Our Most Vulnerable Are Being Left Out of the Reopening Schools Conversation

Opinion/Essay

July 2020

Waynesboro, VA

During the COVID-19 pandemic, public debate around reopening schools often became polarized, reducing a complex issue to competing political narratives. As a sitting Virginia school board member, I believed the conversation needed to refocus on the students most affected by prolonged school closures—particularly those who depended on schools not only for instruction, but also for safety, stability, specialized services, and daily support. The challenge was to contribute a perspective grounded in public service, local governance, and equity while acknowledging the complexity of the decisions facing school leaders.

Rather than framing the issue as a political debate, I centered the piece on the lived experiences of vulnerable students and the broader responsibilities of public education. Drawing on my experience as both a policymaker and communications strategist, I combined evidence, community context, and narrative storytelling to explain why reopening decisions required balancing public health concerns with the long-term educational and social consequences of keeping schools closed. The article was written to encourage thoughtful public dialogue rather than deepen existing divisions.

Originally published as an opinion column in The News Virginian under the title "Williams: Our Vulnerable Students Need Schools to Reopen," the piece demonstrated my ability to translate complex education policy into accessible, persuasive public communication. It remains representative of my approach to strategic writing: connecting policy, research, and human impact in a way that helps diverse audiences understand difficult issues and supports informed civic decision-making.