Roseanna Camacho (Bethel School District school board District 3, Washington, candidate 2025)
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Roseanna Camacho is running for election to the Bethel School District School Board to represent District 3 in Washington. She is on the ballot in the general election on November 4, 2025.[source]
Camacho completed Ballotpedia's Candidate Connection survey in 2025. Click here to read the survey answers.
[1]Biography
Roseanna Camacho provided the following biographical information via Ballotpedia's Candidate Connection survey on September 11, 2025:
- High school: George Washington High School
- Bachelor's: Pacific Lutheran University, 2003
- Bachelor's: Washington State University, 2019
- Associate: Tacoma Community College, 2011
- Gender: Female
- Religion: Catholic
- Profession: Nurse
- Prior offices held:
- Bethel School District, School Director, District 3 (2018-Prsnt)
- Incumbent officeholder: Yes
- Campaign slogan: Strong Schools. Bright Futures.
- Campaign endorsements
- Campaign Facebook
- Campaign Instagram
Elections
General election
The general election will occur on November 4, 2025.
General election for Bethel School District school board District 3
Roseanna Camacho and Mark Reid are running in the general election for Bethel School District school board District 3 on November 4, 2025.
Candidate | ||
Roseanna Camacho (Nonpartisan)  | ||
| Mark Reid (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. | ||||
Endorsements
Camacho received the following endorsements. To view a full list of Camacho's endorsements as published by their campaign, click here. To send us additional endorsements, click here.
Campaign themes
Ballotpedia survey responses
See also: Ballotpedia's Candidate Connection
Roseanna Camacho completed Ballotpedia's Candidate Connection survey in 2025. The survey questions appear in bold and are followed by Camacho's responses. Candidates are asked three required questions for this survey, but they may answer additional optional questions as well.
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- Student Achievement & Opportunity – I am committed to ensuring every student has the support, resources, and pathways they need to succeed—whether through strong academics, Career & Technical Education, or wraparound services. This includes supporting programs that prepare students for both college and careers. I also believe in early intervention, individualized support, and recognizing multiple paths to graduation so no student is left behind. Every child deserves the chance to reach their full potential and the resources and support program to get there.
- Fiscal Responsibility – I believe in using taxpayer dollars wisely by balancing today’s urgent needs with long-term planning, ensuring sustainable growth without waste. During my tenure, I have focused on strong stewardship of taxpayer dollars while ensuring resources directly support students and classrooms.
Fiscal responsibility means balancing today’s urgent needs with long-term sustainability. As our community grows, it is essential to “right size” schools—building and renovating where needed to relieve overcrowding, while also avoiding over-expansion.
Transparency and clear communication with the public are essential so that families know how their tax dollars are being used and feel confident in supporting future levies and bonds. - Stronger Families & Communities – Schools thrive when families, educators, and community partners work together. I believe in strengthening partnerships with local organizations, higher education, and employers to give students real-world opportunities and supports that extend beyond the classroom. This includes wraparound services, access to mental health care, collaboration w/families & community-based resources. I do have a 4th very important key message. Supporting Teachers & Staff – I will advocate for fair wages, professional development, tools that reduce burnout, and resources so teachers and staff can focus on what matters most—teaching and caring for students.
Students also need access to mental health supports, better funding for nurses, social workers, and psychologists to address health care disparities that affect learning, growth, and student potential. As such, I support innovative programs that recognize the unique circumstances of each student with an emphasis on social justice within school discipline, using restorative practices that provide students with safe spaces to learn and grow.
Integrity means doing what is right even when it is difficult, and making decisions that put students and community first. Accountability means being transparent with the public and open about how and why decisions are made. An elected official must also be collaborative, fiscally responsible, and forward-thinking—always planning for both today’s needs and tomorrow’s challenges. Above all, they must serve with humility and a commitment to the common good.
Another event that shaped me deeply was the election of Barack Obama as the first black president. I remember feeling a tremendous sense of hope, pride, and possibility. It was a powerful reminder of how far our nation had come and of the importance of representation, equity, and breaking barriers for future generations. His election reinforced my belief that leadership rooted in empathy and vision can inspire real change.
I also carry memories of the Challenger disaster, which occurred when I was 10 years old. Like many students across the country, we watched as Christa McAuliffe, the first teacher chosen to go into space, prepared to launch, and then witnessed the tragedy unfold. It was devastating and difficult to process at such a young age, and it left a lasting impression about the risks of innovation and the fragility of life.
When the Berlin Wall fell in 1989, I remember reading the newspaper and asking my father why it was so important. His explanation helped me understand how powerful it was for people to reclaim their freedom and dignity, and that conversation has stayed with me as a reminder of the value of democracy.
What resonates most with me is the way the book portrays growth—not just in terms of material success, but in the endurance of the human spirit through hardship. The honesty with which Buck describes both triumph and failure reminds me that progress is rarely linear, and that true achievement often comes from overcoming obstacles rather than avoiding them.
I connect with this book on a personal level because it parallels what I see in education, healthcare, and community work. Students and families, like the characters in the story, often face circumstances beyond their control, yet their resilience and determination drive them forward. The Good Earth reminds me that our responsibility as leaders is to create conditions where people can thrive even amid struggle.
While this has often been frustrating, it has also given me a unique perspective. I know firsthand that test scores do not always reflect intelligence, capability, or future potential. They are one snapshot in time, influenced by circumstances far beyond content knowledge—like anxiety, environment, or even access to resources. Because of this, I strongly believe students should never be judged solely by test scores. Assessments must be balanced with other measures—projects, portfolios, classroom performance, and growth over time—that give a more complete picture of learning.
