Candidates say academic rigor and 'whole child' supports are complementary, not opposed
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Summary
At an APS candidate forum, speakers rejected a zero-sum framing between academic rigor and whole‑child supports, and urged standards‑aligned instruction combined with social‑emotional supports, enrichment and community partnerships.
Candidates at the Albuquerque Public Schools forum urged that academic rigor and whole‑child supports are mutually reinforcing, and described strategies to balance both within the district’s strategic goals.
Courtney Jackson said the board should honor guardrails that seek “high quality, grade level instruction” while ensuring wraparound services and community engagement so students get both rigorous instruction and supports that address social and emotional needs.
Several candidates, including Kristen Wood Hegner and Margaret Warrigia Bowman, said developmentally appropriate, interactive curricula and reduced screen time were part of supporting the whole child. Danielle Gonzalez emphasized that rigorous instruction and inclusive school climates are integrated, arguing that social‑emotional development and academic development are “fully integrated.”
Proposals included expanding community schools, advisory periods to build adult‑student relationships, enrichment (arts and extracurriculars), and professional development so teachers can deliver high‑quality instruction while meeting students’ broader needs.
The candidates’ remarks were policy positions for election platforms; no board actions were taken at the forum. Any district changes would need board direction, budget prioritization and operational follow‑through by the superintendent and school leaders.