Laura Williams (Kent School District school board District 5, Washington, candidate 2025)

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Laura Williams
Image of Laura Williams

Nonpartisan

Candidate, Kent School District school board District 5

Elections and appointments
Last election

August 5, 2025

Education

High school

Auburn High School

Bachelor's

University of Montana, 2009

Personal
Profession
Teacher
Contact

Campaign website

Campaign Facebook

Laura Williams is running for election to the Kent School District School Board 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]

Williams completed Ballotpedia's Candidate Connection survey in 2025. Click here to read the survey answers.

[1]

Biography

Laura Williams provided the following biographical information via Ballotpedia's Candidate Connection survey on July 2, 2025:

  • High school: Auburn High School
  • Bachelor's: University of Montana, 2009
  • Other: University of Washington-Tacoma, 2012
  • Gender: Female
  • Profession: Teacher
  • Incumbent officeholder: No
  • Campaign slogan: From the Classroom to the Boardroom
  • Campaign website
  • Campaign Facebook

Elections

General election

General election for Kent School District school board District 5

Jane Smith and Laura Williams are running in the general election for Kent School District school board District 5 on November 4, 2025.

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Laura Williams (Nonpartisan) Candidate Connection

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Nonpartisan primary election

Nonpartisan primary for Kent School District school board District 5

Laura Jensen, Jane Smith, and Laura Williams ran in the primary for Kent School District school board District 5 on August 5, 2025.

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Laura Williams (Nonpartisan) Candidate Connection

Incumbency information for this election was not available.

Candidate Connection = 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

Williams received the following endorsements. To send us additional endorsements, click here.

Pledges

Williams signed the following pledges. To send us additional pledges, click here.

  • Everytown for Gun Safety

Campaign themes

Ballotpedia survey responses

See also: Ballotpedia's Candidate Connection

Candidate Connection

Laura Williams completed Ballotpedia's Candidate Connection survey in 2025. The survey questions appear in bold and are followed by Williams' responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.

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Laura Williams is a veteran public school teacher, union leader, and community advocate running for Kent School Board to ensure every student has access to a safe, inclusive, and well-resourced education. With 15 years of experience teaching some of the most at-risk students in her district, Laura brings firsthand knowledge of what students and educators need to succeed. She has built her career on fostering strong relationships, supporting students' academic and emotional growth, and advocating for equity in the classroom and beyond.

Laura serves on the board of her local teachers union and her legislative district Democrats, where she has worked to amplify educator voices and advance policies that promote equity, transparency, and community empowerment. She is proud to be endorsed by the Kent City Council, Mayor Dana Ralph, Public Lands Commissioner Dave Upthegrove, Speaker Pro Tem Chris Stearns, and local Democratic organizations.

As a parent, teacher, and advocate, Laura is deeply invested in the success of Kent schools. Her campaign is rooted in listening to families, building trust through transparency, and making decisions that reflect the needs and values of the diverse Kent community. She believes every child deserves their best education experience—and that strong public schools are the foundation of a thriving community.

Laura would be honored to bring her classroom experience, leadership, and commitment to equity to the Kent School Board
  • School Funding and Resources Every student deserves access to a safe, inclusive, and well-resourced learning environment. As a longtime public school teacher, I know how funding decisions directly impact classrooms. I will advocate for budgets that prioritize student learning, teacher support, and modern facilities. I’m committed to making sure every dollar spent meets real needs—from updated materials to mental health services—so our schools can truly serve our community.
  • Equity and Inclusion I believe that public education must serve all students—regardless of race, ability, income, gender identity, or language spoken at home. My work with at-risk youth has shown me the power of schools to be life-changing when systems are equitable. I will work to remove barriers, strengthen special education, and ensure every child is welcomed, valued, and supported. True excellence means leaving no one behind.
  • Transparency and Community Voice Families and community members deserve to understand—and shape—the decisions that affect our schools. I’ll push for clearer communication, accessible public input opportunities, and policies that reflect the values of our diverse community. As a board member, I’ll listen first, act with integrity, and be accountable to the people I serve. Public schools belong to the public.
As a longtime educator and advocate, I’m personally passionate about public policies that center educational equity, child and family well-being, and community empowerment. I care deeply about policies that ensure all students, regardless of race, income, ability, language, or identity, have access to safe, inclusive, and well-funded schools. I’m also passionate about labor rights, mental health supports in schools, and transparent decision-making that involves those most affected.

