Robert Edwards (North Carolina)
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Robert Edwards ran for election to the Charlotte-Mecklenburg Schools Board of Education to represent District 4 in North Carolina. He lost in the general election on November 4, 2025.
Edwards completed Ballotpedia's Candidate Connection survey in 2025. Click here to read the survey answers.
Biography
Robert Edwards was born in Emporia, Virginia. He earned a high school diploma from Greensville County High School, a bachelor's degree from Norfolk State University in 2002, a graduate degree from Norfolk State University in 2005, and a Ph.D. from Walden University in 2018. His career experience includes working as an educator and administrator.[1]
Elections
2025
See also: Charlotte-Mecklenburg Schools, North Carolina, elections (2025)
General election
General election for Charlotte-Mecklenburg Schools Board of Education District 4
Incumbent Stephanie Sneed defeated Robert Edwards and Jillian King in the general election for Charlotte-Mecklenburg Schools Board of Education District 4 on November 4, 2025.
Candidate | % | Votes | ||
| ✔ |  | Stephanie Sneed (Nonpartisan) | 62.7 | 14,811 |
 | Robert Edwards (Nonpartisan)  | 18.6 | 4,384 | |
 | Jillian King (Nonpartisan) | 17.6 | 4,159 | |
| Other/Write-in votes | 1.1 | 260 | ||
| Total votes: 23,614 | |||
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Endorsements
Edwards received the following endorsements.
Campaign themes
2025
Ballotpedia survey responses
See also: Ballotpedia's Candidate Connection
Robert Edwards completed Ballotpedia's Candidate Connection survey in 2025. The survey questions appear in bold and are followed by Edwards' responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.
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I am Dr. Robert L. Edwards, but to most, I’m simply Robert. I was born and raised in Emporia, Virginia, in a family and faith-filled community that taught me the values of compassion, resilience, and standing up for others. My journey has always been about service. At 22, I began teaching music in K-12 schools and mentoring at-risk youth while also working in a mental health facility. That early passion for helping others evolved into roles in higher education, where I taught, advised student organizations, and created Community Arts Connect. This program links my students with the community.
In 2010, I joined Johnson C. Smith University as Director of Bands and Professor of Music, where I also supported community initiatives and collaborated with local leaders. The pandemic renewed my focus on behavioral health, where I worked with individuals with developmental disabilities and mental health challenges, helping them build independence and stability. In 2023, I joined CMS as part of the teaching residency, and I am now proud to serve as an EC teacher and Compliance Facilitator at Cochrane Collegiate Academy.
My career has focused on advocating for equity, wellness, and opportunity for all students. After years of supporting leaders, it’s time for me to step forward. If elected, I’ll work tirelessly for the students, families, and educators of District 4. Together, we’ll strengthen our schools so every child has the tools to succeed.- 1. Equity & Opportunity: Every student, especially those in Title I and EC programs, deserves access to quality education, resources, and support to thrive. Every Educators should be provided with fare pay and teacher autonomy with out overbearing micromanagement.
2. Wellness & Safety: I will prioritize mental health, school safety, and trauma-informed practices so students and staff feel supported every day.
3. Community Voice: I believe in transparency, partnership, and speaking boldly. Families, educators, and community members must have a real voice in shaping decisions for District 4 schools together. - I will champion mental health supports, safe learning environments, and trauma-informed practices in every classroom. Our students cannot reach their full potential if their emotional and social needs go unmet. By strengthening school-based mental health partnerships, supporting teachers with resources, and ensuring every child feels safe, we can build a stronger foundation for learning and growth in District 4.
- I believe families, educators, and community members must have a real voice in shaping decisions for our schools. I will work to make data and policies clear, accessible, and transparent, so even students can understand how decisions affect them. By building trust and ensuring open communication, District 4 can move forward together, making choices that truly reflect the needs and hopes of our community.
I am passionate about addressing the key issues facing CMS today: unresolved funding challenges, ongoing staffing shortages, and community distrust regarding transparency and student safety. The complex student assignment processes and post-pandemic struggles with engagement and mental health exacerbate these concerns. My focus is on equity in education, expanding school-based wellness supports, and rebuilding trust with families and educators so every child in District 4 has the chance to succeed.
