About

My name is
Palash Sanyal

I am running to be a Board Trustee for Saskatoon Public School Board in Ward 1.

I aim to focus on three specific areas:

1) Quality of Education

2) Keeping Public Education Relevant

3) Identity, the Canadian identity (detailed explanation below)

I believe in listening and learning directly from people and their experiences. I am not on social media much, so feel free to share this page to help others make informed decisions. Spending time with others and immersing myself in books allows me to better understand the needs of our community. This helps me approach my work with humility and a genuine desire to serve and contribute meaningfully to a better future.

Who am I

I’m a water security specialist with a deep, lifelong connection to one of the world’s most pressing issues: water. Since 2017, Saskatoon has been my home, where I’ve grown personally and professionally. I teach at the tertiary level, blending management and strategic insights with local and global perspectives to help prepare students for the future.

In addition to my work in education and water security, I bring extensive board experience across multiple sectors, including health, education, supply chain, and insurance. This broad scope allows me to address complex challenges with a multi-industry lens, fostering organizational resilience, adaptability, and sustainable growth. Through these roles, I remain committed to advancing effective governance and impactful strategies that serve community and global needs.

My Vision

My vision as a Saskatoon School Board Trustee is to build an inclusive, future-ready education system that equips students with not only the academic skills but also the emotional intelligence and conflict management abilities needed to thrive in an evolving world of technology and new realities.

What I Stand For

Quality and Purpose of Schooling

Schools are far more than academic institutions; they are places where children learn how to learn, socialize, and develop a sense of character and citizenship. The role of educators extends beyond teaching the curriculum—it is to guide children toward becoming responsible, empathetic individuals. When education loses sight of this broader mission, we risk creating an environment where families might turn to homeschooling or private schooling, seeking options that prioritize these values. Ensuring quality, fostering a sense of unity, and committing to holistic development are essential to maintaining the integrity and appeal of public education. Education must be about more than academics—it’s about building character and instilling values that strengthen the fabric of our communities.

Relevance to a Global World

For education to remain effective, it must stay relevant to the realities of the modern world. In many countries, education systems are fragmented, creating divisions among children based on language, history, or values. This separation often hinders their ability to find common ground as adults, fostering divisions within society. We cannot let this happen in Canada. Our public education system should not only equip students with academic skills but also prepare them for a globally connected world where adaptability, empathy, and cultural literacy are essential. A unified, relevant education system ensures that all students, regardless of background, are prepared for the complexities of modern society.

The Canadian Identity

Schools play a fundamental role in shaping not only a child’s personal identity but also their sense of belonging within our broader Canadian community. In today’s rapidly changing world, we must ask ourselves: What kind of identity are we helping our children build? Are we nurturing values that reflect our nation’s core principles—values like inclusivity, tolerance, and respect for diversity? As educators and leaders, we have a responsibility to foster a sense of unity, encouraging students to develop into compassionate, confident citizens who embody the best of what it means to be Canadian. Our educational system should help children see themselves as vital parts of a diverse and inclusive society, grounded in respect and belonging.

Your Questions, my answers

How do you hope to support teachers and students?

Supporting teachers and students begins with a commitment to enhancing the quality and relevance of education. For teachers, I believe in providing resources and professional development opportunities that help them navigate both academic content and the social-emotional needs of their students. Investing in programs emphasizing conflict resolution, emotional intelligence, and adaptability will help teachers build classrooms where students can learn and grow holistically. I also hope to advocate for better support systems within schools, including updated learning resources and programs that nurture students’ academic and social-emotional skills. When teachers feel valued and equipped, they can focus on what matters most: guiding students into becoming capable, compassionate individuals.

I also want to acknowledge that there will always be fewer resources than we need. It is not just us; this is a problem everywhere. Senior care, for example, is something I am very well connected with; the province recently changed/improved its funding formula. At some point, the province will increase/change the funding formula for education, and I will continue to advocate for that. In the meantime, we must also achieve efficiency within our system/management.

For students, my focus is on creating well-rounded educational experiences that equip them with academic knowledge and essential life skills (more below). Schools play a significant role in shaping character and helping young people understand themselves and others. I want to help foster environments where students feel safe to express their identities, learn to engage with differing perspectives and grow as individuals. Ultimately, I want to support students in becoming confident, well-prepared individuals ready for the complexities of the modern world.