This struggle has also shaped how I view teachers. Their success cannot be reduced to how students perform on standardized tests. Teachers bring creativity, compassion, and dedication that are not captured in a score report. My own experiences have made me passionate about advocating for policies that reduce the overreliance on high-stakes testing and that recognize the broader skills, achievements, and contributions of both students and educators.
For students, I will advocate for fully funded special education, multilingual learner programs, and culturally responsive teaching that reflects the diversity of our community. I believe in expanding Career & Technical Education and alternative pathways to graduation so students can succeed whether they pursue college, a trade, or another calling. I also support stronger mental health resources—more nurses, social workers, and psychologists—so that students can access care when they need it and remain engaged in learning. I want schools to be places where students not only achieve academically but also feel valued, supported, and connected.
For faculty and staff, I will advocate for fair compensation, competitive benefits, and professional development that keeps teachers and staff at the forefront of their fields. I believe smaller class sizes and access to the right instructional tools reduce burnout and improve morale, enabling educators to focus on what matters most—teaching and mentoring students. I also support building stronger pipelines to address staffing shortages and creating collaborative environments where teachers and support staff feel respected and heard.
At the state level, I believe we must fix inequities in the way schools are funded. Too often, we depend too heavily on local property taxes, which leaves some communities at an advantage and others at a disadvantage. I strongly support the state's paramount duty of fully funding special education so districts don’t have to pull money away from other essential programs just to meet basic needs.
Locally, I believe in balancing responsibility with vision. In Bethel, we’ve worked hard to relieve overcrowding by building new schools and renovating existing ones, but we also know growth will not last forever. Bethel has been in a period of rapid growth, but we also know that growth will eventually slow due to economic and demographic shifts. We must strike the balance between satisfying today’s needs—like relieving overcrowding and maintaining modernized facilities—while not overexpanding in ways that could leave us with empty buildings or wasted resources in the future.
Transparency is also key. I want families and community members to see exactly how their tax dollars are supporting classrooms, staffing, and student safety. When people can see the impact, they are more willing to continue supporting levies and bonds that fund essential services.
Bullying is a concern in schools across America, & it is a problem that affects learning, mental health, & overall school climate. I believe schools must respond with strong anti-bullying policies, restorative practices that allow students to repair harm & rebuild relationships, & staff training so that every adult in the building knows how to recognize & address bullying effectively. We must also empower students through education & peer-led initiatives, teaching them that respect & inclusion are non-negotiable values in our schools.
At the same time, the randomness of assaults—whether in hallways, on playgrounds, or in the community—remains a pressing issue. Schools must be prepared with clear emergency protocols, well-trained staff, & regular safety drills that are developmentally appropriate & trauma-informed. Investing in school design & infrastructure that promotes visibility & security is another important measure to reduce risks.
For students, I would advocate for increasing funding and access to school counselors, psychologists, and nurses, as well as programs that continue to promote social-emotional learning. These supports help identify challenges early and provide interventions that may prevent progression to major crises. Partnerships with community organizations can also expand access to services outside of school hours, ensuring continuity of care. In Bethel, we are fortunate to have school-based clinics that provide mental health, medical, and dental care, and I strongly support sustaining and expanding these services so students can access critical care without barriers.
For faculty and staff, mental health support means addressing workload, preventing burnout, and ensuring that educators have access to counseling or employee assistance programs. It also means creating policies that support work-life balance and reduce stigma around seeking help. A supported teacher is a stronger teacher, and their well-being directly impacts the classroom environment.
Culturally, I believe schools must foster openness and respect around mental health. This includes training staff to recognize warning signs, equipping students with strategies for resilience, and making sure parents and caregivers are included as partners in support.
Finally, I would ensure that mental health initiatives are funded responsibly and sustainably, so we don’t have to choose between supporting well-being and maintaining strong academic programs. Addressing mental health is not an “extra” but a foundation for student achievement and staff retention.
Bethel Education Association (BEA)
I would also like to see a renewed focus and expansion on civics education. This should include learning how to respectfully debate, listen to others, and engage with opposing views. Students should graduate ready to participate actively in democracy—by voting, volunteering for causes they believe in, and working to make a difference in their communities. Healthy debate and critical conversations, when paired with civic action, prepare students to be thoughtful, engaged citizens who can shape positive change.
In addition to financial literacy and civics, I believe schools must expand digital literacy and AI education. Students live in a world where technology is advancing rapidly, and they need to know not only how to use it, but also how to evaluate information critically, recognize misinformation, and understand issues of data privacy and security. Digital literacy should include responsible use of social media, online communication skills, and an understanding of the ethical implications of technology.
As AI becomes increasingly present in higher education, the workplace, and daily life, it is vital that our students learn how it works, what its limits are, and how it can be used responsibly. AI education should empower students to use these tools as a supplement to creativity and problem-solving, not as a replacement for critical thinking.
For teachers, AI can help reduce administrative burdens by assisting with tasks like grading short assignments, analyzing student data, or creating lesson plan frameworks, freeing up valuable time for direct student interaction. AI-driven tools can also support professional development, giving educators access to resources & strategies customized to their classroom needs.
In school operations, AI can improve communication with families by translating information into multiple languages, streamlining scheduling, & even identifying patterns in attendance or performance that signal when students need early intervention. Of course, all AI use must be paired with strong oversight, data privacy protections, & training so staff & students understand both the benefits & the limitations of these tools.
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Other survey responses
Ballotpedia identified the following surveys, interviews, and questionnaires Camacho completed for other organizations. If you are aware of a link that should be added, email us.
See also
2025 Elections
External links
Footnotes