I look up to anyone who brings positivity, hope, and perseverance. When I meet people who have overcome challenges and still possess the strength to encourage others, I see role models worth following. If I had to choose one example, it would be Nelson Mandela. He embodied principle, faith, determination, and strategy, and his quote, “The brave man is not he who does not feel afraid, but he who conquers that fear,” has guided me through my challenges. I once had the honor of meeting his grandson while working at JCSU. He was an international student there, and his humility reflected the same character as his grandfather. Mandela’s life reminds me to lead with courage, to fight for others’ rights, and to never give up during challenging situations.
The most important characteristics for an elected official are integrity, transparency, and accountability. Leaders must be honest and consistent in their actions, ensuring that decisions prioritize the needs of students and their families. Transparency fosters trust, particularly when communities seek transparent communication regarding safety, funding, and policy. Accountability means listening to educators, parents, and students while taking responsibility for outcomes. An effective leader also needs compassion, understanding of the fundamental challenges families face, and the courage to stand boldly for what is right, even when it’s difficult.
The core responsibilities of a school board member include setting policy, ensuring fiscal responsibility, and keeping students at the center of every decision. The position entails providing oversight that ensures resources are utilized effectively, advocating for safe and supportive learning environments, and holding the district accountable to state and federal standards. In respect and professionalism, it is also the responsibility of a board member to question and challenge state and federal standards if they do not align with the community’s current situation. It also includes engaging openly with families, educators, and community members to rebuild trust. Ultimately, the role is about striking a balance between governance and transparency while ensuring that every child has equitable access to a high-quality education.
The legacy I want to leave is that helping others is more important than self-interest, greed, or hate. I’ve always been someone willing to give my last and stand up for others, often before myself. I hope to inspire people not to give up on themselves and to put others first whenever possible. I also want my legacy to encourage accountability and the power of self-reflection, reminding us that real change begins within. If people remember me for my creativity in the arts, my work ethic, compassion, perseverance, and commitment to lifting others, then I will have lived my purpose.
The first historical event I vividly remember is 9/11. I was a sophomore at Norfolk State University, about 20 or 21 years old. During the morning of the incident, I was sleeping, and a bandmate knocked on my door, telling me to turn on the TV. He was in a state of panic when I turned on the television. I could hardly believe what I was witnessing. It was as if I were watching a scene from a movie rather than something in real life. Although our area wasn’t in immediate danger, my mind raced the entire day with “what-ifs,” since Norfolk is surrounded by water with only bridges and tunnels in or out. Later that day at band practice, I couldn’t help but keep my eyes on the sky, fearful that a plane might come crashing down. That sense of uncertainty and fear is a moment that has stayed with me ever since.
My very first job was at Simmons’ Truck Stop, which is now the Huddle House Restaurant in Emporia, Virginia. I started working there in the 11th grade and stayed until I graduated from high school. That experience taught me the value of hard work, showing up consistently, and treating people with respect, lessons I still carry with me today. It was more than just a paycheck; it gave me a strong foundation in responsibility and service, which continues to guide my work as an educator and community leader.
One of my favorite books is The Secret by Rhonda Byrne. While it may not be the ideal book for everyone, it reflects faith-based principles that resonate with me. The book highlights the power of positive thinking and gratitude while also emphasizing the importance of mental health, reminding us that with the right mindset, anything is possible. Its message encourages me to view challenges as opportunities and to lead with hope and determination. As an educator and advocate, I carry these lessons forward, believing that faith, perseverance, and mindset can create real change.
If I could be any fictional character, I would choose a male version of Olivia Pope from Scandal. Olivia, being fearless, charismatic, and determined to protect those she cares about, epitomizes problem solving. Although her personal life is much more dramatic than mine, I admire her ability to tackle problems effectively and decisively; her ability to strategize efficiently and her ability to think quickly under pressure are inspiring. I see my journey reflected in her character. Every job role I’ve occupied has required me to identify solutions, provide support to others, and devise successful strategies. Like Olivia, I thrive on helping people overcome challenges and move forward stronger.
To be completely transparent, one struggle in my life has been learning to take time for myself. I’ve always been someone who puts others first, and while that has shaped my service and leadership, it has also meant neglecting my needs. Over the years, many mentors and successful people have reminded me of the importance of balance and self-care. I’ve had moments where I’ve stopped to recharge, but I am still learning how to prioritize my well-being consistently. This journey has taught me that taking care of myself is not selfish; it’s necessary to continue serving others effectively.
