Priority 04
Whole-Child Well-Being
Mental health, movement, attention, support, and the conditions children need in order to learn — because academics don't happen in a vacuum.
The question I had
“Are our kids getting enough movement, support, and time away from screens — and what conditions do they need in order to actually learn?”
Why I started looking
Watching my kids' energy, attention, and moods move across a school week made me curious about what the school day itself does for their well-being, and what parents can actually see about it.
Why it matters
Kids learn best when they're healthy, moving, and supported. Counselor staffing, recess, library access, and screen-time balance are learning issues, not extras.
What the evidence says
One headline statistic, one clear chart, a few findings — each with sources. Until they're verified, this section stays honestly empty.
Headline statistic
—
Statistic will appear here once verified against a primary source.
Findings will be published here — 2 to 4 at a time, each one sourced — as research is completed.
Well-Being: the key chart
One chart, one idea — published when the underlying data is verified.
Data being assembled
Verified sources will appear here as the analysis is completed.
What we know
Research in progress
Evidence-supported findings will be listed here, each with its sources.
What we still don't know
Open questions, stated plainly.
- What are counselor and support-staff ratios across district schools?
- How much movement and recess do students actually get, by grade and school?
- What screen-time practices are used in classrooms, and how were they decided?
What I would do
Action steps in development
Concrete actions will be published here as they're shaped with parents, educators, and community input.
How we would know it's working
Measurable indicators in development
Future indicators will be named here so progress can be checked, not just promised.
What could change?
No page on this site promises outcomes that depend on future funding, district staff, collective board decisions, or circumstances that cannot yet be known. Here is what would remain undecided — and who would decide it.
Decisions that remain with the board
- Counselor and support-staff levels are annual budget decisions
Delegated to district administration
- Recess, movement, and screen-time practices are set and supervised administratively
Depends on teachers & school staff
- What happens in each classroom depends on teachers and site staff
Funding assumptions
- Support staffing depends on available funding each year
Enrollment assumptions
- Ratios shift as enrollment changes, even when staffing stays flat
State & federal dependencies
- Some student-support positions rely on state or federal grants with their own timelines
Known risks
Not yet assessed
Questions still unanswered
- How much movement and recess do students actually get, by grade and school?
This is the campaign's language standard in practice: "will" is reserved for what Geetha can personally and directly control — asking for data, explaining trade-offs, making her reasoning public. Everything else is described as what she would advocate for, prioritize, or evaluate — never as a guarantee.
Explore the data
Whole-Child Wellness
The conditions kids need in order to learn.