As a union leader and mom, I believe policy should uplift working families, protect public education, and reflect the lived experiences of real people, not just systems. These values drive my work and my campaign.
I deeply admire my mom and dad. My mother is a retired general practice doctor who served the Kent community for 15 years before transferring her practice further north and continuing to serve patients for another 20 years. She is the strongest person I know, overcoming cancer, relearning how to walk, and being a force to be reckoned with when it comes to patient care. My father is a retired judge and law professor. He is believes in the rule of law, using rational thought, and is a huge supporter of public education and meritocracy. He currently travels the world as a guest of various countries trying to establish judicial systems.
One book that deeply reflects my political philosophy is Working for the Working Class by Michael Yates. It speaks to the importance of empathy, data driven decision making and building systems that center the needs of marginalized communities—values that guide my approach to education policy and leadership.

As a teacher and union leader, I believe that change happens when we listen to people most affected by inequity and create structures that empower them. I’m also influenced by works like Teach Like a Champion by Doug Lemov and movies like “Accepted”not because I agree with all their conclusions, but because they spark critical conversations about equity, funding, and who public schools are really built to serve.

Ultimately, I believe in people-powered systems, public accountability, and doing the hard work of showing up for justice—not just in words, but in policy.
The most important characteristics for an elected official are integrity, accountability, and a commitment to public service. An effective leader must listen with empathy, act transparently, and make decisions rooted in the needs of the entire community, not personal interests or political pressure. I believe elected officials should be collaborative, responsive, and willing to learn, especially when representing diverse communities and complex systems like public education.

It’s also critical to lead with courage and consistency, standing up for equity, fairness, and long-term solutions, even when those decisions are hard. Above all, elected officials should remember that they are there to serve, not to be served and that trust is earned through action, not just words.
I bring the qualities of a dedicated public servant, a collaborative leader, and a lifelong educator. With 15 years of experience teaching some of the most at-risk students in my district, I’ve learned to lead with empathy, patience, and persistence qualities that are essential for effective public leadership.

I’m a strong communicator and a thoughtful listener, able to bring people together around shared goals even when there are differences. Through my work on the boards of both my local teachers union and my legislative district Democrats, I’ve gained experience navigating complex systems, advocating for equity, and advancing policy that centers the community.

I also bring a deep commitment to transparency, accountability, and doing the work not just making promises. I care deeply about our public schools and the people they serve, and I will bring integrity, heart, and a collaborative spirit to every decision I make.
The core responsibilities of a school board member are to ensure student success, uphold equity, and provide transparent, accountable governance of the district. That includes setting clear, student-centered policies; overseeing the superintendent; and approving budgets that reflect community values and educational priorities.

A board member must listen to families, staff, and students and make decisions that support safe, inclusive, and well-resourced schools. The role also requires long-term thinking: ensuring that our schools are not only meeting today’s needs but building toward a stronger, more equitable future.

Above all, this work is about service. A school board member must act with integrity, lead with empathy, and remain focused on what’s best for all students across the district.
I want to leave a legacy of equity, trust, and community-driven progress in public education. I hope people will say that I helped make our schools more inclusive, better resourced, and more responsive to the real needs of students, families, and educators.

I want students, especially those who’ve felt overlooked or underserved, to know that someone in leadership saw them, believed in them, and fought for a system where they could thrive. I hope to be remembered as a board member who listened, who led with integrity, and who made decisions that put people over politics.

Ultimately, I want my legacy to reflect a simple truth: public schools belong to the public and when we invest in them, we invest in a stronger, more just future for everyone.
The first historical event I recall was the election of President Bill Clinton. I was 5 years old at the time. I recall learning about elections and having class discussions as well as watching the news on Election Day with my parents.
My first job I spent a summer as a videographer at the National Institute of Trial Advocacy where my father was a teacher. It was my job to collect students video tapes, record them practicing elements of trial advocacy as a lawyer, and then return their tapes for review with instructors. It was a great education to see different forms of teaching styles and what makes an effective lesson.
The Princess Bride. I was gifted a copy by my grandfather when I was a teenager. I loved it! I shared it with my husband (then boyfriend) when we started a long distance relationship and would read chapters to each other over the phone. It’s funny, engaging, and adventurous, much like my own life.
If I could be any fictional character, I’d choose Samwise Gamgee from The Lord of the Rings. He isn’t the loudest or most powerful, but he’s steady, loyal, and quietly courageous. Sam shows up for the hard stuff; not for glory, but because he believes in people and in doing what’s right, even when it’s difficult.

