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School District 91 Nechako Lakes
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Francois Lake Elementary, Grassy Plains School, Babine Elem-Secondary, William Konkin Elementary, Mapes Elementary, Fraser Lake Elem-Secondary, W L McLeod Elementary, Fort St. James Secondary, Sinkut View Elementary, Evelyn Dickson Elementary, David Hoy Elementary, Mouse Mountain Elementary, Decker Lake Elementary, Lakes District Secondary, Nechako Valley Secondary, EBUS Academy, Fort St James Alternate Secondary, Valhalla High, Lakes Learning Centre
Complaints process overview
Note: Policies and procedures may change over time. This review reflects the information available as of March 2026 and was compiled to the best of my understanding. Readers should consult the original district policies and bylaws for the authoritative and most up-to-date procedures. If you notice errors, please provide feedback via the form below.
This page explains how School District 91 (Nechako Lakes) expects parents, students, and community members to raise concerns or complaints. It draws on Policy 405.2 – Resolving Public Concerns Regarding Personnel, Programs, or Procedures and supporting district guidance materials (including the DPAC “Steps to Resolving Concerns” guide).
Unlike many districts, SD91 publishes a complaints process but does not clearly present a formal Board appeal bylaw alongside it in parent-facing materials.
How the district frames complaints
SD91 frames concerns as issues that should be addressed through respectful, collaborative communication between staff, families, and the broader school community.
The policy emphasises:
- resolving concerns as close to their source as possible
- handling concerns in a fair, courteous, and timely manner
- allowing all parties the opportunity to respond
The district also explicitly states that individuals should be free from retaliation when raising concerns in good faith.
At the same time, the policy places strong emphasis on working “in good faith” and maintaining a positive school culture, framing concerns primarily as relationship-based issues rather than rights-based disputes.
What the district tells parents
Informal resolution
The formal policy outlines a high-level escalation pathway, which is expanded in practice through the DPAC guidance.
Step 1: School or department staff
Concerns should first be raised with the staff member or department directly involved.
Parents are encouraged to clearly define the issue, identify desired outcomes, and attempt resolution through discussion.
Step 2: School principal / supervisor
If unresolved, the concern is escalated to the school principal or department supervisor.
The process is repeated at this level, including meetings, clarification, and follow-up.
Step 3: District staff supervisor
If the issue remains unresolved, the concern may be forwarded to the district staff supervisor responsible for the school or department.
Step 4: Superintendent
If resolution is still not achieved, the concern may be advanced to the Superintendent for consideration.
At this stage, the concern is typically provided in writing.
The DPAC guide also encourages:
- documenting meetings and action plans
- following up in writing
- bringing a support person
- approaching meetings collaboratively
Formal appeal process
SD91’s publicly available materials do not clearly outline a parent-facing formal appeal process in the same way as many other districts.
While Section 11 of the School Act requires districts to maintain an appeal bylaw, this process is not prominently described alongside the complaints procedure.
As a result, families may need to request additional information from the district to understand:
- how to initiate a formal appeal
- timelines for filing
- how hearings are conducted
What the district does not tell parents
- No clearly published appeal pathway: The transition from complaint to formal appeal is not explained in parent-facing materials
- No timelines: The policy states concerns should be handled “in a timely manner” but provides no defined timelines
- Decision clarity: It is not clear when a concern becomes a “decision” that can be appealed
- Process detail: Limited information is provided about how concerns are investigated or resolved at each level
- Reliance on informal norms: Much of the practical process is conveyed through DPAC guidance rather than formal policy
- External options not referenced: The district does not reference the BC Human Rights Tribunal, Ombudsperson, or Teacher Regulation Branch
- Anonymous complaints excluded: Anonymous concerns are not considered, which may create barriers in situations involving power imbalance
Common issues covered
The policy applies broadly to concerns about:
- personnel (staff conduct or decisions)
- programs and services
- district procedures or policies
Separate processes apply to specific categories such as:
- child protection concerns
- harassment complaints
- other specialised procedures
Step-by-step process
- Identify and raise concern with staff member
- Escalate to school principal or supervisor
- Escalate to district staff supervisor
- Submit concern to Superintendent
- (Unclear) transition to formal Board appeal under Section 11
- (If applicable) provincial appeal to Superintendent of Achievement
Guiding principles
- Concerns should be addressed as close to the source as possible
- Issues should be handled respectfully, fairly, and in a timely manner
- All parties should have an opportunity to respond
- Individuals raising concerns in good faith should not face retaliation
Official district sources
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flowchart TD
A[Concern arises] --> B[Raise with staff member]
B --> C{Resolved?}
C -- Yes --> Z[Process ends]
C -- No --> D[Escalate to principal or supervisor]
D --> E{Resolved?}
E -- Yes --> Z
E -- No --> F[Escalate to district staff supervisor]
F --> G{Resolved?}
G -- Yes --> Z
G -- No --> H[Submit concern to Superintendent]
H --> I{Resolved?}
I -- Yes --> Z
I -- No --> J[Formal appeal pathway unclear]
J --> K{Is appeal process identified?}
K -- No --> Z2[Process unclear / must contact district]
K -- Yes --> L[Board appeal]
L --> M[Board decision]
M --> N{Satisfied?}
N -- Yes --> Z
N -- No --> O[Appeal to Superintendent of Achievement]
Feedback
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