and Parents Deserve a Strong Voice. Strong education starts with strong literacy and numeracy foundations and ensuring students who need help are identified and supported early. Students also deserve safe learning environments where bullying, vaping, drugs and other safety concerns are taken seriously. And parents are essential partners in education. They deserve clear communication, transparency and a meaningful voice in their children’s education.
2. What is one specific change or improvement you would like to see in Abbotsford schools over the next four years, and how would you work to achieve it?
As a trustee, I would work with the Superintendent and Board to use literacy data to identify needs, allocate resources, and monitor progress. I would ask what is working, where additional support is needed, and whether resources and strategies are effective. I would seek input from those working directly with students—teachers and support staff—who see firsthand what helps students learn. This approach will help the Board make informed decisions and ensure every student develops strong foundational literacy skills.
That would have to coincide with my number one issue…more support staff and creative ways to enhance supports so our classrooms are more manageable. I see the need for this EVERY day…it can be overwhelming for staff when managing SO MANY THINGS and the students can find it hard to focus – challenging class compositions, behavioural needs, managing conflicts, health supports, learning needs that are not diagnosed and therefore don’t qualify for support…the list goes on. Collaborating with community partners, and focusing on how we can try new options or models to best support student needs will benefit everyone.
The most immediate change I would pursue is greater public access to School Trustees. I would establish a minimum 30-minute public consultation period at Board meetings where parents and residents can raise issues that matter to them. Trustees should be accessible and accountable to the people they represent.
I would also advocate for a clear, progressive discipline policy for serious or repeated classroom behaviour.
Teachers and administrators need defined steps and meaningful consequences, ultimately including removal from a classroom or school when necessary. Students have a right to learn, and teachers have a right to teach, in a safe and orderly environment.
Over the next four years, I would like to see stronger mental health and well-being support for students in every Abbotsford school, along with a greater focus on early identification of learning difficulties. My experience leading and supporting people has taught me the importance of listening and understanding individual needs. I would work with trustees, educators, parents, students and community partners to identify gaps and prioritize resources. Early support can make a lasting difference, and every student deserves to feel supported, included and ready to learn.
One improvement I would like to see over the next four years is more classroom support for students and teachers. As our district continues to grow, so do the diverse needs of our students. I would advocate for increased provincial funding to hire more Educational Assistants and support staff, while ensuring we make responsible decisions with the resources we already have. Every student deserves the opportunity to succeed, and our teachers deserve the support necessary to help make that happen.
Ways to develop and enhance positive school culture. What programs currently exist and how can Trustees support & encourage schools to participate in dealing with bullying and racism.
We need more support inside the classroom. Funding and staffing must reflect the realities of what is happening in our classrooms. Teachers cannot meet increasingly diverse student needs without adequate time, training, resources, and support. As school trustee, I will listen directly to educators, support staff, students and families, using their experiences alongside district data to identify funding gaps. I will prioritize classroom supports in budget decisions, including recruiting and retaining teachers, EAs and specialists, and advocate for provincial funding that reflects actual needs. Supporting educators in a meaningful way is essential to giving every student the opportunity to succeed.
Over the next four years, I want more Abbotsford students to graduate with a clear pathway to further education or employment. I would explore expanding dual credit opportunities so students can earn high school and post-secondary credits together, gain valuable training and enter the workforce sooner. Working with fellow trustees, educators, post-secondary institutions and local employers, I would support partnerships that connect learning with career opportunities, including skilled trades. My experience supporting young employees has shown me the value of guidance and practical experience. I would also work to ensure these opportunities are accessible to students across our district.
One change I would like to see over the next four years is a stronger focus on student well-being, safety, and belonging. As a parent, I believe that if a student doesn’t feel safe, supported, and connected, it’s much harder for them to succeed academically. Learning happens best when students feel they belong. As a trustee, I would support stronger mental health resources, positive school cultures, and better connections between schools, families, and community supports. I would also want regular updates on student well-being so we can measure progress. If we create schools where every student feels valued and supported, the academic success will follow naturally.
