SUBSTANCE OVER SOUNDBITES

TL;DR: I want our students to have the creativity and critical thinking skills that provide a strong financial foundation. Our new graduates have to face rising housing costs, debt, and youth unemployment and they are losing faith in democracy. With the accelerated pace of change due to AI, it is even more important for us to cultivate resilient, “AI-proof” thinkers and doers.

My goal is for our students to flourish as independent adults, prepared for a world being reshaped by technology and economic instability. I often joke that this means they have the financial security to not live in my basement, but the reality behind that joke is serious. Today’s young adults face rising housing costs, rising unemployment, and rising levels of debt. When Baby Boomers were young adults, they held 21% of the nation’s wealth. Millennials hold 3%. This isn't just about finances; it's the bedrock of our democracy. Studies show that as young people lose ground economically, they also lose faith in our democratic institutions.

My leadership style leans toward being part of the solution over a bystander. I support our schools fulfilling their promise as the engine of opportunity by building an education that prepares students for economic reality. This includes career externships, financial literacy, and—most importantly—the vital, human skills like critical thinking and collaboration that cannot be replicated by AI. By investing in our students' ability to achieve economic independence, we cultivate resilient, "AI-proof" thinkers and doers who will restore faith in the future and keep our democracy strong.

That means not only supporting our schools, but also the curriculum, teaching, and culture that help shape young people into kind, compassionate, and responsible citizens who are equipped to lead with empathy and integrity in their communities. We should invest in resources and programs that help every student feel valued and supported, strengthen their sense of belonging, and promote mental health and emotional well-being as essential parts of a quality education.

TL; DR: Educating the whole child balances academic growth with life-skills and purpose. A narrow, outdated focus on state mandates does not allow this. Our students can have a lifetime of connection and fulfillment when we integrate mental health supports, creativity, and real-world problem-solving.

I believe true success means preparing every child to flourish by growing their intellect, character, and ability to find joy and meaning in their lives. This holistic vision is threatened by a narrow, outdated focus on merely exceeding state mandates, which can overlook the vital skills our students need to thrive in a complex world.

The future will demand flexibility and lifelong learning, as today’s graduates will navigate not just multiple jobs, but multiple careers. This requires the courage to adapt—a skill not always taught in a traditional classroom. I model this in my own life; after a fulfilling 20-year career as an optometrist, serving on the school board inspired me to pursue a new path in public policy. My commitment to earn a doctorate was a deliberate choice to deepen my ability to serve our community, turning my passion into expertise.

This personal journey directly informs my vision. To prepare resilient thinkers and doers, we must focus on our shared humanity by integrating mental health supports, cultivating creativity, and championing real-world problem-solving. This is how we prepare students not just for their first job, but for a lifetime of connection, purpose, and fulfillment.

We’ve all seen how hard these past few years have been on young people. That’s why investing in programs that support mental health, peer connection, and a sense of purpose is essential to helping them succeed.

TL;DR: A tax-funded initiative, like public schools, cannot be successful without community trust. We must recognize that previous decisions and communication mishaps have eroded that trust. My unwavering promise to protect progressive education is proven by my 15+ years of commitment to this philosophy.

This is a vital question because that fear is rooted in our district's history. When we lose innovative programs like the IB program in our middle schools and the Community School at our high school, we don't just lose a curriculum; we risk losing the community's trust. When our district launched the review of Progressive Education, I articulated this concern to our superintendent so that extra attention could be given to the way we communicated the review. My support for progressive education isn't a recent development or an opportunistic political talking point; it's the very reason my family is part of this community, and my commitment to protecting it is proven and deeply personal.

My journey with this educational philosophy began long before I ever considered running for office. In 2010, with a one-year-old at home, I volunteered to coach with Girls on the Run. I was randomly assigned to Wickliffe, and I was immediately struck by how its progressive, child-centered environment mirrored the Reggio Emilia-inspired daycare my own children attended. It was a model that nurtured not just academics, but a child’s innate curiosity, creativity, and sense of self.

We weren't living in UA at the time, but that experience was so profound that we made it our goal to move here specifically so our children could attend Wickliffe. Our eight years in that building were some of our family’s happiest, and they cemented my conviction that this approach is a powerful way to prepare children to be lifelong learners and resilient, joyful adults. My support for progressive education isn't performative; it’s woven into the fabric of my family's story. It is the foundation of my work on this board and my unwavering promise to our community.

