Sandhya CELESTIN-BROWN

I believe every student deserves to see themselves reflected in what they learn and to understand the full, honest history of our country and world. Adopting inclusive curricula that represent the perspectives and experiences of historically marginalized communities, such as Black, Indigenous, Latino/a, Asian American, LGBTQ+, and people with disabilities, helps all students build empathy, critical thinking skills, and a deeper understanding of the diverse society we live in. It’s not just about representation, it’s about truth, belonging, and preparing young people to engage thoughtfully and respectfully with the world around them. Inclusive education benefits everyone and is essential to creating a more equitable and informed school environment.

Every student should have the opportunity to see themselves, their families, and their communities reflected in the stories they read. Representation in literature helps students feel valued, affirmed, and connected, it supports identity development, fosters empathy, and encourages a love of reading. When students see diverse characters and experiences in books, it broadens their understanding of the world and shows them that all voices matter. Protecting access to inclusive and representative books is essential to building welcoming, supportive learning environments where all students can thrive.

To eliminate excessive, unjust, and exclusionary disciplinary practices, I will advocate for a district-wide shift toward restorative and trauma-informed approaches that prioritize healing, accountability, and student growth. Restorative practices help students take responsibility and repair harm, while trauma-informed practices ensure educators respond with empathy, understanding the impact of adverse experiences on behavior. I will support clear, consistent professional development and communication around what these approaches should look like in practice, so all staff are equipped to implement them effectively. I will also promote data-driven decision-making by regularly reviewing discipline data to identify disparities, track progress, and adjust strategies as needed. By combining transparent communication, meaningful training, and targeted use of data, we can build a more supportive and equitable disciplinary system that keeps students engaged, connected, and learning.

As a practicing clinical therapist, I have found that it is imperative to identify the reason behind the behavior, identifying the WHY will allow for a better understanding of the demonstrated issue. Safety must be within a culture that takes the approach of seeing and working with the student from a holistic lens. As a school board member, I would be an advocate for increasing resources in and outside of the classroom that will help treat the mental health and emotional well-being of the student. Increasing resources such as training in trauma-informed practices in the classroom to prevent the misdiagnosis, misconceptions, and labeling of our students, increasing therapist or behavioral interventionists within the classroom or school setting, and building community connections with outside agencies for mental health support for the schools. The learning environment needs to be equipped well enough for the educator and student that it enhances safety and emotional security in our learning spaces that are free from misjudgment.

As a first-generation American, I have a first-hand understanding and experience of how limited educational resources and financial availability can impede your educational success ability. I also know how having a language barrier and lack of inclusion can impact your learning process, which ultimately impacts the student’s educational outcome. All of these things I encountered as a child. As a school board member, I believe that we must be fiscally responsible. This responsibility is imperative to our community, our families, and our educators. To ensure that financial decisions are transparent we must include all stakeholders, ie., parents, teachers, and our students. The experiences of those who are most impacted by the financial decisions made must take the lead on where and how funds are allocated. Resources should be equitable so representation of that is vital. From hosting open community meetings/forums that discuss and review programming, taxes, and financial management needs, to frequent engagement with the district’s Chief Financial Officer, we must keep dialogue and financial management ongoing so that all students are getting the services and resources available to them. Students faced with poverty, disabilities, or language barriers should not be distracted or have to worry about how that is going to impact their educational experience, that should be the responsibility of the board to bear that burden so that the student can only focus on school.

If elected to the school board, one of my priorities will be re-evaluating the district’s funding formula and how resources are allocated. It’s important to assess how much funding is directed toward areas such as school safety and educator merit increases, as well as how much is being invested directly into the classroom and the student learning experience. I believe we must ensure that our budget reflects our core mission: supporting high-quality education and effective classroom management. I would also advocate for pursuing additional funding through state and federal grants and building partnerships beyond the Department of Education, such as with the Division of Substance Abuse and Mental Health, to access workforce development resources and better support the needs of both students and staff.

As a school board member, I will advocate for an equitable, inclusive, and safe educational experience for all students, regardless of race, gender, identity, or background. Our school system should reflect the values of dignity, fairness, and belonging. Education should not discriminate or exclude; it should empower every student. When we say all students, we must mean it and ensure that every young person feels seen, respected, and supported in our schools.

Yes, I will support a district-wide policy that protects students’ personal information, including immigration status, and provides clear guidance on interacting with ICE. All students deserve to feel safe and protected at school, and that includes ensuring their personal information is kept confidential and not used in ways that could cause harm. Clear protocols and training for staff on how to respond to inquiries from immigration enforcement are essential to maintaining trust and legal compliance. I also believe students, families, and school staff must be informed about their rights and connected to supportive resources at the state, school, and community level. Protecting student privacy and safety is a fundamental part of creating a welcoming and inclusive learning environment.

Yes, I will fully support distributing Know Your Rights resources, especially those related to immigrant and LGBTQ+ protections across classrooms, school offices, websites, and other easily accessible locations. Every student deserves to feel safe, informed, and respected at school, regardless of their background, immigration status, or identity. Providing clear, visible, and accessible information about their rights empowers students to advocate for themselves and seek help when needed. It also helps create a school culture rooted in equity, dignity, and belonging. Making these resources available is not only the right thing to do, it’s a key part of fostering safe and inclusive learning environments for all.

As a first-generation American, I remember how challenging it was to take exams in school due to language barriers that made it difficult to fully understand the questions. These challenges, combined with limited support from the school, often led to misunderstandings about my needs and how best to accommodate them. Because of that, my potential to succeed was often overlooked. If elected to the Appoquinimink School Board, I want to help build a school system where every student feels seen, supported, and empowered to thrive. Growing up as a minority student in the suburbs of New Jersey, I rarely saw school leaders who looked like me or understood my background. I know firsthand how powerful representation and inclusive leadership can be. I hope to bring that perspective to the board to ensure that all students in our district have access to a fair, equitable, and supportive education.