BY ANTONIO R. JAURIGUE
Candidate
LAPS School Board District 2

I recently posted about an enlightening conversation I had with a community member, but I’d like to expand on that here and use this opportunity to reinforce my values and what drives me to stand up for all students in our system.

The other day, while knocking on doors, I had a conversation that stopped me in my tracks. During our discussion, I explained my values and priorities for our schools, how I want every student to feel valued, supported, and successful, even if their strengths don’t fit neatly into traditional measures of academic performance.

She responded with, “That was me. I was one of the dumb kids.” She said it in a semi-dismissive tone, like it was a joke she had learned to play off throughout her life. I gently interjected to tell her, “You aren’t dumb. You just have different strengths.” As we talked, it became clear how deeply that label had shaped her life.

That moment hit me hard. Here was a woman who had lived her entire life carrying that label, “dumb”, simply because she didn’t excel in math or science classes. I walked away thinking of all the students who have felt the same way: students who, through no fault of their own, didn’t fit into the narrow boxes that standardized test scores and traditional academic measures often create. Many of these students likely excelled in other areas that our schools offer, but those strengths weren’t as celebrated or elevated as the mainstream subjects.  I think of my father, who despite failing in school still grew up with a shadow of shame, despite the fact that he and my mother provided for four kids.   

This is one of the core reasons I’m running for School Board. I believe that every student deserves to feel seen, valued, and supported, not just the students who thrive in traditional academic subjects. Academic excellence is critical, but it must be broad, inclusive, and meaningful. Academics are more than test scores; they’re about giving students the tools to think critically, solve problems creatively, and discover their own strengths.

If our schools give a student opportunities to learn music, culinary skills, or any of the trades, and that student is energized by discovering what they’re good at, and builds a life after graduation on that foundation, that is academic success.

I want our schools to provide a rigorous academic curriculum that challenges students and prepares them for their futures, whether that future is college, a career, the arts, a trade, or service. But I also want that rigor to be coupled with the right support, so no student is left behind or made to feel “less than.” Every child, whether they excel in math, science, art, music, athletics, leadership, or kindness, deserves to be celebrated for what makes them unique.

That means supporting teachers and families just as strongly as we support students. Our educators should have the autonomy, tools, and professional development they need to teach creatively and effectively. They should be empowered to reach students and help them recognize their strengths, especially when the world might make them feel “dumb.” They should feel trusted and supported, not overburdened by bureaucracy. And families should feel like partners in their children’s education, empowered to engage, collaborate, and help shape their child’s learning journey.