TL; DR: For students to flourish, we must recognize that strong academics and strong mental health are completely intertwined. A reactive approach that treats mental health as an afterthought leaves our students to navigate a "pressure cooker" of 24/7 social media and academic stress alone. A proactive culture of resilience is built by weaving vital life skills like empathy and critical thinking into the entire K-12 curriculum so every student is seen, supported, and equipped to succeed in the classroom and in life.

To educate the whole child, we must embrace a fundamental truth: strong academics and strong mental health are completely intertwined. We simply cannot have one without the other. This core mission is undermined when wellness is treated as an afterthought, especially as our students navigate unprecedented and incessant stressors—from a 24/7 social media landscape to the “pressure cooker” environment that research shows can lead to the highest rates of anxiety, depression, and substance use in affluent suburban districts.

That is why I have consistently advocated for a comprehensive, two-pronged approach that addresses both prevention and treatment.

First, we must proactively weave vital life skills into the fabric of the K-12 experience. My philosophy is guided by experts like Dr. Stuart Ablon at Harvard Medical School, who teaches that it's not about increasing a child's will, but about giving them the skills—specifically in problem-solving, flexibility, and frustration tolerance. I combine this with the work of Dr. Guy Winch, who champions teaching "emotional first aid." He notes that kindergartners know what to do for a physical paper cut, but not what to do for psychological paper cuts like rejection or loneliness—which we all experience regularly, like if we’re not invited to a birthday party or having to play alone during recess. By integrating this skills-based work into our arts, academics, service-learning, and leadership programs, we give students the tools to navigate challenges long before they become crises.

By using our arts, academics, service-learning, and leadership programs, we can build a supportive culture that empowers students. This includes implementing evidence-based philosophy and civics programs that meet state standards while teaching empathy and ethical reasoning which helps with both the skills and the psychological paper cuts. Fostering a culture of safety also means supporting every student who has an experience that feels like bullying, not only those who meet a narrow legal definition. By embedding these skills into our core work, we give students the tools to navigate challenges long before they become crises.

Second, I support the incredible mental health services that we offer our students. They truly are a model of excellence. They are robust, accessible supports for students who are struggling now. Acknowledging our community is not immune to these challenges is the first step. That is why I have championed expanding student access to mental health professionals in all our school buildings and building strong referral networks. While my doctoral dissertation work focuses on finding the long-term root causes and solutions, our immediate duty is to act.

By combining proactive, skills-based education with accessible, professional care, we create a holistic system that prepares students to flourish—not just in our classrooms, but in the complex world that awaits them.

TL;DR: We all want our students to feel safe and included at school. Barriers that make a person’s identity predictive of their success or narrow definitions that limit student support (like bullying) undermine this. Systemic change through policy ensure all students are empowered and have the opportunity to flourish.

To address the unique needs of all students, my approach is rooted in creating systems where every student feels safe and empowered. My ultimate goal is for a person's identity not to be predictive of their future success, which requires moving beyond sentiment and into specific, proactive policy.

I have demonstrated this commitment in several ways:

A Framework for Success: I helped develop and pass a framework focused on removing barriers and tailoring support to individual needs. It guides us to use detailed data to identify where students are struggling, direct resources effectively, and close gaps.

Student Voice & Leadership: I drafted significant sections of the student voice policy to ensure a breadth of student experiences are elevated. I also successfully advocated for a K-12 student leadership curriculum, which the administration is now implementing, to build skills in leadership and economic independence.

Proactive Support Systems: I have consistently advocated for supporting all students who have experiences that feel like bullying, not just those who meet a narrow legal definition. My commitment to safety extends to supporting age-appropriate, medically accurate sex education that includes consent, providing trauma-informed support for staff, and ensuring bathroom policies are as gender-inclusive as legally permissible.

By focusing on systemic policies and amplifying student voices, I work to create an inclusive learning environment where all students have the opportunity to flourish.

TL;DR: An unwavering base level of respect for all people is central to belonging. When adults politicize or ostracize identities, we hurt the ability of all of our students to flourish in a global economy. We move every bear forward, together, when we keep politicians out of our classrooms.

My core belief is that our schools must be a place where every student feels a true sense of belonging. This commitment is especially critical for our most vulnerable students, and as someone who knows what it’s like to feel different in school, my priority is to ensure every child can focus on learning without being singled out.