What role do you see technology and AI play in the classroom?

Technology and AI have transformative potential in the school, but they must be used thoughtfully to support—not replace—the human aspects of education. This is the most important part; we went to school not just to learn or acquire knowledge but to understand the process of learning, socializing, and acquiring values. I am seeing fewer students at the university level who can effectively manage conflict, which highlights an essential gap in social-emotional skills that technology alone cannot fill.

I believe technology can enhance learning by providing personalized educational experiences, helping students learn at their own pace, and offering teachers insights into students’ progress. In parts of the world where I’ve seen AI integrated into classrooms, it has helped teachers by reducing administrative burdens, allowing them to focus more on teaching and student interaction. Technology also opens doors to global perspectives and real-time information, preparing students for a digital, interconnected world and equipping them with skills for new jobs in an evolving landscape. Everyone wants to give their children a fighting chance, and that’s a key reason why we send kids to school: to ensure they grow both as individuals and as professionals.

While these tools are valuable, we cannot overlook the importance of developing emotional intelligence, conflict management, and adaptability—skills that technology cannot replace. My hope is that technology in the classroom enables deeper learning, empowering students to become not only knowledgeable but also emotionally intelligent and resilient individuals. Drawing from my experiences with educational innovations worldwide and being on boards that support different industries that deal with technological disruption and AI constantly, I believe I can offer guidance on thoughtfully integrating technology. I’ve witnessed firsthand how a balanced approach can amplify education’s true purpose: helping students thrive as informed, empathetic, and adaptable members of society.

How do you hope to promote safety in schools?

Safety in schools is fundamental to building trust with parents, students, and the community. As a school board trustee candidate, I view it as a fiduciary duty to ensure that our schools provide secure, supportive environments. This means addressing safety concerns proactively, whether physical, emotional, or digital. For physical safety, clear protocols must be in place for incidents that may pose risks to the school community. It’s also essential that we uphold privacy laws, like PIPEDA, to protect students’ personal information and balance transparency with confidentiality.

Emotional safety is equally crucial, and that involves fostering respectful, inclusive spaces where students feel accepted. Schools should be environments where students feel free to express themselves without fear of judgment or exclusion. We can build school cultures that nurture academic growth and healthy, inclusive interactions by supporting initiatives that teach empathy, conflict management, and resilience. Safety isn’t only about preventing harm; it’s about creating spaces where students and teachers can thrive.

However, nothing is perfect in the world, and we can’t expect to protect every student from every hardship. What we can do is build resilience—preparing students to face life’s challenges with strength and confidence while still offering them the support they need. This is personal to me. Growing up, I dealt with relentless bullying at primary and secondary levels. I still carry that trauma and sometimes wake up with nightmares from school bullying, even as a grown-up. I remember being in grade nine when some classmates stamped ink on the thin, worn shirt I wore to school every day because we were not well off and did not have the means. Laughing at me, those who bullied me just watched me cry. My mother got me a new shirt a few days later, which was hard for her because of our financials, but those experiences of feeling unsupported and alone stayed with me. I share this because I know that while we can’t shield every child from pain, we can create environments where they feel seen, valued, and encouraged to overcome. Schools should be places where we cushion children through challenges while helping them develop resilience—so that, as they grow, they can navigate life with strength and compassion.

What is your opinion on the parental rights bill?

It is not about one bill or one decision. I am against anything that creates barriers between parents and children. I have heard from many young people who said, "Why would I want to have kids if I am not going to be informed about my children? Why should I send them to public school?" These are valid questions, and the kind of choices we make today also impact our future. It is not about one law or one incident; it’s about the broader question of how we navigate parental rights, children’s rights, and the evolving role of education in society. For instance, can parents realistically say they don’t want their child exposed to certain ideas? In today’s digital age, it’s increasingly difficult to shelter children from the vast array of information available online. Instead of attempting to shield them from every viewpoint or conflict, I believe our focus should be on fostering resilience. Schools should be places where children feel safe expressing themselves, sharing their thoughts, and learning to constructively navigate differing perspectives.

It’s also important to consider the broader goals at play here: the goal of the law, the goal of parents, and the goal of the education system. These goals are not to create a distance between parents and their children but rather to ensure a safe and nurturing environment for children to grow, learn, and become independent thinkers. There’s an educational component to this that we cannot ignore. Whether we try to guide or control our children until they are 16 or not, they will inevitably begin making their own choices. Parenting, as we know, does not come with a guide, and neither does handling complex issues like this within the education system. I do not agree with a process/attempt that creates distance between parents and children.

