Emily Leddige (Olympia School District school board District 5, Washington, candidate 2025)
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Emily Leddige is running for election to the Olympia School District Board of Directors to represent District 5 in Washington. She is on the ballot in the general election on November 4, 2025.[source] She was on the ballot in the primary on August 5, 2025.[source]
Leddige completed Ballotpedia's Candidate Connection survey in 2025. Click here to read the survey answers.
[1]Biography
Emily Leddige provided the following biographical information via Ballotpedia's Candidate Connection survey on June 23, 2025:
- High school: Shadle Park High School
- Bachelor's: Whitworth University, 2014
- J.D.: University of Idaho, College of Law, 2017
- Gender: Female
- Profession: Attorney
- Incumbent officeholder: No
- Campaign website
- Campaign endorsements
- Campaign Facebook
- Campaign Instagram
Elections
General election
General election for Olympia School District school board District 5
Gilbert Lamont and Emily Leddige are running in the general election for Olympia School District school board District 5 on November 4, 2025.
Candidate | ||
 | Gilbert Lamont (Nonpartisan)  | |
 | Emily Leddige (Nonpartisan) | |
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| = candidate completed the Ballotpedia Candidate Connection survey. | ||||
| If you are a candidate and would like to tell readers and voters more about why they should vote for you, complete the Ballotpedia Candidate Connection Survey. | ||||
Nonpartisan primary election
Nonpartisan primary for Olympia School District school board District 5
Gilbert Lamont, Emily Leddige, and Jeremy Ruse ran in the primary for Olympia School District school board District 5 on August 5, 2025.
Candidate | ||
| Gilbert Lamont (Nonpartisan) | |
| Emily Leddige (Nonpartisan) | |
| Jeremy Ruse (Nonpartisan) | ||
| ||||
| = candidate completed the Ballotpedia Candidate Connection survey. | ||||
| If you are a candidate and would like to tell readers and voters more about why they should vote for you, complete the Ballotpedia Candidate Connection Survey. | ||||
Election results
Endorsements
To view Leddige's endorsements as published by their campaign, click here. To send us an endorsement, click here.
Pledges
Leddige signed the following pledges. To send us additional pledges, click here.
Campaign themes
Ballotpedia survey responses
See also: Ballotpedia's Candidate Connection
Emily Leddige completed Ballotpedia's Candidate Connection survey in 2025. The survey questions appear in bold and are followed by Leddige's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.
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- Every student deserves to feel seen, heard, and valued. As a school board director, I will work to ensure all students—regardless of ability, background, identity, or circumstance—have equitable opportunities to succeed. Inclusivity means more than acknowledging differences; it means embracing them and removing barriers so all students can thrive. That includes listening to special education families and educators, investing in needed supports, and fostering a culture of belonging. When we uplift our most marginalized students, we build stronger, more compassionate schools for everyone.
- Every decision must prioritize student success and use district resources wisely. That means supporting educators with manageable class sizes, planning time, and the tools they need to help students thrive. Efficiency is about investing in what works—long-term solutions that directly benefit classrooms. Accountability means setting clear goals, measuring progress, and listening to feedback from teachers, parents, and students. When we reflect, adapt, and follow through, we build a stronger school system—one where families feel heard and every student is supported, engaged, and prepared to lead.
- A strong school system is open, accessible, and responsive. Families deserve clear communication, easy-to-navigate systems, and meaningful ways to engage. Transparency means involving the community in decisions, sharing information openly, and building trust. Accessibility means meeting students where they are, removing barriers, and ensuring all learners—regardless of ability or circumstance—have what they need to succeed. When we lead with openness and equity, everyone benefits.
One of the most important principles for an elected official is transparency. People deserve to know not only what decisions are being made, but how and why. That means clear communication, accessible information, and creating space for the community to engage meaningfully in the decision-making process. Trust is built through honesty, consistency, and openness.
Accountability is just as critical. Our community has the right to expect follow-through—not just promises. That includes setting clear goals, evaluating progress, owning our mistakes, and being willing to adapt when something isn’t working. Accountability also means creating systems that welcome feedback and respond to it in a thoughtful and constructive way.