The challenges to this are real and must be named. When the vast majority of our students go through their K-12 education and never see a Black male in any role other than a custodian or coach; when our district administration has fewer minority leaders than it did when I first joined the board four years ago; and when school board members have called our families of color a "political" group that should not have a protected space to share their concerns, it has a profound impact. When students see identities being ostracized or politicized by adults, it is our district leadership’s job to reinforce our schools as a place of stability and unwavering respect for all. For all students to be prepared to succeed in the diverse world they are entering, representation matters.

Instead of getting caught up in ideological battles, we must focus on our schools' basic mission: preparing kids for careers and life. As a healthcare provider for 20 years, making medical decisions was my job. As a school board member, that is not my business. I want politicians out of our classrooms and bathrooms so our teachers can do their jobs. By ensuring all voices are valued, we fulfill our promise to move every bear forward, together.

TL;DR: Our curriculum should reflect all our students' histories and identities. I oppose efforts to limit what teachers can teach about race, gender, and history. The board's job is to support our educators, providing them with the legal clarity and backing they need to create inclusive classrooms where every student is prepared to find joy and success in a global economy.

My commitment is to ensure our curriculum serves as both a mirror and a window for every student, reflecting the diverse histories and identities of our community while preparing them for a complex world. Education is the foundation of a prosperous and democratic future, and that begins with students seeing themselves and their peers valued in what they learn.

To that end, I have been a proactive champion for inclusive education. I was integral to the development of a framework for this work. At the same time, I recognize the challenging landscape educators face today. When laws are passed that attempt to limit what can be taught, it is the board's responsibility to provide clarity and steadfast support. As a public school, we will always follow the law, but we have no reason to proactively discriminate beyond its requirements - our commitment to our community obligates us not to. Our teachers deserve to feel empowered to challenge and support every student. Drawing from my own graduate training on the nuances of academic freedom and first amendment rights, I am dedicated to ensuring our board gives educators the clear answers and backing they need to create dynamic, inclusive, and legally-sound learning environments where every student can flourish.

TL;DR: I see the uncapped voucher program as a fiscally irresponsible attack on public schools, which are the bedrock of our democracy. I took action by helping our district join the statewide lawsuit to stop it. If private schools take public money, they must be held to the same transparency and accountability standards as public schools.

A strong public education system is the bedrock of our democracy and the best investment a community can make. Today, that foundation is under attack from political interference, harmful state and federal pressures, and fiscally irresponsible schemes designed to drain resources from the schools that serve all children.

The current most significant drain is Ohio’s uncapped EdChoice voucher program, which diverts over a billion dollars in public tax money to private and religious schools while the state’s own bipartisan Fair School Funding Formula remains underfunded. This is fiscally irresponsible, especially when many of these private institutions have selective admissions policies. It is important to note, however, that these uncapped vouchers are distinct from programs like the Jon Peterson Scholarship that support students with special needs.

My philosophy is rooted in action, which is why I have a record of proactively building networks with other districts and legislators to fight back. Believing action was essential, I helped lead our district to join the statewide lawsuit against this flawed voucher program.

My position is simple: there should be no public funding without public accountability. We demand transparency from tax-exempt hospitals, requiring them to prove their community benefit. We must demand the same from private schools that receive nearly $1 billion of our state's money, especially when they are permitted to discriminate in who they admit and what they teach.

Upper Arlington is strong, but we cannot stand alone. To secure a strong future for the 90% of Ohio children in public education, we must work collaboratively with other public schools against these threats. Public money must be for the public good. Period.

TL;DR: Public dollars provide public goods; public schools should provide a secular education. Curricula that are not aligned with providing community-driven, universal skills and knowledge should not count as time-in-schoool. While we will comply with state law, I will not support expanding these programs beyond what is legally required. Our focus must remain on our core educational mission of building the skills needed to flourish in adulthood.

In my view, the role of a public school is to provide a secular education that equips every student with the universally accepted knowledge and skills needed to thrive. Religious instruction is not an educational activity sanctioned by the district. It is not equivalent to a school field trip, externship, or any other activity aligned with our community-driven strategic plan. So, while a family always retains the right to pull their child from school for any reason, if a family opts to send their child for religious instruction during the school day, this must be recorded as an absence from school. 

In my opinion, state laws that mandate we count a student as present for this activity, despite the instruction being off-campus, using a curriculum we don't control, and taught by teachers we don't hire, are fundamentally inconsistent with the principle of home rule. For those unfamiliar with the term, Ohio is a “home rule state.” That means the School Board, as your locally-elected legislative body, gets to make the governing rules (aka policies) for our district. The state telling us how we define "present in school." Furthermore, the state also egregiously oversteps when it mandates we allow students to bring religious artifacts or materials from this off-campus instruction back into the school.