The primary role of a school board member is to serve and make informed decisions, acting as a voice for students, families, and educators, while ensuring that schools have the necessary resources and policies in place to succeed. That means setting clear priorities, adopting budgets that reflect community needs, and holding the district accountable for results. A board member must also ensure transparency, communicate openly with stakeholders, and make decisions that prioritize equity, safety, and student achievement. At its heart, the role is about service, leading with integrity so every child has the opportunity to thrive.
My constituents are the students, families, educators, and community members of District 4. Regardless of the outcome of my election, my primary responsibility is to represent our students, prioritizing their safety, wellness, and success in every decision. Families are also key constituents, as they trust CMS to provide opportunities that prepare their children for the future. Teachers and staff are essential partners whose voices must be heard and supported to create healthy and productive school environments. Ultimately, the broader community, including neighbors, local leaders, and stakeholders, relies on strong schools to build a stronger Charlotte.
I will support the diverse needs of students, faculty, staff, and the community by ensuring policies and resources promote equity, wellness, and accountability. This means addressing unresolved funding and staffing shortages, strengthening mental health and safety supports, and simplifying communication so that families understand the decisions. To accomplish this, I will listen, hold community forums, encourage parent and staff engagement, and provide clear and transparent data. I will strive to establish secure and welcoming schools that value the opinions and expectations of all stakeholders. My efforts will contribute to the success of every child and educator as I work with the other board members and the superintendent.
Building relationships begins with actively listening and showing respect. I will hold regular community forums and listening sessions in District 4 schools and neighborhoods to ensure families feel heard. I will partner with parent groups, teacher associations, and student organizations, while also engaging faith leaders, small businesses, and nonprofits that serve our youth and families. I will work with advocacy groups focused on equity, mental health, and after-school programs to align resources with student needs. By collaborating with these stakeholders, we can rebuild trust and create solutions together.
Yes. The one-size-fits-all approach and the "do as I say" teaching method in schools need to change. Every student learns differently, and rigid, standardized methods often leave behind those with unique needs, particularly students from EC and Title I backgrounds. Although teachers are required to incorporate differentiation in each lesson, the pressure of meeting strict pacing and testing deadlines often makes this unrealistic. I support protecting academic freedom so teachers can use creativity, cultural relevance, and innovative approaches. The curriculum should remain rigorous yet adaptable, designed to engage, inspire, and prepare students for a changing world.
To ensure schools are adequately funded, I will advocate for equity-based budgeting that directs resources to schools and students with the greatest needs, especially those in Title I and EC programs. I will push for stronger collaboration with county and state leaders to secure fair funding and ensure CMS receives its share of resources. Transparency is key; I support open budget reporting so families and staff can see where dollars go. I will also explore community partnerships and grants that supplement funding without placing a burden on taxpayers. Every dollar should be spent strategically to support teaching, safety, and student wellness.
Prevention, wellness, and trust drive my policies for school safety. Safety begins with being proactive and providing awareness, creating supportive environments where students feel valued and connected, and reducing the risk of conflict or crisis. I believe in a balanced approach, which includes clear safety procedures, well-trained staff, and trauma-informed practices that de-escalate rather than punish. Providing mental health supports is crucial; meeting students’ emotional needs makes schools safer for everyone. Transparency and community partnership are crucial; families and staff must have confidence that their concerns receive attention and that safety plans accurately represent their perspectives.
I will support the mental health needs of students, faculty, and staff by expanding school-based and non-school-based counseling and wellness partnerships, ensuring that every school has access to the necessary resources. I believe in promoting trauma-informed practices through realistic professional development that equips staff without overwhelming them. Supporting teacher and staff wellness is also crucial, as it reduces unnecessary workloads and personal stress, which in turn may promote a healthy work balance. Ultimately, I will advocate for alternative funding, endowments, sponsorships, and transparent communication, ensuring that families, educators, and the community can trust that mental health remains a priority in District 4 schools.
CMS needs to shift away from uniform policies that fail to align with the realities of classrooms. Strict pacing and testing deadlines make it unrealistic for teachers to fully meet the diverse needs of students, even though differentiation is required and beneficial in every lesson. I would advocate for policies that provide educators with greater flexibility and protect academic integrity, integrity, and freedom, allowing them to utilize creativity and culturally responsive approaches. I also support stronger transparency policies, providing families with clear, plain-language updates on budgets, safety, and student progress, to rebuild trust and strengthen community partnerships.
