Alison Emery, a teacher and parent, is running for the Area 2 seat on the Carlsbad Unified School District board of trustees. The San Diego Union-Tribune asked all the candidates running for school board in districts around San Diego County about their policies, plans and priorities. Here’s what Emery told us about hers. Alison Emery, candidate for Carlsbad Unified School Board (Courtesy of Alison Emery) Why are you running for school board? What makes you a good candidate? I am a lifelong resident of Carlsbad, as is my husband, and our daughter attends schools in CUSD. In recent years, I have seen certain members of the school board make decisions that were not always grounded in sound educational practices or aligned with state-directed policies. With the end of current terms, I see this as an opportunity to give back to my community.  As a classroom teacher with over 20 years of experience, I bring extensive knowledge of school governance and best educational practices. I also have significant experience in collective decision-making processes. Above all, I understand that everything we do — whether in the classroom or on the board — must be for the benefit of the students. This core belief drives me every day and will continue to motivate me in this new role.  What is the most important issue currently facing your school district? The most critical issue stems from social-emotional challenges that affect all aspects of student life. Ensuring our students’ safety — emotional, academic, and physical — is paramount, as these factors are often the root causes of broader concerns. Students thrive in educational environments where they feel welcomed, valued, and are encouraged to take risks. Today, more than ever, teachers are being asked to address these needs, but their capacity is limited by time and expertise. CUSD would greatly benefit from additional support staff, including more counselors and a district social worker. These professionals can provide the specialized care students need, allowing teachers to focus on instruction. Investing in these resources will improve not only student well-being but also academic outcomes. Students who feel safe and supported are more likely to engage, participate, and thrive. By strengthening social-emotional support systems, we can foster a healthier, more successful learning environment for all.  What are the top three specific things you would seek to accomplish on the school board? As a school board member, I will advocate for improved learning opportunities by reducing class sizes, hiring and retaining excellent teachers, providing academic support for students in need, and ensuring staff receive ongoing professional development on the latest research-based practices.  I will also be a dedicated advocate for students’ well-being by supporting full-time counselors and a district social worker to address issues inside and outside of school day. Student challenges extend beyond the classroom, and students must feel safe in today’s climate. Continuing the district’s Universal Design for Learning will ensure the diverse needs of all students are met, preparing them for success in any path they choose. Lastly, I aim to strengthen communication and foster collaboration between the district, families, and the community. By creating more opportunities for meaningful parent involvement and community engagement, we can work together to support our students and build a stronger, more connected community. What would your approach be to district budget planning and spending? What would you do if your district had a budget shortfall? A key goal of any effective board is to remain fiscally conservative and responsible. CUSD is currently transitioning to a “basic aid” funding model, where most revenue comes from local property taxes. While property values in Carlsbad continue to rise, we must ensure we are investing in our current students. Rather than saving excessively for future use, we should prioritize spending on today’s students to address their immediate needs and improve their learning environment. Currently, the district’s reserve exceeds the state-mandated percentage, and I believe more of these funds should be invested directly into classrooms and teachers now, rather than saved for future use. In the event of a budget shortfall, I would prioritize protecting students above all else. This may involve making difficult decisions, such as reducing higher-paid positions, cutting extra expenditures, or limiting underutilized programs, while safeguarding the resources that have the most direct impact on students.  How should your school district raise student academic achievement, and what would you do as a school board member to accomplish that? Raising student achievement involves two key elements: meeting students’ needs so they can focus on learning and providing instruction grounded in effective academic strategies. We must move beyond outdated methods and recognize that today’s students face different challenges than those of just a few years ago. If students do not see the value in their education or they feel disengaged, they cannot perform at their best. To address this, we need to offer comprehensive supports, both academic and emotional. We should celebrate successes, view setbacks as learning opportunities, and help students set and achieve personal learning goals. Creating engaging environments where students are excited to learn and actively participate in the learning process is crucial. These changes take time and require the expertise and guidance of a strong board and dedicated staff. Do you think anything currently offered in school curricula or libraries should be removed? If yes, what, and why? If no, why not? No. We must remember that individual districts do not have the authority to decide the state standards or the curriculum that should be offered. These are mandated and approved by the state of California. Districts are responsible only for selecting from pre-approved curricula to teach these standards. Regarding libraries and questions around specific books, parents should have the power to decide what is acceptable for their own children and families. However, it is not acceptable to limit another child/family’s right to book(s). It is also important to remember that some students in our schools are considered adults under the law. For younger students, I encourage parents to discuss their concerns with their children, speak with librarians and teachers about books they prefer their child not to access, and participate in book committees to understand the selection process for library materials. What do you think is driving student absenteeism in your district, and what would you as a school board member do to reduce it? Since the pandemic, absenteeism has been a national issue. As restrictions eased, students began learning through different timelines and methods. Many school connections were lost as asynchronous learning became more common, particularly when students showed symptoms of illness. Additionally, the ease of learning outside of school allowed families to travel during the school year. This shift, combined with more relaxed achievement measures, contributed to the current trends in absenteeism. As a board member, my goal would be to engage with families as educational partners to emphasize the importance of consistent attendance. Understanding the challenges families face is crucial for improving these statistics. When students are absent, learning is compromised. We need to create welcoming and engaging environments where students feel valued and believe their presence positively impacts their school, classrooms, and peers. Although this cultural shift is already underway, it needs to be a continued focus for the entire district.  Do you think schools should notify parents if their child’s gender identity or presentation at school changes? Why or why not? I am concerned that schools are becoming the primary place where families learn about their own children. Most teachers and staff lack the expertise to navigate these sensitive conversations effectively, and even those who are equipped risk losing the trust of the child, which can undermine the learning experience. Unless a child is in imminent danger, schools should defer to parents when it comes to personal matters. Schools should provide a safe space for students to discover their individual identities and roles in society, without being compelled to take a stance on deeply personal issues. Just as schools respect family decisions regarding friendships, dating, clothing, and other personal choices, they should maintain a similar stance on personal matters that are best handled within the family. Schools should not be required to notify or involve themselves in these issues, as they are inherently private and should remain so.