His strength is in his compassion and persistence. Qualities I value deeply in leadership. Like Sam, I believe real change comes from those who keep going, lift others up, and stay rooted in hope and integrity. Plus, he reminds us that even ordinary folks can make an extraordinary difference. Also, my husband will often call me Samwise, since I will be in charge of getting him places (there and back again).
It’s Raining Tacos (my kids love this song and play it over and over!)
One of the biggest struggles in my life has been learning how to balance my deep commitment to public service with the needs of my own family and well-being. As a longtime teacher working with at-risk students, a union leader, and now a candidate, I’ve often poured everything I have into serving others. It’s meaningful work but it can also be exhausting.

There have been moments when I’ve felt stretched thin, wondering how to show up fully for my students, my colleagues, my own children, and myself. I’ve had to learn, sometimes the hard way, that sustainability matters. That caring for others means also caring for myself, and that boundaries and rest are essential to doing this work well and for the long haul.

That struggle has shaped me into a more empathetic, grounded leader. Someone who understands that real change isn’t about burning out, but about building strong, lasting systems that care for everyone.
In my view, the primary job of a school board member is to ensure that every student has access to a high-quality, equitable education by setting policies and making decisions that reflect the needs and values of the community. This means overseeing the district’s strategic direction, approving budgets that prioritize student learning and staff support, and holding the superintendent accountable to clear goals and outcomes.

A school board member must also serve as a bridge between the district and the public, listening to families, educators, and students; promoting transparency; and making informed, student-centered decisions. Ultimately, the role is about governance, not management leading with integrity, advocating for equity, and making sure the public education system works for all students, not just a few.
As a school board candidate, my constituents are the students, families, educators, staff, and community members within the Kent School District whether or not they currently have children in school. That includes people from diverse cultural, linguistic, and economic backgrounds, and across every neighborhood our schools serve.

I believe school board members have a responsibility to listen to and represent all voices, especially those that have historically been marginalized or underrepresented in public decision-making. Ultimately, my role is to ensure that the public education system reflects the needs, values, and hopes of the entire community, not just a select few.
To support the diverse needs of the Kent School District, I would lead with equity, listening, and partnership. That means engaging directly with students, families, educators, and staff from all backgrounds, especially those who have historically been underserved or underrepresented, and making space for their experiences to shape district decisions.

I would advocate for inclusive curriculum, culturally responsive teaching, expanded language access, and professional development that helps educators support all learners. I believe in strengthening student mental health services, ensuring our hiring reflects our community’s diversity, and creating systems where every staff member feels valued and heard.

Building trust and transparency are key to ensuring our policies are responsive, just, and effective. My goal is for every student and staff member to feel seen, supported, and empowered in Kent schools.
Building authentic, trusting relationships with the broader community is foundational to my role as a school board member. I will engage in regular, two-way communication, not just during election season, but throughout my service. That means showing up in person, listening with empathy, and making space for community voices in district decision-making.

I plan to build relationships with parent-teacher associations, school site councils, student affinity groups, and employee unions, as well as neighborhood associations, and immigrant and refugee-led nonprofits. I’ll also prioritize engagement with youth-focused groups, cultural organizations, and Kent’s many multilingual families to ensure our policies reflect our full community.

In particular, I want to connect with communities who have historically been underserved or underrepresented in school board decisions because real equity work starts with listening and collaboration.
Great teaching goes beyond content delivery. It’s about building relationships, fostering curiosity, and creating a classroom environment where all students feel challenged, supported, and included. Good teaching is:

• Culturally responsive and inclusive, meeting the diverse needs of learners
• Engaging and student-centered, encouraging critical thinking and real-world connections
• Data-informed but not data-obsessed, using assessment to guide and adapt instruction, not punish
• Grounded in high expectations for all students, with scaffolds in place to help them succeed
• Reflective and adaptive, with educators continually learning and growing in their practice

How will I measure it?

As a board member, I wouldn’t directly evaluate teachers, but I would support systems that:
• Use multiple measures—classroom observations, student feedback, collaboration, and growth data
• Elevate teacher voice in evaluation design
• Ensure administrators have strong instructional leadership training

How will I support advanced teaching?
• Invest in ongoing professional development rooted in research and equity
• Expand time and resources for collaborative planning and instructional coaching
• Encourage innovation through pilot programs, grants, or peer-led PD
• Advocate for working conditions—like smaller class sizes and prep time—that allow excellence to flourish

Ultimately, great teaching thrives in a system that trusts and supports educators. As a board member, I would work to create that system.
I believe curriculum should reflect the diverse talents, interests, and futures of all students, not just those on a traditional college path. I would prioritize expanding career and technical education (CTE), apprenticeships, and real-world learning opportunities so students graduate prepared for any future they choose.

