A resident in the Lee Hill district requested answers to these questions and recommended that I post them for everyone to see. A true leader should never be afraid to share their views with the whole community they seek to represent.
1. What actions or programs would you recommend or want to see the county consider to keep our students safe without becoming a police state.
Answer: Having worked in a school, I believe the current security measures are about as effective as they can be—striking a necessary balance between keeping the building accessible for students/staff and ensuring unauthorized individuals can't easily gain entry. Badge access is restricted to specific buildings, which helps limit exposure and risk across the wider district.
During my time at Chancellor Elementary, I observed the use of active shooter drills with students. While I understand the intent behind these drills, I believe they should be discontinued at the elementary level. Young children may not have the emotional maturity to process these experiences in a healthy way, and the drills can be traumatizing—especially for vulnerable student populations. While there may be a place for such training at the middle or high school level, I believe a better approach would be to focus on providing more comprehensive, scenario-based training for teachers and staff. If adults in the building are better prepared and clearly understand their roles and responsibilities during an emergency, students will be safer without having to directly participate in potentially distressing simulations.
I’m also not a strong supporter of installing metal detectors in schools. While they may give a sense of security, I’m not convinced they would be effective in preventing a determined attacker. Additionally, they can send the wrong message to students, making school feel more like a high-security facility than a place of learning and growth.
From a proactive standpoint, one idea worth exploring is forming a partnership with the local Sheriff’s Department to conduct random school security checks. For instance, plainclothes deputies could attempt to enter school buildings under the guise of being parents or staff members, testing whether personnel follow proper identification protocols. Exercises like these could help identify gaps in day-to-day vigilance and reinforce the importance of following security procedures.
Ultimately, I recognize that most schools have implemented a wide range of safety measures over the past several years. Short of turning schools into maximum-security facilities, there are likely few sweeping changes left to make. But by focusing on realistic, human-centered strategies—like better staff training and proactive collaboration with law enforcement—we can continue to make schools safer while preserving the welcoming, supportive environments that students need to thrive.
2. What is your feeling about allowing home schooled children to participate in after school activities and programs at our local schools?
Answer: If I had to give a quick answer, I would not be in favor. I foresee potential issues with homeschooled students entering the school environment, particularly concerns around fairness and consistency. Allowing students who aren’t fully enrolled to participate in school activities or classes could lead to complications—especially if they aren’t held to the same rules, standards, or disciplinary policies as their peers.
There’s also the question of how schools would manage these situations administratively. While the School Board could certainly develop policies to address these concerns, enforcing them could place additional burdens on school administrators, and there may be legal gray areas around what actions are enforceable.
That said, I’m not a hard “no” on the issue. I recognize that there are potential benefits, and I’m open to continued discussion—particularly if the positives can be clearly defined and shown to outweigh the challenges.
3. What can the county do to address student drug use, depression and bullying?
Answer: Creating a culture of unity can go a long way in addressing some of the deeper issues our schools face. I’ve always been struck by how events like 9/11 led to an immediate drop in murders, suicides, and prescription drug use. Similarly, mass shootings were nearly non-existent in the U.S. during World War II. The author who shared these insights did so to illustrate a powerful point—when people come together around a shared purpose, we tend to feel better, act more responsibly, and support one another. While unity alone isn’t the solution, it is an important piece of the puzzle.
Another critical piece is mental health support. Right now, some schools—particularly at the elementary level—have only part-time or intern social workers. I believe we need a full-time social worker assigned to every school. Interns can still play a valuable role, but they should be used to supplement full-time staff, especially in schools facing heightened challenges. This kind of support could directly address rising levels of depression and anxiety among students.
Transparency is also essential. As a School Board, we need to be open about these issues and willing to discuss them publicly. We can't afford to ignore problems like bullying, substance use, or mental health struggles. The only way to make real progress is by bringing these issues into the light and inviting community input to find effective, lasting solutions.
Data must also guide our efforts. If certain schools are experiencing more bullying, drug use, or mental health challenges, we need to see that clearly and act on it. A broad, countywide campaign might sound good, but it won't solve targeted problems. Instead, let’s allocate resources where the data tells us they’re most needed and develop strategies that are specific, not one-size-fits-all. Students, parents, and school staff know what’s happening in their buildings. Listening to them is not only respectful—it’s essential.
Finally, we should be leveraging the strength of our nonprofit community. These organizations are locally invested and know how to use limited resources effectively. Partnering with them can help us expand our reach and impact in a cost-effective, community-driven way.
4. What would you suggest the schools do to reduce the political posturing and lower the temperature between the parents, school board, and teachers?
