This letter template is designed to help you advocate for your child’s educational needs in BC schools. It balances clarity and firmness with a collaborative tone that’s more likely to get positive results from school staff. Also see Letter Templates Library.
Use this letter when:
- You’ve had a verbal conversation about your child’s needs but nothing has changed
- You want to formally document your child’s accommodation needs
- Your child has a diagnosis or suspected disability that affects their learning
- You’ve noticed your child is struggling or being excluded due to lack of supports
- You need to create a paper trail for potential future advocacy
Before you send:
- Try talking first. If you haven’t already, have an informal conversation with your child’s teacher. Many issues can be resolved through dialogue. If that doesn’t work, this letter is your next step.
- Be specific. Don’t just say your child ‘needs support.’ Identify exactly what accommodations would help. Examples: extra time on tests, movement breaks, a quiet workspace, modified assignments, visual schedules, fidget tools, or check-ins with the counsellor.
- Keep it focused. Request 2-4 key accommodations, not a long list. You can always add more later once these are in place.
- Gather documentation. If you have letters from doctors, psychologists, counsellors, or therapists, attach them. If you don’t have formal documentation yet, that’s okay—you can still request accommodations while pursuing assessment. It’s helpful to indicate that you’re discussing with your doctor or on a waitlist, or seeing a counsellor, etc..
Email template
[Date][Teacher/Principal Name]
[School Name]
Re: Accommodation Request for [Child’s Name]
Dear [Name],
I’m writing to follow up on our conversation about [Child’s name]’s needs at school. I appreciate your willingness to work together on this.
The Concern:
[Child’s name] has [diagnosis/disability or is being assessed for]. On [date], I shared this information and requested [specific accommodation]. Since then, I’ve noticed [specific observable impact – e.g., ‘they’ve been coming home distressed,’ ‘they’re not receiving the breaks we discussed,’ ‘assignments aren’t being modified as agreed’].
What [Child’s name] Needs:
To support [child’s name]’s learning and ensure they can participate fully, I’m requesting:
- [Specific accommodation – e.g., ‘movement breaks every 30 minutes’]
- [Specific accommodation – e.g., ‘access to a quiet space when overwhelmed’]
- [Specific accommodation – e.g., ‘modified homework volume’]
Under the BC Human Rights Code, [child’s name] has the right to access education without discrimination based on their disability. I know we both want [child’s name] to succeed, and these accommodations will help make that possible.
Next Steps:
I’d like to meet with you [and the learning support teacher/school counsellor if applicable] within the next [3-5] school days to discuss how the school will implement these supports. Please let me know when you’re available.
[Optional: I’m attaching documentation from [child’s doctor/psychologist/therapist] that outlines their needs OR we’re working with our family doctor to get child’s name on a waitlist for official diagnosis.]
I appreciate your partnership in supporting [child’s name]. I’m confident we can work together to ensure they thrive at school. I look forward to hearing your reply within 3 days.
Sincerely,
[Your Name]
[Your phone number]
[Your email]
CC: [Principal/Vice-Principal/Learning Support Teacher – if needed]
FAQ
How do I customise the letter?
Replace all text in [square brackets] with your specific information
- [Date] – Use the date you’re sending the letter
- [Teacher/Principal Name] – Address it to the person you’ve been talking with, usually the classroom teacher first
- [Child’s Name] – Use your child’s full name throughout
- The Concern section – Be specific about what you’ve observed. Examples: ‘They’ve been sent to the office three times this week for behaviours related to their ADHD,’ or ‘They’re coming home overwhelmed and unable to complete homework,’ or ‘They’ve been excluded from field trips due to their anxiety.’
- What [Child’s name] Needs section – List specific, actionable accommodations. Be concrete: not ‘help with focus’ but ‘a wiggle cushion and movement breaks every 30 minutes.’
- Next Steps section – Suggest a realistic timeline (5-10 school days is reasonable)
- CC line – Only copy the principal or learning support teacher if you’ve already involved them or if the teacher has been unresponsive
How do I send the letter?
- Email is best. Send in the body of an email. Email creates a timestamp and record. If you don’t have the teacher’s email, ask the teacher or ask at the office.
- Keep copies. If you need to escalate later, you’ll want proof of when you first requested accommodations.
- Follow up. If you don’t hear back within a week, send a friendly email: ‘Just following up on my letter from [date]. When can we meet to discuss [child’s name]’s accommodations?’ Make the deadline one day to reply this time, before you escalate. See Problems
What happens next?
- Best case: The teacher or principal reaches out to schedule a meeting, and you work together to put supports in place.
- Common response: They may ask you to fill out forms, attend a meeting with the school-based team, or start the process for a formal assessment or support plan.
- If there’s no response: Follow up once by email. If still no response, escalate to the principal (if you wrote to a teacher) or the district learning support coordinator
Know your rights
Under the BC Human Rights Code, schools have a legal duty to accommodate students with disabilities up to the point of ‘undue hardship.’ This means:
- The school must engage in a process with you to identify and implement appropriate supports
- Your child doesn’t need a formal diagnosis to receive accommodations—a suspected disability or demonstrated need is enough to start supports
- Schools cannot wait for assessments to be completed before providing basic accommodations
- Accommodations should allow your child to access education equally—they’re not ‘special treatment,’ they’re leveling the playing field
You know your child best. Trust your instincts. If something isn’t working at school, you have the right to speak up and request changes.
This letter gives you a professional, effective way to do that while maintaining relationships with school staff.
Remember: accommodation is not optional. It’s a legal right. But approaching it collaboratively first often gets better and faster results than starting with conflict.
You’ve got this.