I also want to emphasize that keeping secrets from parents isn’t/should not be the goal of a system, but there needs to be a balance between transparency and respecting the individual rights of students. The school’s primary responsibility is to ensure the safety and development of all students, and it is not to withhold information from parents; these are not mutually exclusive. This must be handled with sensitivity and professionalism. Parents and teachers are the responsible adults here, and I believe we must act like that.

What do you think is the role of the School Boards?

As someone who has had the privilege of making Canada home, I deeply value the freedom of expression that defines our country. This freedom allows us to voice our opinions—whether for or against a law—engage in healthy debate and hold our policymakers accountable. The right to question and challenge legislation is part of what makes our democracy so robust. While we may not always agree with every law, our legal system provides avenues to contest and seek revisions when necessary, and this process ensures that we protect our shared values of fairness and inclusivity.

As an organization that is publicly funded and operates under provincial regulations, the education boards are obligated to follow the laws set by the government. Whether teachers personally agree with these laws or not, I believe they will (and must) act in accordance with them, as they have done in the past. Teachers have the right to express their opinions and participate in the democratic process. Still, within the confines of their professional roles, they must uphold the rules, regulations, laws and policies set by the province, board and the education system. If the law or process appears flawed, there are legal avenues available to address that, such as challenges through the courts or revisions through legislative changes. I trust in this process, even when it takes time, because it allows us to work through issues in a fair and structured way.

I believe strongly that the school board has a fiduciary responsibility to ensure a safe and secure environment for all students. This is a duty I feel the board has taken seriously. When incidents occur—whether sexual, breaches of conduct or any other significant matter involving students—it is the school board’s right and responsibility to be informed. That said, we are also bound by privacy laws such as PIPEDA (Personal Information Protection and Electronic Documents Act). These laws limit the extent to which the board can know personal details about those involved. Instead, the board usually is informed about the nature of the event, the actions taken, and any risks the incident may pose to the school or wider system. This ensures a balance between respecting the privacy of the individuals involved and ensuring that the school is taking the necessary steps to prevent future issues and safeguard the broader school community. It is not just a matter of authority; it’s a duty of care. Parents trust schools with their children, and it’s our (the school/board) responsibility to uphold that trust by acting appropriately and within the law.

How should parents, schools, and society collaborate to support children's growth?

Parents absolutely deserve a voice in their children’s education and upbringing. Unfortunately, there’s no instruction manual for being a parent or a child, and we all have things we disagree on. But at the core, parents and children care deeply about each other. There are times when society has a responsibility to step in; we all know such situations happen—especially when a child’s safety is at risk. Children, particularly around the age of 10 or 11, are still figuring out many aspects of their identity, whether it’s their gender, sexuality, or even basic life skills. Our role as adults is to guide them, not to expect perfection.

Our reality is that children spend an enormous amount of time in school (1000 to 1500 hours a year!)—sometimes more than they do with their parents—schools play a profound role in their development. Beyond academics, schools help children build social skills, emotional intelligence, and their broader worldview. So, while parents remain the primary caregivers and influencers, schools are instrumental in shaping who children become. It’s troubling to see the literacy rate declining and the overall quality of students entering tertiary and technical institutions falling (I teach at that level, and I see it daily). This trend suggests that we are missing the mark academically and in areas like social and emotional development. The skills that matter most in today’s world—such as conflict management, emotional intelligence, problem-solving, and adaptability—are essential for students to navigate academic challenges and the complexities of an interconnected, rapidly changing society.

Why now?

I feel, time is one of Saskatoon’s greatest gifts to people—it allows for a balanced life where you can be present, connect with friends, enjoy a short walk, or take time to read and reflect. Alongside time, our water quality and access to nature are invaluable. We are far away from some of the worst pollution=! These elements define our city and create a nurturing environment for raising children and building a strong community.

As I plan for the future and think about raising a family here, I envision an education system that aligns with these values—a system that nurtures curiosity, resilience, and respect for our natural environment. Quality education isn’t just about academic knowledge; it’s about fostering an awareness of and connection to the world around us. I want our children to learn in a system that values the time they spend in school, respects their well-being, and instills in them a sense of responsibility toward nature and the community.

