Four candidates are seeking three seats on the Hamilton Township Board of Education in the Tuesday, Nov. 3, general election. Each seat carries a three-year term.
The race features incumbents Christina Harvey, Denise Soto and Meaghan Stanton and challenger Angela Lea.
Harvey, Soto and Stanton are running as a slate under the slogan “Mothers. Leaders. Advocates.” Lea is running under the slogan “Elevating Educational Excellence.”
Harvey currently serves as vice president of the Hamilton Township Board of Education. In addition to serving on the board, she volunteers with organizations including Girl Scouts and St. George Greek Orthodox Church and its PTO.
Harvey works full time as a lawyer and is the mother of two Hamilton Township School District students. She said her experience gives her insight into the board’s previous work on issues including student safety, opportunities for students and the implementation of district policies.
Lea has spent more than 30 years working with children and families. A retired speech-language pathologist, she is also a parent and doctoral candidate whose research focuses on parent training and early literacy.
She said her professional experience, personal investment in the district and background in education shaped her decision to run for the school board.
Soto is a lifelong Hamilton resident, Steinert High School graduate and parent of a Steinert student. Her mother was an educator, an experience Soto said helped shape her view of education.
A first-generation Egyptian American, Soto has volunteered in Hamilton schools for more than 15 years and is completing her first term on the Board of Education. She said she is committed to ensuring that every Hamilton student feels supported and valued regardless of background.
Stanton is a third-generation Hamilton resident and the parent of a Hamilton Township School District student.
She has worked in special education and disability advocacy since 2011 and is pursuing an advanced degree in disability studies focused on expanding opportunities and equity for people with disabilities.
During her first term on the board, Stanton supported the implementation of Multi-Tiered Systems of Support, expanded Advanced Placement opportunities, programs recognizing students who earn the Seal of Biliteracy and the MyRide K-12 transportation tracking system.
The Hamilton Post asked all four candidates about their backgrounds, reasons for running and priorities for the school district.
Why did you decide to run?
Harvey: I am running for a third term because I have begun important work to benefit our district that I would like to continue. One of my goals is to improve our district facilities that are aging.
The board published its Long-Term Strategic Plan, and many of the things on that plan are still in process. For instance, the district must move forward to bring about universal pre-K, continue to renovate our existing buildings, and ensure that all students have access to the basics, such as dedicated rooms for programs like art and music.
Lea: I am running to serve our children, give back to our community, and contribute my more than 35 years of experience as a speech-language pathologist to the Hamilton Township Board of Education.
Throughout my career, I have worked alongside students, families, educators, administrators and student-support professionals, giving me a broad perspective on the importance of academic excellence and the resources and support every child needs to succeed.
As a Hamilton Township parent, I have personally experienced our schools and watched my daughter grow through the district. Now, I want to give back to the community that has been an important part of our family’s journey. I hope to be a voice for students, a partner to families, a collaborative advocate for educators and staff, and a champion for Elevating Academic Excellence for every student.
Soto: Serving on the board is deeply personal to me. I chose to run because I strongly believe we have a responsibility as a community to ensure every student can learn, participate and thrive in an environment where they feel safe, respected and valued.
As a proud parent of a child who is part of the LGBTQ+ community, I know personally how important that is. I also saw community members eager to join boards to exclude certain students from activities and support policies that could make students feel unsafe. I believe our board must protect opportunity, dignity and belonging for every child.
Stanton: I decided to run for a second term because serving the Hamilton Township School District is deeply connected to my family and professional experience. As a third-generation Hamiltonian and parent of an HTSD student, I have a personal connection to the future of our schools.
My more than 15 years of experience in special education and disability advocacy have also shaped the perspective I bring to the board. During my first term, I have been able to contribute to district initiatives and collaborate with families, educators, administrators and fellow board members. I want to continue that work.
What separates you from other candidates in the race to represent the township on the school board?
Harvey: As a practicing attorney, I bring my legal knowledge to the board discussions, such as when we discuss statutory and regulatory requirements. Having sat for the last six years on the Finance Committee and the board itself, I also bring knowledge regarding past remedies, their success and how to move forward.
For instance, I lobbied for an app so that parents can track their child’s bus. While it was launched this spring, it does not offer the full capabilities that other districts offer. I want to use my knowledge to improve this and other offerings in the district.
Lea: What separates me is the depth and diversity of my perspectives and my lifelong connection to Hamilton Township. I began my educational journey here at age 2 and have experienced this community as a student, homeowner, parent, professional and community servant.
As a retired speech-language pathologist and parent of a Wilson, Reynolds and West alum, I understand students, families and educators from multiple perspectives.
My expertise in early intervention, literacy, language development, special education and family engagement, combined with my doctoral research in parent training and preschool literacy, brings a research-informed approach. I am committed to Elevating Academic Excellence through collaboration, accountability and action.
