No. A Generation Alpha focus is not an exclusionary agenda; it is a future-facing governance lens. Gen Alpha represents many of the students currently moving through elementary and middle school, so their needs help reveal what the district must prepare for now. But strong board governance should benefit every student, including Gen Z high school students, families, educators, support staff, taxpayers, neighborhoods, and the broader Detroit community. When the Board makes better decisions about literacy, math, technology readiness, mental health, facilities, safety, family engagement, and college and career pathways, those decisions strengthen the entire district.

The Board already takes a generational view when it governs through long-term planning, policy oversight, budget alignment, superintendent accountability, facilities planning, and student outcome goals. A generational view means asking: Are today’s decisions preparing students not only for the next test, but for the next grade, the next school transition, graduation, postsecondary opportunity, civic life, and the future economy? The opportunity now is to make that lens more explicit by connecting early childhood, elementary achievement, middle school development, high school readiness, family engagement, workforce preparation, and whole-child support into one continuous governance conversation.

My approach to board governance recognizes that the Board should listen broadly while governing responsibly. Parents, grandparents, students, educators, school leaders, support staff, faith leaders, community organizations, employers, alumni, and residents all hold knowledge that can strengthen district decision-making. Creating space for stakeholders means more than public comment; it means building feedback loops, listening sessions, advisory conversations, school-level engagement, transparent communication, and community-informed policy review. The Board’s role is not to let every voice make the final decision, but to ensure that major decisions are informed by the people most affected by them.

Gen Z students must be included because many of them are currently experiencing the outcomes of past district decisions in real time. They can speak directly to school climate, mental health, safety, technology, college and career readiness, extracurricular access, transportation, attendance barriers, and whether they feel prepared for life after graduation. A strong governance philosophy treats students not only as recipients of policy, but as civic stakeholders. Including Gen Z means listening to student voice, respecting student leadership, strengthening pathways to graduation, and ensuring that high school students are prepared for college, careers, entrepreneurship, service, and civic participation.

My role is to govern with clarity, humility, and accountability. As a board member, I would not run schools day to day; I would help set policy direction, ask disciplined questions, review data, support responsible budgeting, monitor progress, and ensure that the superintendent and district leadership are aligned around student success. For Gen Alpha, that means keeping attention on early literacy, math confidence, social-emotional development, safe and healthy schools, family partnership, responsible technology use, and future-ready learning. My role is also to help connect generations—so parents, grandparents, educators, mentors, students, and community partners understand how their influence can support better outcomes for children.