Julie Derrick

I believe it is essential that our curriculum reflects the full and honest history of our country, including the lived experiences and contributions of historically marginalized communities. When students see a more complete picture of history, it helps them better understand the world around them and develop empathy, critical thinking, and respect for others.

As an educator and a parent, I also believe in presenting this learning in age-appropriate, thoughtful ways that support all students. Our goal should always be to create classrooms where students feel included, valued, and able to engage with history in a meaningful and respectful way.

Delaware’s requirement to incorporate African American history into K–12 education is an important step, and I support continuing to build on that work to ensure our curriculum is both inclusive and accurate.

Ultimately, I believe all students benefit when we teach history fully and honestly, while maintaining a positive, supportive learning environment for everyone.

I believe students should feel safe to express themselves, ask questions, and engage in respectful dialogue about the world around them. That’s an important part of learning and growing—not just academically, but as thoughtful, engaged citizens.

At the same time, schools have a responsibility to create environments that are safe, respectful, and inclusive for all students. For me, it’s about finding that balance—supporting student voice while also setting clear expectations around respect, kindness, and safety.

I support students’ rights to express their perspectives, including through peaceful protest, as long as it does not disrupt the learning environment or infringe on the rights of others. Schools should be places where students can explore ideas, hear different viewpoints, and learn how to engage in meaningful, respectful debate.

I also think it’s important that we guide students in how to do this well—how to listen, how to disagree respectfully, and how to communicate their thoughts in a constructive way. These are life skills they will carry far beyond the classroom.

Ultimately, my goal is for every student to feel seen, heard, and respected—while also ensuring our schools remain positive, supportive environments for everyone.

I believe discipline should always be about helping students learn and grow, not just punishing behavior. When we see patterns of excessive or exclusionary discipline, it’s important to step back and ask what’s really going on—and how we can better support students before situations escalate.

I support approaches that focus on understanding the whole child. Many students—especially those with different learning needs—may struggle with behavior as a form of communication. Instead of immediately removing them from the classroom, we should be looking at proactive strategies like positive behavior supports, restorative practices, and strong relationships with trusted adults.

As someone with a background in education and special education, I know how important it is to meet students where they are. That includes recognizing that traditional, one-size-fits-all discipline doesn’t work for every child.

I also believe in using data thoughtfully to identify patterns and ensure that discipline is fair and equitable across all student groups. At the same time, we need to support our teachers and staff—they have incredibly challenging jobs, and they need the tools, training, and support to manage classrooms effectively.

Ultimately, my goal is to help create school environments where students feel seen, respected, and supported—because when that happens, behavior improves and everyone is more successful.

I would not oppose the use of School Resource Officers as part of a comprehensive school safety plan. In our district, SROs play an important role in supporting safety, and I believe that’s where their focus should remain.

At the same time, I strongly believe that SROs should not be involved in routine student discipline. Discipline is best handled by educators and administrators who are trained to support student behavior in a developmentally appropriate and constructive way.

For me, it’s about clarity of roles and maintaining a healthy school environment. SROs can be valuable partners in building relationships with students and helping ensure school safety, but it’s important that their presence does not contribute to unnecessary criminalization of student behavior.

I support ongoing evaluation of our safety practices to make sure they are effective, appropriate, and in the best interest of all students. Ultimately, my goal is for every child to feel both safe and supported at school.

Ensuring equitable distribution of resources starts with recognizing that not all students need the same level of support to succeed. Some of our students—including English language learners, students with disabilities, and those from low-income households—may require additional resources, and it’s our responsibility to make sure those supports are in place.

I believe in using data thoughtfully to understand where the needs are greatest, while also listening closely to our educators and school leaders who are working with these students every day. That combination helps guide smarter, more responsive decisions about staffing, programming, and funding.

At the same time, transparency is incredibly important. Families and community members should be able to clearly understand how and why decisions are made. I support clear communication around budgeting—breaking it down in ways that are accessible, not overly complicated—so people can see how resources are being allocated and how those decisions connect back to student needs.

As a school board, we also need to continually review and reflect on our practices to ensure we are aligning resources with our values around equity and opportunity.

Ultimately, my goal is to make sure every student has what they need to succeed, while building trust with our community through openness and thoughtful decision-making.

The December 2023 report makes it clear that we are not fully funding our schools at the level required to provide every student with a constitutionally adequate education. A gap of that size—at least $600 million—is significant, and it directly impacts our ability to support students, especially those with the greatest needs.

I believe this calls for strong, continued advocacy at the state level to increase per-pupil funding and ensure that resources are distributed in a way that truly reflects student needs. At the same time, I support greater transparency so families and communities can clearly understand how funding decisions are made and where gaps exist.

Flexibility is also key. Schools and districts need the ability to allocate resources in ways that make the most sense for their students, rather than being overly restricted by funding structures that don’t always match real-world needs.

As a school board member, I see it as part of my responsibility to both advocate for increased funding and ensure that the resources we do receive are used thoughtfully and effectively. This is about making sure every child—no matter their background or needs—has access to the opportunities and support they deserve.

Closing this gap will take collaboration, persistence, and a willingness to rethink how we fund education, but it’s essential work if we are serious about equity and student success.

Yes.

I believe every student deserves to feel safe, included, and respected in our schools. That includes ensuring that LGBTQ+ students have full access to the same opportunities as their peers—whether that’s in the classroom, in extracurricular activities, or in social experiences that are such an important part of growing up.

As an educator and a parent, I believe strongly in creating environments where students feel seen for who they are. When students feel safe and supported, they are better able to learn, connect, and thrive.

At the same time, I believe in thoughtful, age-appropriate implementation of policies, and in working collaboratively with families, educators, and the broader community. These are important conversations, and they deserve to be approached with care, respect, and a focus on what is best for students.

Ultimately, my goal is to support a school environment where every child feels a sense of belonging and has the opportunity to fully participate and succeed.

Yes.

I believe it is essential that all students and families are able to fully access and engage with their education, regardless of language barriers. When families can understand what’s happening in their child’s school experience, they are better able to support their child and feel connected to the school community.

Providing translated materials and access to interpreters for meetings and events is a critical part of that. It helps ensure that communication is clear, respectful, and inclusive.

As both an educator and a parent, I know how important it is for families to feel welcomed and informed. When we remove language barriers, we strengthen the partnership between schools and families—and that directly benefits students.

Ultimately, this is about equity and access. Every family deserves the opportunity to be engaged, informed, and supported in their child’s education.