Soto: I bring a combination of lived experience, board experience and professional leadership. As a lifelong resident, HTSD student and parent, and longtime PTA volunteer, I know Hamilton’s schools and have firsthand experience navigating special education services.
I have also served my first term on the board and serve as its Personnel Committee chair.
Professionally, I bring more than 20 years of nonprofit leadership in fundraising, communications, organizational strategy and community engagement. These experiences give me a broad perspective on students, families, educators and organizational operations. I approach board service by listening, asking thoughtful questions, using data and focusing on long-term outcomes.
Stanton: My background combines lived experience as a parent and lifelong Hamiltonian with more than a decade of professional experience in special education and disability advocacy.
I have worked directly with children and adults with disabilities and am pursuing an advanced degree in disability studies.
As a current board member seeking a second term, I also have experience with the responsibilities of school governance, including policy discussions, district initiatives and working with administrators and community members. That combination gives me a perspective grounded in both direct experience with students and families and service at the board level.
What do you see as the most pressing issue facing the school board and why?
Harvey: The biggest problem facing our schools involves student achievement and test scores. Test scores are the metrics by which our schools are gauged.
Improving students’ achievement in schools can lead to better overall success after graduation. At the same time, high test scores lead to increased property values. Increased property values add to the tax base, which then provides greater revenues to improve our schools, so attacking this problem helps the entire community.
Lea: I believe the most pressing issue for the Hamilton Township School Board is ensuring every student has equitable access to the academic resources and support needed to succeed.
Students have diverse learning needs, and the Hamilton Township Board of Education must address achievement gaps early. Elevating Academic Excellence means maintaining high expectations while identifying barriers to student success, strengthening foundational skills, supporting educators and ensuring students, including those requiring additional support, have meaningful opportunities to achieve.
Soto: One of the most pressing challenges is ensuring every Hamilton student has meaningful access to the academic opportunities, resources and support they need to succeed. Our district has made progress, including recognition from the New Jersey Department of Education for increasing equity in AP and IB enrollment.
We need to sustain that momentum while continuing to address achievement gaps, strengthen special education and student support, and expand opportunities in academics, career and technical education, fine arts, athletics and extracurricular activities. I believe a successful school system prepares every student for college, careers and life while recognizing that students have different needs and pathways to success.
Stanton: One of the most important ongoing challenges for the board is balancing the needs of a large and diverse student population with available resources. HTSD serves approximately 12,000 students across 23 schools, with programs ranging from pre-K through high school, including bilingual education, gifted education and special education.
The district must continue providing appropriate academic and support services while making responsible financial decisions. Special education is an important part of that conversation because students require individualized supports and services, while the district must also maintain sustainable staffing and programming.
How would you go about solving that issue?
Harvey: My plan for improving student achievement begins with three main goals for each school: ensuring children feel safe; ensuring students have the support for academic achievement, including tutoring and total class assistance; and taking actions against absenteeism.
Creating positive reinforcement programs that encourage student participation and achievement, like special rewards when students have no or limited absences, can lead to student improvement. Mentoring programs, especially connecting older, involved students with younger ones, can show students how engagement leads to student success.
Special programs should also be offered consistently across the district, such as after-school clubs and programs, assemblies and guest speakers.
Lea: I would work collaboratively to analyze and research potential solutions through data-driven decision-making, early intervention, strong instructional practices, educator support and meaningful family engagement.
We should identify achievement gaps early, provide targeted interventions, monitor outcomes and adjust strategies when necessary. I would also advocate for resources that support teachers, special education, literacy, mathematics and student services. Elevating Academic Excellence requires measurable goals, collaboration, accountability and a commitment to continuous improvement.
Soto: I would focus on data, collaboration, listening and accountability. The board regularly reviews student achievement, participation and opportunity data to identify gaps and measure progress.
We will continue to listen directly to the students, families, educators and administrators to understand what is working and where additional support is needed.
We should continue to build on successful initiatives that expand access and remove barriers, while continuing to invest in and strengthen special education and student supports like mental health services. I would also advocate for a balanced approach that protects a well-rounded education, including academics, career and technical education, fine arts, athletics and extracurricular opportunities.
Stanton: I would approach this through careful planning, collaboration and ongoing evaluation of district programs and resources. I would continue working with Student Services, educators, families and administrators to identify student needs and evaluate whether current programs are producing meaningful outcomes.
I would also support examining opportunities for early intervention, expanding pre-K access and developing specialized high school pathways that prepare students for college, careers, skilled trades or the workforce. At the same time, the board must carefully review expenditures, pursue available funding and reimbursements, and make decisions that balance educational needs with fiscal responsibility.