Compassion is the foundation of all of this. When we lead with compassion, we make space for diverse experiences and perspectives. We prioritize policies that reflect the needs of the whole child, support educators, and remove barriers to success. Compassionate leadership is about equity, inclusion, and building a system where every student can thrive.
One of my core strengths is my ability to listen—really listen—not just to respond, but to understand. This helps me build trust and find common ground, even when views differ. I’m someone who values transparency and accountability, and I believe those qualities are essential to building strong relationships with the community and making decisions that truly reflect its needs.
I approach challenges with patience and persistence, focusing on practical, data-informed solutions that put students first. My background as an attorney has helped me develop skills in careful analysis, advocacy, and clear communication—all valuable assets when working through complex issues in governance.
Above all, I’m deeply passionate about equity and inclusion. I’m committed to ensuring every student has access to a high-quality education where they feel seen, supported, and empowered. I bring a collaborative spirit and a willingness to learn and grow alongside the community I serve.
A board member must listen actively and with an open mind—listening to understand, not just to respond. This includes hearing from students, families, educators, and community members, especially those whose voices are often overlooked. Decisions should be grounded in these perspectives and data, ensuring policies are both compassionate and effective.
Transparency is essential. Officials must communicate openly about policies, budgets, and decisions, providing accessible information and creating opportunities for community engagement. Transparency builds trust and empowers families.
Accountability means setting clear goals, evaluating progress, and adjusting when needed. Board members must hold themselves and the district responsible to ensure promises lead to real improvements.
A school board member must listen actively to students, families, educators, and community members—not just to respond, but to truly understand diverse perspectives. Listening with empathy builds trust and helps shape policies that reflect real needs and lived experiences.
Transparency is a foundational responsibility. Board members must communicate openly about district decisions, budgets, and policies in accessible ways, inviting meaningful community engagement. When families and staff understand how and why decisions are made, they can better participate and hold the system accountable.
Accountability is equally critical. Board members need to set clear goals aligned with student-centered outcomes, regularly evaluate progress using data and feedback, and be willing to adapt when goals aren’t met. Accountability means owning successes and challenges with honesty and a commitment to continuous improvement.
Supporting educators through manageable class sizes, sufficient planning time, and adequate resources is also vital. When teachers are well-supported, students receive the individualized attention and encouragement they need to thrive.
Families and caregivers are essential voices in our district. They seek transparency, clear communication, and meaningful engagement to understand how decisions impact their children and how they can participate. Teachers and staff are the backbone of our schools, dedicating their time and expertise to nurturing every student. They deserve resources, manageable workloads, and the respect of a school board that prioritizes their well-being.
Beyond those directly involved in our schools, my constituents include community members who care deeply about educational equity and the future of our children. They want a school system that is accountable, efficient, and inclusive—one that reflects the values of our entire community.
For students, this means ensuring classrooms are inclusive, accessible, and designed to meet a wide range of learning needs, communication styles, and life experiences. It means investing in special education services, culturally responsive teaching, and differentiated instruction so all students—regardless of background or ability—can thrive.
For educators and staff, support includes advocating for manageable class sizes, sufficient planning time, and professional development opportunities that reflect the realities of today’s classrooms. It also means valuing their voices in decision-making and ensuring that policies are designed with their well-being and success in mind.
For families and community members, support looks like transparent communication, accessible processes, and opportunities to meaningfully engage in shaping our schools. That includes language access, user-friendly information, and platforms for feedback that are actually heard and responded to.
True support also means being proactive about removing barriers—whether physical, emotional, academic, or systemic. We must listen deeply and intentionally to those who are most impacted by our decisions and be willing to make changes when something isn't working. Meeting people where they are isn’t just a philosophy—it’s a practice of compassion, accountability, and equity.
I would regularly connect with families, educators, and school staff to understand their experiences and concerns, but also go beyond the school walls to reach community members who may not always feel included in education conversations. That includes families in underserved communities, students receiving special education services, multilingual families, and those navigating the district for the first time.
I would also build partnerships with local organizations that are already deeply embedded in our community, such as cultural centers, tribal leaders, youth-serving nonprofits, early childhood educators, and advocacy groups focused on equity and inclusion. These relationships can help the district understand the real-world impact of its policies and better serve students and families.