Critically, this position is not a judgment on the value of religious education, but a clear definition of our responsibility as a public school system. To me, our community-developed strategic plan prepares students to be "thinkers and doers" who are ready to launch into the world. We achieve this by focusing on a curriculum for all students that improves student engagement, empowers them to solve real-world challenges, and provides a rich, holistic experience through programs in leadership development, the arts, technology, and service learning. We are dedicated to building universal skills like empathy and critical thinking, which are essential for solving universal problems like unsustainable debt and substance use.

While we are guided by our strategic plan, we will always follow the law. Of course I support our compliance with this mandate. And, as a board member, I believe our focus and resources must remain dedicated to our core educational mission. Therefore, I will not support any proactive expansion of religious programs beyond what is legally required, so we can stay true to the strategic goals our community has set for our students.

TL;DR: A school district uses our tax dollars to help us raise our children and the school board is the community’s accountability system. When the board doesn’t fulfill this role, trust erodes. A clear understanding and division of policy and goals from daily management allows us to build a bright future.

The school board and the administration have distinct but complementary roles in serving our students and community. The board is the governing body, setting the district's overall direction and ensuring accountability. Our primary responsibilities are to hire and oversee the superintendent and treasurer, establish district policies and long-range goals, and safeguard the fiscal health of our schools. In essence, we are the community's voice, ensuring that our schools reflect our shared values and that tax dollars are spent wisely to achieve our goals.

The administration, led by the superintendent, is responsible for the day-to-day management of the district. They are the experts in educational operations tasked with implementing the policies and goals set by the board.

I have focused on strengthening the board's governance role by leading initiatives in policy review, enhancing our legislative platform, and conducting regular performance reviews of the superintendent and treasurer. This clear division of responsibilities ensures that we have both strong strategic oversight and effective daily management, creating a system of accountability that serves our students, staff, and community.

TL;DR: Our elected officials must be accessible and willing to understand and empathize with all members of our community. Inflexible feedback minimizes community engagement. For sustainable and positive outcomes robust collaborative problem solving approaches are needed.

My commitment is to ensure every voice is heard, which is why I utilize a flexible and multi-faceted approach to community engagement. I value all forms of input, whether it's public participation during board meetings, emails, or personal conversations.

Creating a "collaborative and growth" culture is central to my philosophy. I've actively worked to increase opportunities for community feedback by making board meetings more transparent and reinstating the community finance committee. I also believe in meeting residents where they are, which is why I've enjoyed connecting with many of you through porch chats, backyard gatherings, and community events.

My approach is also about learning and adapting to be as effective as possible. For instance, after experimenting with weekly office hours in my first year, I found that I could be more responsive and connect with a greater number of people through a combination of email and scheduled meetings, either virtual or in-person. This commitment to thoughtful, competent governance means I continuously seek the most accessible and effective avenues for engagement. Ultimately, my collaborative problem solving approach focuses on empathy and shared solutions to ensure we achieve sustainable, positive outcomes for our students and community.

TL;DR: To rebuild community trust, I advocated for more open discussion of board decisions instead of letting them pass quietly on consent agendas. This created friction with other members. We resolved it through a facilitated discussion that helped us understand our different styles and find new ways to ensure transparency, ultimately making us a stronger team.

One of the greatest conflicts I’ve experienced on our board has centered on governance. School boards are among the most powerful forces shaping public education, but without structure, they can become reactive or overly influenced by adult-centered priorities. Effective governance models provide that essential structure—defining roles, responsibilities, and systems of accountability so that decisions truly serve students.

I joined in 2022, a time when community trust was low and concerns were clear: too many decisions seemed to have been made behind closed doors. Rebuilding that trust was my top priority. Guided by board policy and principles of good governance, I began moving items out of consent agendas to ensure ideas were openly discussed before votes were cast. While consistent with policy, this was a departure from how our board often operated. In my nearly 30 years of leadership, I have seen how meetings can either reinforce credibility or undermine it. They are most effective as a genuine forum for discussion, not a formality that leaves the impression that outcomes are predetermined.

This misalignment created friction. I first tried to resolve it through one-on-one conversations, but ultimately requested a facilitated team discussion at our retreat. That proved productive. We recognized that while most board members and administrators had worked together for decades, I was newer and brought a different governance lens. I also learned members were less comfortable in policy or advocacy roles. With this new understanding, I adjusted my approach to find alternative ways to ensure transparency and accountability that respected each member’s comfort level.