Answer: I believe we need leaders who not only understand the importance of each stakeholder—schools, families, and the broader community—but who also project a clear commitment to treating each as equal partners. In an ideal world, the School Board should serve as a neutral arbitrator. To me, School Board members are mediators—positioned between the schools and the community—tasked with balancing both perspectives fairly and responsibly.
One of the long-standing challenges I’ve observed is the cycle of dysfunction that happens when power shifts. Too often, when one side is in the minority, they disrupt and agitate. Then, when the roles reverse, the former majority suddenly adopts those same tactics, while criticizing them in others. This kind of political hypocrisy undermines trust and distracts from the real work. And while I don’t think the School Board alone can fix that dynamic, I believe the community and voters can—by electing leaders who rise above it.
We need to start choosing leaders who have the courage and skill to anchor in the middle—to support our schools while also listening deeply to everyone in the community. The best School Board members are those who are willing to sit on the dais and feel like they’re on an island, because they’re being challenged by voices from both sides of the aisle. That kind of discomfort isn’t a weakness—it’s often a sign that a leader is trying to do what’s right rather than what’s popular.
To lower the temperature in these often-divisive conversations, we need leaders who think and listen first and speak second. Leaders who not only stand up for what they believe is right but do so in a way that allows every stakeholder to feel genuinely heard and considered. That starts with having School Board members whose first instinct is to listen—not to argue.
For my part, I’m committed to holding regular town halls—even if attendance is low—because informal dialogue is vital to building trust. I’m also interested in creating opportunities to meet annually with school staff to hear directly about their day-to-day experiences. In my experience, when people feel heard—truly heard—it does more than anything else to reduce tension and build a healthier, more collaborative environment.
5. How do we go about increasing academic achievement, graduation rates, and reduce failure and drop outs?
Answer: I believe that as long as parents have the ability to override school recommendations for grade retention—particularly when a student is significantly behind—it will remain difficult to fully address academic gaps. I do support this parental choice, but it’s important to recognize that it can limit the school’s ability to intervene effectively.
I once worked with a fifth-grade student who was reading at a second-grade level. I’m confident he wasn’t the only one in that situation. Cases like his point to a deeper, systemic issue. That’s why I would support exploring ways to more precisely identify core academic deficiencies across the division—and then target resources toward those specific students and areas.
I would also rather see our schools shift focus from maintaining top test scores across the board to directing greater time, attention, and staffing to students who are falling behind in foundational skills like reading, writing, and math. If we can’t find creative, targeted solutions to close these gaps, we are severely limiting these students' chances not just to graduate, but to lead successful, fulfilling lives.
In addition, we need to improve how we engage with parents. That starts with being honest about a child’s academic progress and, just as importantly, clearly communicating what the school is going to do to address the gap—step by step, over time. This will almost certainly require reallocating existing resources or identifying new ones. But families, students, and school staff all deserve to know there’s a plan—and that they’ll be supported in executing it.
The School Board’s role in this is critical. We must create the conditions—through sound policy and resource allocation—that allow school leaders and teachers to meet the high academic standards we’ve set. Without that foundation, we're expecting results without giving our educators the tools to achieve them.
6. How do we make sure that every student, regardless of color, sex or sexual identity gets equal opportunities to succeed and excel?
Answer: From a policy standpoint, there must be zero tolerance for discrimination, bullying, or any form of harassment in our schools. But policy alone is not enough—its effectiveness depends entirely on how well it is implemented. We must send a clear and consistent message that discrimination or the withholding of opportunities for any reason will be addressed swiftly and seriously.
This commitment should apply not only to students but also to staff. Whether it's a matter of identity, background, or differing ideas and perspectives, no one should feel unsafe or silenced in our schools. When instances of discrimination go unaddressed—or worse, when there's a perception that the instigator is being protected—it fosters a toxic and damaging culture. That kind of environment undermines everything we're trying to build.
That said, it's difficult for any School Board member to monitor every issue in real time, which is why community involvement is essential. Students, staff, and families must feel empowered to report concerns through the appropriate channels. While I strongly believe issues should be resolved at the lowest possible level, I also see it as my duty—as a School Board member—to apply pressure if I become aware that a situation is not being handled promptly or appropriately.
The School Board itself should remain neutral and reserve public judgment until due process has been completed. However, if a student or staff member feels their concern has not been resolved in a satisfactory way, the Board can serve as an appeals body to hear both sides and evaluate whether further action is warranted.
Finally, if we see patterns—where certain issues are recurring or systemic—then we must revisit and improve our policies or make personnel changes. The ultimate goal is to make it unmistakably clear: intolerance, discrimination, and bullying have no place in our schools, and every student and staff member must feel safe and respected.