None at the moment.
My ideal learning environment is one where every student feels safe, supported, and inspired to learn and grow. This environment of ideas would also provide educators and students with certain levels of autonomy. The perfect learning environment strikes a balance between meeting academic expectations and social-emotional wellness, providing teachers with the necessary tools and time to cater to diverse learning needs. Additionally, my concept of an ideal learning environment is one where teachers have academic freedom within the boundaries of state learning standards. Classrooms should reflect equity, ensuring that Title I, EC, and all students have access to resources and opportunities comparable to those of the general student population. Trauma-informed practices and inclusive curriculum aid teachers while ensuring students develop confidence, creativity, and resilience for life beyond the classroom.
I will build relationships with parents by maintaining open, consistent, and approachable communication. This involves hosting regular parent forums and school-based listening circles, attending community events, and providing clear and concise updates in plain language that are easy to understand. I will also create opportunities for parents to partner in decision-making through advisory groups and feedback sessions. In addition, I will maintain an open-door policy through social media to engage with parents, answer questions, and ensure their voices truly shape the future of District 4 schools.
My ideal learning environment is one where every student feels safe, supported, and inspired to learn and grow. The perfect learning environment strikes a balance between meeting academic expectations and social-emotional wellness, providing teachers with the necessary tools and time to cater to diverse learning needs. Additionally, my concept of an ideal learning environment is one where teachers have academic freedom within the boundaries of state standards of learning. Classrooms should reflect equity, ensuring that Title I, EC, and all students have access to resources and opportunities comparable to those of the general student population. Trauma-informed practices and inclusive curriculum aid teachers while ensuring students develop confidence, creativity, and resilience for life beyond the classroom.
Yes. There should be a shift from a uniform curriculum approach. As I’ve noted before, while teachers are required to differentiate instruction, the pressure of strict pacing and testing deadlines makes the current system unrealistic, leaving many students behind, especially those in EC and Title I programs. I would support policies that allow for more flexible, student-centered instruction and protect academic freedom, enabling teachers to be creative and culturally responsive. In addition, I’d like to see more emphasis on 21st-century skills, such as financial literacy, technology, and AI readiness, to prepare students to meet companies’ new technology shift.
Artificial intelligence should be a supportive tool, not a replacement for educators. AI can help reduce the workload by automating routine tasks, such as data analysis, progress tracking, and communication updates, thereby freeing teachers to focus more on students. I can see each teacher with their own personal AI teacher assistant to help with specific tasks. It can also provide earlier detection of student challenges and offer educators targeted suggestions for improvement, including the best differentiation strategies and “I do, we do, you do” staff-beam approaches. At the district level, AI can provide leaders with clear insights. For families, it can simplify data into easy-to-understand updates, delivered daily, weekly, or as needed, before the end of the quarter, in student progress notes. All AI use must be transparent, protect student privacy, and keep human decision-making at the center, providing educators with complete autonomy.
One story that has stayed with me came from a voter who shared their disappointment after placing hope in a leader who never delivered on their promises. They voted believing change would come for their family’s situation, but instead, they struggled even more. Hearing that reminded me how deeply personal elections are; voters aren’t just choosing leaders, they’re putting trust in someone to fight for them. This experience also demonstrated the importance of consistent communication and genuine effort in ensuring voters' concerns receive attention and resolution.
An accomplishment I am most proud of is regaining control of my physical and mental health after the pandemic. During that time, I faced serious challenges: rapid weight gain, type 2 diabetes, high blood pressure, and eventually a mental breakdown at work. Overwhelmed and unhappy, I knew I had to make a change. After resigning from my university position, I refocused on my well-being, committed to healthier habits, lost the weight, and returned to where I should be for my age and height. Today, I feel strong and balanced. This journey showed me that wellness is essential for success, which is why I believe the health of both educators and students must remain at the forefront of every decision.
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See also
2025 Elections
External links
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Candidate Charlotte-Mecklenburg Schools Board of Education District 4 |
Personal |
Footnotes
- ↑ Information submitted to Ballotpedia through the Candidate Connection survey on October 6, 2025