That includes building partnerships with local businesses, unions, and community colleges to create pathways in areas like healthcare, IT, skilled trades, clean energy, and early childhood education. I’d also like to see more dual credit opportunities, allowing students to earn college credit or industry certification while still in high school.

In addition, I support innovative programs that focus on project-based learning, civic engagement, and student leadership. For younger students, that could mean expanding STEM and arts integration. For older students, it means access to internships, mentorships, and culturally relevant electives.

When students see the relevance of what they’re learning, they thrive and our curriculum should reflect that truth.
To ensure schools are properly funded, I would pursue a combination of advocacy, accountability, and community partnership.

1. State & Legislative Advocacy

Washington’s public school funding system relies heavily on state funding formulas. I would:
• Advocate for full and equitable funding from the state legislature, especially for special education, multilingual learners, and mental health services
• Partner with education coalitions, local lawmakers, and the Washington Education Association to push for stable, progressive revenue sources for schools
• Oppose funding cuts and unfunded mandates that place undue pressure on local districts

2. Local Fiscal Responsibility

As a board member, I’d push for transparent, student-centered budgeting that prioritizes:
• Classroom instruction
• Educator support and fair wages
• Safe, inclusive learning environments
• Clear communication with the public about how dollars are spent

3. Community Engagement & Partnerships

I’d support:
• Grant writing initiatives and partnerships with businesses and nonprofits
• Community-driven budget feedback processes
• Bond and levy campaigns that are well-communicated and community-led

Proper funding isn’t just about dollars, it’s about values. I’ll fight for budgets that reflect our commitment to equity, opportunity, and strong public schools for all.
My policies for school safety are driven by the principles of prevention, inclusion, and student well-being not fear-based or punitive approaches. Safety means more than security measures; it means creating environments where students feel emotionally safe, physically protected, and culturally respected.

Here’s what guides my thinking:

Relationships First

The strongest foundation for safety is trusting relationships between students, staff, and families. When students are known, supported, and respected, they’re more likely to thrive and speak up when something’s wrong.

Equity and Inclusion

Safety policies must not criminalize or disproportionately impact students of color, students with disabilities, LGBTQ+ students, or those facing trauma. I support trauma-informed practices, restorative justice, and culturally responsive mental health supports.

Mental Health and Prevention

Investing in counselors, social workers, and school psychologists is key to preventing crisis. I’d prioritize early intervention, conflict resolution skills, and strong bullying prevention programs.

Smart Security Measures

Physical safety matters too: secure entrances, clear emergency plans, and staff training are important. But I’d evaluate those measures carefully to ensure they don’t make schools feel like prisons or create fear-based climates.

In short: safety means students feel cared for, respected, and protected, not policed. That’s the vision I’d work toward on the school board.
Supporting the mental health of students, faculty, and staff is essential to creating a thriving school environment. I believe in a comprehensive, preventative approach that includes:
For Students:

• Increasing access to school counselors, psychologists, and social workers
• Implementing trauma-informed practices and social-emotional learning (SEL)
• Creating safe spaces and peer support programs, especially for LGBTQ+ youth and students navigating crisis
• Partnering with community-based mental health providers for wraparound care
For Faculty & Staff:
• Providing mental health days, supportive leave policies, and access to EAP (Employee Assistance Programs)
• Promoting a positive school culture with peer collaboration, leadership support, and reduced burnout
• Advocating for manageable class sizes and workloads, which directly impact educator well-being

Ultimately, supporting mental health isn’t just a service. It’s a commitment to equity, dignity, and care for every person in the school system. As a school board member, I’d fight for that at every level.
What do farmers and mathematicians have in common? They are both Pro-Tractor.
I would like to review and strengthen policies that promote equity, transparency, and student well-being across the district. Specifically, I support revisiting discipline policies to ensure they are restorative and culturally responsive, reducing reliance on punitive measures that disproportionately impact marginalized students.

I also believe the district should enhance policies around mental health supports, ensuring access for all students and staff. Expanding language access and family engagement policies to better serve our diverse community is another priority.

Additionally, I would advocate for clearer transparency and communication policies, making sure families have timely, accessible information about budget decisions, safety protocols, and curriculum changes.