More broadly, I believe it's important to engage with a wide range of community groups and stakeholders—those connected to healthcare, housing, public safety, higher education, and local businesses. Education does not exist in a vacuum, and strong partnerships across sectors help ensure that our students and families are supported both inside and outside of the classroom.
Measuring good teaching requires a mix of tools—student progress and engagement, feedback from students and families, peer collaboration, and ongoing professional growth. Standardized tests alone don’t tell the full story. We need to look at how teachers foster critical thinking, creativity, and social-emotional skills, and how they support all students to thrive.
Supporting advanced teaching approaches means investing in professional development that empowers educators to innovate and use evidence-based strategies. Importantly, professional development doesn’t always mean stepping away from the classroom. It can—and should—be embedded within the school day through peer observations, coaching, mentoring, and collaborative planning. For example, teachers can learn by shadowing experienced colleagues or through team teaching, which allows growth without sacrificing instructional time.
When professional development is practical, ongoing, and connected to day-to-day teaching, it becomes more relevant and effective. Teachers have time and resources to collaborate, reflect, and continuously improve.
I’d like to see us deepen partnerships with local businesses, trades, and community colleges to build robust apprenticeship and internship programs. These opportunities help students explore different fields, gain practical skills, and build networks before graduation. Not every student’s path is the same, and our schools should reflect that diversity by providing multiple avenues for success.
Beyond career readiness, I’m passionate about innovative programming that integrates technology, project-based learning, and social-emotional development. For example, coding and digital literacy shouldn’t be extras—they should be woven throughout subjects to prepare all students for a tech-driven future.
I’m also eager to advance culturally responsive curriculum that centers diverse voices and histories, fostering empathy and a deeper understanding of our community and the wider world. Teaching students to think critically about history, media, and their role in society builds engaged, compassionate citizens.
If given the opportunity, I’d support expanding environmental and sustainability education, too—helping students connect with nature and understand their role in protecting our planet.
First, it’s about using our existing resources wisely. I want to work closely with district leaders to make sure every dollar is spent where it counts—directly supporting students and teachers. Being transparent and data-driven helps us spot where we can be more efficient without cutting important programs.
Second, I’ll be a strong voice advocating for our district at the state and local levels. We’re facing challenges like declining enrollment and the loss of federal funding that put real pressure on our budgets. I’m committed to pushing for fair funding formulas, restoring what we’ve lost, and securing new investments—especially for special education, mental health, and students who need extra support.
Third, schools don’t operate in isolation, so I want to build and strengthen partnerships with local businesses, nonprofits, and families. These relationships can bring in extra resources, grants, and volunteers to enrich learning experiences and support programs beyond what the budget covers.
I believe school safety policies must be rooted in respect, equity, and prevention. That means addressing not only immediate physical safety but also the underlying factors that impact students’ well-being, such as mental health supports, bullying prevention, and trauma-informed practices.
I support policies that promote a positive school climate—where relationships matter, students feel connected to trusted adults, and conflicts are addressed through restorative approaches rather than punitive measures alone. When students feel seen and valued, safety naturally improves.
Collaboration is also key. Safety is a community effort involving educators, families, local law enforcement, mental health professionals, and students themselves. Policies should be transparent and developed with input from all stakeholders to ensure they are effective and culturally responsive.
For students, that means increasing access to school counselors, social workers, and psychologists who can provide early intervention, crisis support, and ongoing counseling. It also involves integrating social-emotional learning (SEL) into the curriculum so students develop skills like resilience, self-awareness, and healthy coping strategies. Importantly, mental health support should never be pushed on students—they should feel safe and empowered to access help when they are ready.
For faculty and staff, mental health support is just as critical. Teaching and working in schools can be stressful and emotionally demanding. I support providing resources such as employee assistance programs, wellness initiatives, and professional development focused on stress management and self-care.
Creating a culture of openness around mental health is vital. We should reduce stigma by encouraging conversations, training educators to recognize signs of distress, and ensuring that students and staff feel safe seeking help.
At the same time, I believe families are essential partners in supporting student well-being. We should keep parents informed and involved in ways that respect their role and build trust, ensuring mental health supports complement what’s happening at home.
Partnerships with local mental health organizations and community providers can expand the range of services available and help connect families to resources beyond the school setting.
