Student success includes social and emotional well-being as well as academic achievement. My background as a Wellness Counsellor has helped shape my understanding of the importance of well-being, early support and connecting people with appropriate resources. I will continue advocating for the people, programs and resources that support student mental health and well-being.

Early support can make a meaningful difference. I support staff having the tools and resources to recognize emerging needs and helping students and families understand and navigate the supports available to them, both within our schools and in the community.

Schools cannot meet every mental-health need on their own. I advocated for the development of Foundry Tri-Cities and will continue supporting partnerships that connect students and families with appropriate community services when they need them.

My own understanding of Truth and Reconciliation has been a personal journey of learning. Experiences within my family have led me to better understand parts of Canada's history and the circumstances that separated Indigenous children from their families and communities. They have also taught me that reconciliation requires a willingness to listen, learn and continue that learning.

New technology should be introduced thoughtfully and safely. Students need opportunities to learn how to use AI responsibly, while appropriate safeguards ensure its use protects privacy, supports academic integrity and remains appropriate for a student's age and learning environment.

Technology will continue to change how we learn, work and communicate. Our students should leave school with the skills and understanding needed to use these tools effectively, responsibly and confidently in the world they will enter after graduation.

Learning how to use AI should not come at the expense of learning how to think, question, problem-solve and create independently. Used appropriately, AI can be another educational tool while students continue developing the knowledge and skills that allow them to think for themselves.

Students should be able to come to school without fear of bullying, racism, discrimination or exclusion. Creating that environment requires us to listen to students and families, respond when concerns arise, and continue building school communities where differences are respected and every student has an opportunity to belong and succeed.

During my time on the Board, I supported the creation of a District Principal, Diversity and Anti-Racism position to provide dedicated district leadership in this work. I believe continuing to build staff knowledge, resources and effective responses helps create safer and more inclusive environments for students.

As DPAC President, I worked to increase the involvement of multicultural families in PAC activities and helped develop a multicultural committee within DPAC. That experience reinforced for me that meaningful inclusion requires us to create opportunities for people to participate, rather than simply assuming everyone has the same access or feels equally welcome.

My own understanding of Truth and Reconciliation has been a personal journey of learning. Experiences within my family have led me to better understand parts of Canada's history and the circumstances that separated Indigenous children from their families and communities. They have also taught me that reconciliation requires a willingness to listen, learn and continue that learning.

Student success includes social and emotional well-being as well as academic achievement. My background as a Wellness Counsellor has helped shape my understanding of the importance of well-being, early support and connecting people with appropriate resources. I will continue advocating for the people, programs and resources that support student mental health and well-being.

Early support can make a meaningful difference. I support staff having the tools and resources to recognize emerging needs and helping students and families understand and navigate the supports available to them, both within our schools and in the community.

Schools cannot meet every mental-health need on their own. I advocated for the development of Foundry Tri-Cities and will continue supporting partnerships that connect students and families with appropriate community services when they need them.

Students learn differently and need different levels and types of support. I have been a strong advocate for significantly increasing Educational Assistant support in SD43, and I will continue working to strengthen the supports available to students and educators in our classrooms.

I support staff in developing and implementing early-years assessment tools and resources that help us better understand student needs. Earlier identification can help educators and families determine what supports will give an individual student the best opportunity to learn and succeed.

Providing meaningful inclusion requires people as well as programs. That means building a strong school district where teachers, EAs and other professionals want to work and have the resources and support needed to serve students effectively.

My professional experience supporting individuals with intellectual and developmental disabilities and their families reinforced for me the importance of listening to families, removing barriers to participation, and recognizing that meaningful inclusion requires supports that respond to the individual student.

Public education will always involve difficult choices about limited resources. My experience as Finance and Audit Chair has reinforced for me that every budget decision should begin by asking how we can best support students while maintaining a strong and sustainable school district.

Responsible stewardship isn't only about balancing one year's budget. It means understanding future enrolment, staffing, facilities and financial pressures and making thoughtful decisions that protect the District's ability to serve students over the long term.

I helped move stakeholder consultation earlier in our budget process so education partners could identify priorities and raise concerns before the budget was developed. I believe people should have an opportunity to influence important decisions while they are still being shaped—not simply hear about them afterward.