Rather than a wholesale change, I would like to see continued growth in how we resource early intervention for maximum benefit to students. Early literacy and numeracy have long been priorities, but we still do not have the resources to provide timely intervention consistently in every school for every student who needs it. I would support careful scrutiny of programs and spending to ensure they are producing measurable results, while investing in the staffing, specialist supports and professional learning teachers need to intervene effectively.
I want to make high schools more relevant by expanding career-connected learning. I would work with district staff to build partnerships with local professionals, businesses and tradespeople who can connect classroom learning to real careers through guest speakers, mentorships, workplace visits and job-shadowing. Students should see how what they learn applies beyond graduation and explore different pathways before making major decisions about their future. I would encourage the district to pilot this approach, measure student participation and feedback, and expand what works. This would help students understand their options and better prepare for post-secondary education, careers and a changing economy.
Over the next four years, I would like to see measurable improvement in literacy and numeracy outcomes for all Abbotsford students. Strong foundational skills are essential to future learning, graduation and success beyond school. As Trustee, I would support evidence-based strategies, regularly review student achievement data to identify gaps and measure progress, and ensure resources are directed where they will have the greatest impact. I would work collaboratively with district leadership, educators and families to understand what is working and where additional support is needed, while ensuring the Board remains accountable for improving outcomes for every student.
I want to see stronger action, better communication and better use of existing resources. We need stronger action to address vaping, drugs and bullying in our schools, with clear policies, prevention and appropriate consequences. Parents deserve a stronger voice, including transparency and notification about age-appropriate learning materials. I also want greater collaboration between the School District, City and community organizations so our gyms, fields and other facilities can provide more opportunities for youth sports, recreation and after-school programs.
3. When making difficult decisions about school budgets, programs and resources, what would guide your decisions, and how would you balance the needs of students, families and staff?
When making difficult decisions, I would keep students at the centre and ask: What will best support student learning, safety, and well-being? As a trustee, I would consider data, financial realities, district priorities, and the perspectives of students, families, teachers, support staff, and the community. My experience has taught me that decisions made by the Board can have unexpected impacts in the classroom. I would listen to those closest to the work, ask thoughtful questions, and consider immediate needs and long-term sustainability. My goal would be responsible decisions that put students first while respecting the needs of families and staff.
Obviously keeping classes that support literacy and numeracy, which would include the core classes in the STEM studies and humanities, would be the priority, and then balancing out the rest with classes that had high enough enrolment. Going to our stakeholders (students, parents and staff) would be necessary to get a better understanding of the needs at each site as well as the district as a whole. Sharing resources (like rotating musical instrument units, or moving supplies that are not used at one site if they would be utilized more fully at another site) would also be beneficial.
My decisions would be guided first by what has the greatest positive impact on students and creates meaningful results in the classroom. I would prioritize resources that support frontline teachers, educational assistants and other staff who work directly with students rather than adding unnecessary layers of administration and bureaucracy.
Every budget decision should be examined by asking whether it improves learning, supports frontline staff or makes classrooms safer. Students who come to school ready to work hard and learn deserve an environment where they can succeed, and staff need the resources, authority and support necessary to provide that environment.
My years of voluntary work in India and leading a union representing over 14,000 members has taught me that difficult decisions require listening, fairness and, above all, communication. As a Trustee, I would listen to students, families and staff, understand competing needs, and communicate openly about difficult choices. I would focus on what best supports students while ensuring public resources are used responsibly. Not everyone will agree with every decision, but everyone deserves to be heard, respected and kept informed.
