My Commitment to Safety and Inclusion for All 

I am running for District 65 School Board because I believe every child deserves to learn in a school where they feel safe, valued, and challenged to reach their full potential. My focus is on ensuring that opportunity and excellence go hand in hand—that we provide high-quality education in an environment where all students are supported in their academic, social, and emotional growth.

As someone who has been in a partnership and marriage with my wife for 17 years, and as a provider of youth programming that prioritizes inclusion, I understand both the personal and structural challenges facing students who do not always feel fully seen in our schools. While the term LGBTQ+ is often used broadly, as a board member, I believe it is critical to recognize the distinct barriers related to gender identity and sexual orientation—because schools must be places where students feel safe and acknowledged, not erased or ignored.

At the same time, I understand that our community has a wide range of perspectives on these topics. Families differ in their beliefs, comfort levels, and expectations around discussions of sexuality, gender identity, and transitions, and about when and how those discussions should take place in school settings. Yet, we live in Evanston—a diverse and inclusive city where students will encounter classmates from many different backgrounds, including transgender peers and families with same-sex parents.

In District 65, we will not erase or ignore identities—we must respect them ensuring that our schools remain welcoming to all families.

Ensuring that students feel safe in school is not just about curriculum—it’s about the culture we create. That is why I believe this work must extend beyond District 65. I support a collective commitment from D65, District 202, Evanston Public Library, and our two park districts to ensure that youth feel safe and included wherever they learn, play, and grow.

Answers to Key Questions

1. How familiar are you with the district’s policies around LGBTQ+ students and staff? What further learning do you need?

I am familiar with District 65’s policies that protect students and staff from discrimination and provide guidance on inclusive practices. However, policies alone do not create a safe culture. That comes from consistent implementation of procedures aligned to policy, ongoing engagement, and responsive leadership.

I also believe that as a board member, I must continue listening and learning—not just from policy experts, but from students, families, and educators who experience these issues firsthand. It is essential to understand where the district has been effective and where we need to improve.

2. What organizations or experts would you turn to for support in ensuring a safe learning environment?

As a board member, I believe in working as a team to make informed decisions that reflect best practices and the needs of our students, families, and educators. To deepen my understanding of how to create safe and supportive learning environments, I will look to a range of resources, including:

• State-Level Resources like the Illinois State Board of Education (ISBE) Equity and Inclusion Division, which provides guidance on creating equitable learning environments.

• Educator networks like the Illinois Safe Schools Alliance, which has worked with schools across the state on inclusive practices and professional development.

• Mental health organizations such as The Trevor Project, which provides research and insights on supporting the social-emotional well-being of LGBTQ+ youth.

• Legal guidance from state and federal education policies, ensuring that any decisions align with existing protections and regulations.

• Community-based organizations that have successfully partnered with schools to implement inclusive programs and policies.

• Families and students— lived experiences should inform how policies are applied in our district.

This approach ensures that I am learning from established expertise while keeping decisions grounded in the needs of Evanston’s students, teachers, and families.

3. How will you ensure that schools provide inclusive facilities, such as gender-neutral bathrooms?

Ensuring that all students have access to safe and appropriate facilities is part of creating a welcoming school environment. This is not just a gender issue—it also impacts students with disabilities, medical conditions, or religious considerations.

As school buildings are renovated or redesigned, I will advocate for practical solutions that balance the needs of all students, ensuring that gender-neutral and accessible facilities are integrated.

I also recognize that staff training is critical—we must ensure that students are not shamed or put in unsafe situations simply for trying to use the bathroom.

4. How will you make sure that inclusivity training is prioritized, given financial constraints?

Professional development is essential, but we must be smart about how we allocate resources. Given budget constraints, I believe we should:

• Leverage partnerships with District 202 and local civic agencies to provide training efficiently.

•  Ensure that existing staff training integrates inclusive practices, rather than adding one-off sessions that don’t lead to real change.

• Prioritize the most urgent areas, such as training school staff and administrators on best practices for student support and conflict resolution.

Inclusivity training should not be seen as an extra expense—it is part of ensuring all students feel respected and supported in their learning environment.

5. How should the board respond to community members who believe LGBTQ+ topics do not belong in schools?

Schools exist to prepare students for the real world, and in the real world, they will encounter people of different backgrounds, beliefs, and identities.

My response would be:

1. Public education is for everyone. Our schools serve families of all backgrounds, and we must ensure that all students feel safe and valued.

2. Recognizing different family structures and  identities is not the same as endorsing a particular lifestyle—it is about respecting the reality that all children deserve to feel seen.

3. We focus on creating an environment where all students can learn. The goal is not to push any one viewpoint but to ensure that schools remain places where students can focus on their education without fear of exclusion or discrimination.

My Commitment Moving Forward

In the current climate, where LGBTQ+ students and policies are increasingly scrutinized and targeted by outside groups, I also believe that we must be strategic in how we discuss and implement protections. While my goal is to support, protect, and expand efforts to create safe and affirming school environments, I also recognize that some conversations are best had in-person rather than in written or online forums, where they can be picked up by AI-driven monitoring tools seeking to misrepresent district policies or use them as political fodder.

As a board member, I will advocate for policies that support all students, create inclusive school cultures, and ensure schools have the  support systems needed to navigate these issues with thoughtfulness and care.

I am always open to direct conversations with families and community members who want to engage in thoughtful dialogue about how to ensure that our schools are safe and supportive for every child.