One area I’d like to see improved is support for special education and inclusive classrooms. Policies should ensure adequate resources, training, and collaboration so every student receives equitable opportunities to succeed alongside their peers.
I also believe we need clearer, more transparent policies around budgeting and decision-making. Families and community members deserve easy access to information and meaningful opportunities to engage in how our schools are run.
Supporting educators is critical, so I would advocate for policies that help maintain manageable class sizes, provide adequate planning time, and invest in professional development—especially approaches that can be integrated into the school day, such as peer coaching and collaborative learning.
Another priority is strengthening family and community engagement policies to ensure all voices are welcomed and heard, particularly those who have historically been marginalized or less connected to the system.
Finally, I would support new or expanded policies around mental health that balance proactive supports with respect for students and family involvement, creating a culture where mental wellness is part of everyday school life.
That doesn’t mean one-size-fits-all. A strong learning environment is flexible and responsive. It provides individualized support for students who need it, challenges for those who are ready to stretch, and space for every learner to explore their strengths and interests. It centers curiosity and creativity just as much as academic achievement.
Accessibility is a huge part of that. Whether a student uses assistive technology, needs sensory supports, or benefits from alternative communication methods, those resources should be available and integrated—not treated as add-ons. When we design classrooms and schools to support a wide range of needs from the start, everyone benefits.
Just as important is the emotional climate. Students need adults who know them, listen to them, and help them navigate challenges with compassion. That means smaller class sizes, more mental health resources, and time built into the school day for relationship-building, reflection, and connection.
My ideal learning environment also includes the voices of families and educators. When we build strong, respectful partnerships between home and school, students thrive. And when we support our teachers with the resources, planning time, and autonomy they need, they’re better able to create those engaging, supportive spaces.
I believe in meeting parents where they are—both figuratively and literally. That means holding space for dialogue in accessible formats, whether through school visits, community events, listening sessions, or virtual conversations. It also means ensuring language access, plain-language communication, and user-friendly platforms that make it easier for families to stay informed and engaged.
I would advocate for clearer district communication practices that keep parents in the loop—not just about policies, but about opportunities to give feedback and participate in shaping the future of our schools. I’d work to make board meetings and key district materials more accessible and family-friendly, with regular updates that are transparent and easy to follow.
I also believe it’s important to build relationships across a wide range of family experiences—whether it’s a parent navigating special education, a caregiver juggling work and school schedules, a newcomer to the district, or someone who’s never felt heard by the system before. Parents shouldn’t have to fight to be included. I want to help make participation easier, more welcoming, and more meaningful for everyone.
First, we have to make Olympia a place where people want to work—and stay. That means competitive pay, manageable workloads, planning time, and professional support. When educators feel respected, they become our best ambassadors. Strong staff morale is essential to recruitment.
We also need to expand how and where we recruit. That includes building stronger partnerships with universities, certification programs, and community organizations—especially those that help diversify the educator pipeline. Representation matters, and students benefit when they see themselves reflected in their school community.
“Grow-your-own” programs are another important piece. We should be supporting paraeducators, support staff, and community members who are already committed to our schools and want to advance their careers in education. With the right pathways, we can turn untapped local talent into long-term leaders.
I believe financial transparency means providing accessible, understandable budgets and reports that show not just totals but how funds are allocated across programs, classrooms, and support services. It means breaking down complex information so that all stakeholders—not just experts—can see where resources go and why. Transparency empowers families and staff to ask informed questions and participate in decisions that affect their schools.
Accountability goes hand in hand with transparency. It means elected officials and school administrators must not only share information but also set clear goals, track progress, and honestly report successes and challenges. When outcomes fall short, accountability requires reflection, adjustment, and communication with the community about next steps. It’s about owning both the victories and the areas needing improvement.
I also believe accountability means creating systems for ongoing feedback, where parents, teachers, and students can share their experiences and concerns—and know those voices matter. It means fostering a culture of responsiveness, where leadership learns from feedback and continuously strives to do better.
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Other survey responses
Ballotpedia identified the following surveys, interviews, and questionnaires Leddige completed for other organizations. If you are aware of a link that should be added, email us.
See also
2025 Elections
External links
Footnotes