Finally, I’d explore policies that encourage innovation in curriculum and career pathways, including expanding technical training and apprenticeship opportunities to better prepare students for the future.
Artista Holman (Auburn School Board), Satwinder Kaur (Kent City Council), 11th LD Democrats, 33rd LD Democrats, 47th LD Democrats, Dave Upthegrove (Commissioner of Public Lands), Kent Education Assoc., Pat Sullivan (Former Majority Leader), Marli Larimer (Kent City Council), Catherine Williams (Kent Educator/Volunteer of the Year), Dana Ralph (Mayor of Kent), Dennis Higgins (Former Kent City Council), Toni Troutner (Kent City Council), Chris Stearns (Speaker Pro Tem), Zandria Michand (Kent City Council), John Boyd (Kent City Council), King County Democrats, Bill Boyce (Kent City Council), Brenda Fincher (Kent City Council), Adam Smith (U.S. Representative), Michael Wolfe (Former Chair 37th LD Democrats), NorthWest Progressive Women’s Caucus
My ideal learning environment is one where every student feels safe, seen, and supported both academically and emotionally. It’s a place where students can take risks, explore their interests, and see their identities reflected in what they learn and who is teaching them.

This environment is inclusive and welcoming, with culturally responsive teaching, access to mental health supports, and high expectations paired with the resources students need to meet them. Class sizes are manageable, educators are well-supported, and families are seen as partners in the learning process.

In my ideal setting, students have access to art, music, physical education, technology, and career pathwaysm not just tested subjects. Schools provide both structure and flexibility so students can grow into curious, critical thinkers who are ready for the future. And most of all, it’s a place where students know they matter because the system is built to serve them.
The Kent School District faced unprecedented challenges during the coronavirus pandemic, and I commend the dedication of educators, staff, and families who adapted quickly to keep students safe and learning. The district worked hard to implement safety protocols, provide remote learning options, and distribute resources despite ever-changing conditions.

That said, the pandemic also revealed areas for improvement. Going forward, I would prioritize clearer, more transparent communication with families and staff, ensuring timely updates and opportunities for input. I’d advocate for better technology access and training to support remote and hybrid learning when needed. Additionally, it’s vital to invest in mental health supports to address the lasting impacts of the pandemic on students and staff.

Preparedness and flexibility will be key for future crises, and I would work to build stronger partnerships with public health experts and community organizations to support our schools holistically.
To build strong relationships with parents, I will prioritize open, ongoing, and accessible communication. That means meeting parents where they are like at schools, community events, and in culturally and linguistically responsive ways. I will advocate for clear, consistent updates from the district and create regular opportunities for parents to share feedback and ask questions.

I want parents to feel like partners in their child’s education, not just observers. I’ll support policies that invite family voices into decision-making, from advisory committees to listening sessions. I also believe in transparency by explaining how decisions are made and why, so families trust the system and feel respected by it.

Ultimately, I’m here to serve the public, and that begins by building relationships rooted in trust, collaboration, and shared goals for student success.
My preferred strategies for recruitment center on equity, retention, and representation. First, we must ensure our hiring practices are inclusive and anti-biased so we attract a diverse workforce that reflects the students we serve. That means partnering with teacher prep programs, HBCUs, and community-based organizations, and removing unnecessary barriers in job postings or interview processes.

I also believe in “grow your own” programs by supporting para-educators, substitutes, and students who want to become educators or administrators, especially those from underrepresented backgrounds. Internships, mentorship, and tuition assistance can make this pathway accessible.

Finally, we need to create workplace cultures where staff feel supported, fairly compensated, and professionally valued. Recruitment without retention is unsustainable so I’d push for competitive pay, strong induction programs, mentorship, and wellness resources that help staff build long, successful careers in our district.
I believe financial transparency and government accountability are essential to building trust between public institutions and the communities they serve. Taxpayer dollars should be spent in ways that are clear, responsible, and aligned with the needs and priorities of students, families, and educators. That means making budgets understandable and accessible—not just to experts, but to everyday residents.

As a school board member, I would support regular public reporting on district finances, participatory budgeting efforts where appropriate, and consistent opportunities for community input on funding decisions. I also believe in accountability through data, oversight, and honest dialogue even when it’s uncomfortable.

Families deserve to know how decisions are made, where the money goes, and whether it’s making a difference for students. Good governance isn’t just about managing systems, it’s about earning and maintaining public trust.

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Other survey responses

Ballotpedia identified the following surveys, interviews, and questionnaires Williams completed for other organizations. If you are aware of a link that should be added, email us.

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External links

Candidate

Kent School District school board District 5
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    Footnotes

    1. ↑ Election office, "Candidate list," June 11, 2025
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