Ultimately, the conflict helped us grow. For me, leadership means creating systems that allow every voice to be heard and valued. This experience reminded me that how we work together is just as important as the decisions we make. Even when full consensus isn’t possible, we can still move forward by recognizing and respecting each person’s limits.

TL;DR: I use my training in education finance to ensure our tax dollars are spent responsibly. To maintain public trust, I've pushed for more transparency by reinstating the community finance committee and advocating for regular reviews. Our district's excellent bond rating and clean audits prove our commitment to strong, transparent financial oversight.

I am committed to responsibly stewarding our tax dollars with transparency because strong public schools are the best investment a community can make. Maintaining your trust in our district's financial decision-making is my highest priority.

To bring evidence-based practices to our financial oversight, I earned a Certificate in Education Finance from Georgetown University and am studying public economics in my doctoral program. This expertise allows me to find innovative funding sources that lessen the reliance on local taxes and has helped the board strengthen its fiscal oversight and protect our community’s investment.

Expertise isn't enough; transparency is key. I advocated for regular reviews of the treasurer and for bringing back our community finance committee, where residents with financial expertise provide an invaluable layer of oversight. To further this, I'm proud of the new efficiency commitment page on our website, which showcases the district's concrete steps to reduce costs.

Our commitment to fiscal responsibility is reflected in our results. The district consistently maintains a AAA Bond Rating from S&P Global and earns clean audits with the Auditor of State Award. These accolades are a testament to our effective, accountable, and transparent financial practices.

My focus is on student-centered oversight that balances today’s needs with our long-term fiscal health. After approving a plan to rebuild pandemic-depleted reserves, I was the only board member who advocated for using a budget surplus to make strategic investments in our students and teachers. Our budget must reflect our commitment to move every bear forward, together.

TL;DR: To honor my value of transparency and the fact that not all voters have unlimited time to invest in becoming an informed voter, I am seeking endorsements. I'm proud to be endorsed by both partisan and non-partisan groups who recognize my focus is squarely on a solid public education for all UA students. I reject divisive, "dog-whistle" politics; my campaign is transparently about serving our kids.

Yes, I am seeking endorsements because I believe in transparency and in honoring the different levels of time that community members can invest in becoming an informed voter. I recognize that everyone does not have the time to dive deeply into where every candidate stands on every issue. Getting an endorsement, for example from the Matriots, means they have independently evaluated my words and actions for alignment with their values. As a busy community, endorsements are an important way for voters to understand a candidate's core values in a time-efficient manner. 

Other candidates may not be seeking official endorsements. But, that doesn’t mean they are nonpartisan. By bringing in political figures from outside of UA or even outside of Ohio, they are absolutely getting unofficial endorsements. But, those endorsements are shrouded in secrecy. And that is what fuels partisan politics and division. I am asking you to give me your vote so I can work on behalf of all of our students. That means you get to ask me about my values and where I stand on topics relevant to our schools.

I'm proud to be endorsed by the Franklin County Democratic Party and UA Progressive Action. They recognize my commitment to a foundational community value: strong public schools. Like them, I believe investing in every student is the best investment we can make, regardless of national politics. 

And, critically, this race is not about partisanship; it's about our students. I am also proud to be endorsed by nonpartisan groups like Action 314 that supports scientists running for office, Matriots, that works toward achieving proportional representation for women, and to have the Moms Demand Action Gun Sense Candidate designation because of my commitment to school safety.

When/if the window to apply opens, I intend to seek endorsement from the local chapter of Ohio Association of Public School Employees #201 (OAPSE) and the local chapter of Ohio Education Association (UAEA), as I was honored to have their support in 2021.

I'm running to ensure we prepare every student for the future, manage taxpayer dollars with transparency, and build resilience by connecting UA to broader public education networks. This is how we level-up our students’ ability to flourish after graduation. 

My campaign is fueled by UA parents, teachers, and residents who trust me to put politics aside. Our students deserve a consistent leader who will join forces with others, not a politician who refuses to be transparent about their motivations. My focus is on the concrete needs of Upper Arlington students, and I'll always be upfront about that.

The goal isn’t just to graduate students — it’s to raise good neighbors, thoughtful leaders, and compassionate citizens. That takes schools that feel like communities, where every student knows they matter and belong.

If you have other questions you would like me to address, please let me know!

Text: 614.636.1399

Email: info@teamsatiani.com