My focus is on building a resilient, forward-thinking education system that will equip our children to be thoughtful stewards of this place we call home. This starts now and extends into our future.

What are the key priorities and necessary changes needed in our public education system to better prepare students for life’s challenges and the demands of the modern world?

Declining literacy rates and the falling quality of graduates highlight significant gaps in both academic achievement and social-emotional development. While parents are crucial in shaping a child’s upbringing, schools also play an essential role by providing students with skills for real-world challenges. Unfortunately, we’re losing focus in education, diverting attention toward divisive issues rather than enhancing core educational values like literacy, critical thinking, and emotional intelligence.

To restore the value of our public education, we must re-prioritize. Education should go beyond exams, equipping students with life skills like conflict management, empathy, and adaptability. By investing in teacher support, up-to-date resources, and curricula that embed social-emotional learning alongside academics, we can develop well-rounded, capable individuals ready to succeed in any path. This shift is essential for maintaining trust in the public school system and ensuring that students are truly prepared for a complex, ever-changing world.

Do you feel that students and families already have sufficient avenues of reporting concerns (ex. Teachers, counselors, school administration, superintendent, trustee, police?) With the anonymous nature of psstworld, it is very likely to have a large number of unfounded accusations. Do you feel that it is a good use of resources to be investigating and sorting through all of the reports when there are already people and systems in place to manage concerns?

We do have several established channels for students and families to report concerns—teachers, counsellors, school administration, superintendents, and trustees are available to listen and address issues. However, certain concerns, especially those involving sensitive issues (or often overlooked), can be challenging to bring forward in traditional settings. An anonymous reporting tool like PSSTWorld provides extra safety and comfort for students who might hesitate to disclose issues otherwise. Of course, it may turn out that PSSTWorld isn’t the best or most used tool, but it’s something we can only gauge over time after use. Much like businesses or community organizations experiment with different tools to determine effectiveness (for example, different social media), we can find the right ones (much like some businesses prefer TikTok or Instagram). There’s an element of trial and error. Over time, our society has done it; we do it every day and must ensure that this is not a financial burden on the school altogether. I do not have any information on that at this moment.

You raise a valid point about the risk of unfounded reports. Any system that handles anonymous submissions must carefully balance thoroughness and efficiency to ensure resources are allocated wisely. In my experience with auditing compliance issues, having clear protocols to evaluate reports is essential, particularly with a focus on identifying trends or recurring concerns. Typically, reports without supporting evidence are documented but deprioritized unless patterns emerge that warrant further investigation. This approach helps avoid unnecessary resource use on isolated claims while allowing us to monitor for recurring issues. It’s a complex process—there can be cases where even a high volume of similar complaints doesn’t necessarily indicate truth, as individuals can be unfairly targeted. Therefore, it’s important to manage these reports carefully, weighing both individual privacy and overall safety to support a balanced approach.

There’s also an educational component to a platform like PSSTWorld that benefits students/parents/educators. It allows them to engage in a process that mirrors real-world expectations, helping them understand the importance of reporting accurately and substantiating claims. For example, distinguishing between “I got a bad grade because I didn’t study enough” versus “I got a bad grade because the teacher is biased” is essential. One is a matter of personal accountability, while the other requires evidence. Through this platform, students can learn to articulate and support their concerns effectively, a skill that prepares them for responsible, real-world interactions. I teach at the tertiary level, and I see there is a lack of such skills (conflict management, emotional intelligence etc.) I’m also concerned that we may not be preparing our students adequately for such real-world situations. Education isn’t just about gaining specific knowledge; it’s about fostering curiosity within a structured mandate. Over-regulating our teachers and students can sometimes stifle this, and I believe our approach should encourage critical thinking and responsibility. We have a lot of conversation about rights, not much about responsibility.

Ultimately, the effectiveness of any tool relies heavily on management and alignment with our broader goals. We face ongoing challenges with resource allocation—an issue that’s shared by educational systems worldwide. I believe that, as trustees, our responsibilities are twofold: ensuring our fiduciary responsibility to provide quality education within our constraints and prioritizing trust-building with our communities. Somewhere along the line, we’ve lost trust in our institutions, and I believe it’s critical to rebuild that, especially with parents who entrust us with their children for significant portions of each year. Students spend over 1,500 hours annually in school, so we must take this responsibility seriously.