Student success would always be at the forefront of my decisions. With limited funding and growing needs, we must be responsible with every dollar while ensuring resources are directed where they have the greatest impact. I believe in listening to students, families, educators and staff to understand their priorities before making difficult decisions. Not every decision will satisfy everyone, but I will always approach them with transparency, fairness and a commitment to protecting classroom supports and opportunities for students. Our responsibility as trustees is to make decisions that benefit the district as a whole while keeping students first.
District budgets, programs and resources – Develop a rubric to look at need, equity, and fairness across the school district.
My priority is to preserve the strongest possible support for students. When making difficult decisions, I would examine alternatives, consider both the immediate impacts and future consequences, and consult those affected before decisions are finalized.
If cuts become unavoidable, I would work to minimize disruption, protect students with the greatest needs, and explore partnerships or alternative ways to maintain opportunities. I would explain my reasoning openly and require follow-up to ensure changes are working without placing unreasonable burdens on educators or families. Responsible budgeting means making careful choices today while protecting our ability to serve students well into the future.
My starting question would be: how will this decision improve student learning, well-being and opportunity? I would weigh evidence, fairness and long-term affordability, while protecting classroom supports wherever possible. Balancing needs means recognizing that students succeed when families are heard and staff have the time, tools and support to do their jobs well. I would seek input before decisions are made, explain the tradeoffs clearly and consider who would be most affected. Equal spending does not always meet unequal needs. I would direct resources where they can make the greatest difference and report honestly on the results of those choices.
When making difficult decisions about budgets, programs, and resources, I would always come back to one simple question: How does this help students succeed? As a parent, that’s the lens I use for every decision. If a student feels safe, supported, and connected, they’re far more likely to succeed in the classroom. When tough budget decisions arise, I would protect the supports that make the biggest difference for students, such as classroom learning, literacy and numeracy, mental health, and graduation success.
I would listen to families, staff, and students, review the facts, and make responsible decisions. In the end, every dollar should make a meaningful difference in a student’s life. If it helps students succeed, it’s worth prioritizing.
My decisions would be guided first by student learning, safety and well-being, then by evidence, equity, legal obligations and long-term sustainability. Trustees have a responsibility to use public funds carefully and transparently. I would ask whether spending is improving outcomes for students, whether resources are reaching those with the greatest needs, and whether decisions are sustainable. Families and staff must also have meaningful opportunities to be heard. Difficult choices require consultation, clear priorities, honest communication and a willingness to explain why decisions were made.
My decisions will be guided by a clear, well-articulated strategic plan. During my first term, I helped drive the board’s emphasis on early learning, literacy, and numeracy. Budgets must support these priorities by keeping funding closest to the classroom to directly benefit students, teachers, and parents. As an engineer and business leader, I know how to optimize resources under pressure. I will balance our budget by protecting frontline classroom staff, ensuring families get the educational quality they deserve, and holding the provincial government accountable for funding our district’s growth.
My decisions would be guided first by what best supports student success and well-being, while ensuring the long-term sustainability of our schools. With more than 20 years of accounting and financial management experience, I understand the importance of responsible stewardship, careful analysis and making difficult choices when resources are limited. I would listen to students, families, staff and the community, consider both the immediate and long-term impacts of decisions, and prioritize resources where they will make the greatest difference. Not every decision will be easy, but it should always be transparent, evidence-informed and focused on keeping students at the heart of our schools.
Experience matters when difficult decisions have to be made. Serving on several boards has taught me to ask tough questions, understand budgets, manage resources responsibly and consider the long-term impact of decisions. As a basketball coach, I understand many of the needs and challenges students face. As a parent, I understand the perspective of families. And growing up with a mother who was a teacher gave me an appreciation for the work and challenges facing educators and staff. I would bring those perspectives together, listen carefully, examine the facts and make responsible decisions focused on student success and the long-term strength of our schools.
Editor’s Note: All candidates were invited to participate. Responses are published from those who replied by our editorial deadline. The Patrika does not endorse any candidate, and the analysis above reflects the responses received, not the positions of every candidate running in the election.
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