Public education is one of the most important shared responsibilities in our community. It shapes not only the future of our children and youth, but also the kind of city we are becoming together. In Richmond, our schools serve families from many cultures, languages, backgrounds, beliefs, and life experiences. This diversity is one of our strengths, but it also means public education must be guided by wisdom, humility, and a deep commitment to listening.

As someone who cares deeply about education, community, and the future of Richmond, I have been reflecting carefully on what kind of leadership our schools need today. I believe public education should not be reduced to political labels, ideological battles, or left-versus-right arguments. Our children deserve more than that. Our families deserve more than that. Our educators deserve more than that.

There are, of course, important and sometimes difficult conversations in public education today. Topics such as sex education, SOGI, school safety, online harms, bullying, mental health, and how to protect children and youth from drugs and substance-related risks are real concerns for many families. These conversations should not be dismissed. Parents should not be ignored. Students should not be used as symbols in political arguments. Teachers and school staff should not be left unsupported.

But if we approach these issues only through anger, fear, slogans, or ideology, we will not move forward. We need spaces where people can listen to one another with respect. We need dialogue that is honest, thoughtful, and grounded in care for students. We need leadership that does not inflame tension, but helps the community speak, listen, learn, and work together.

This is not only important for public education. It is important for the whole community and society. Without deep listening and meaningful dialogue, we cannot build trust. Without trust, we cannot solve difficult problems. And without a shared commitment to our children’s well-being, we risk turning schools into battlegrounds instead of places of learning, belonging, and hope.

For this reason, my understanding of public education in Richmond begins with five pillars:

1. Leadership by Listening
2. Partnership with Parents
3. Success Beyond School
4. Safe & Supportive Schools
5. Wise Stewardship

These five pillars are the foundation of how I understand public education and the kind of leadership our schools need.

You can read more about these five pillars here: My Vision & The Five Pillars | 我的願景與五大政綱 – Bill Mok 莫雨晴

Moving Beyond Division

In recent years, many communities have become more divided over education. Some people feel that schools are moving too quickly on social issues. Others feel that vulnerable students are being used as political targets. Some parents feel unheard. Some educators feel unfairly criticized. Some students feel caught in the middle.

We need to acknowledge these tensions honestly. But we also need to choose a better way.

Richmond does not need more shouting. Richmond needs more listening. Richmond does not need more labels. Richmond needs more trust. Richmond needs adults who are willing to sit down, listen deeply, speak respectfully, and keep students at the centre.

This does not mean avoiding hard conversations. In fact, it means taking hard conversations more seriously. It means creating spaces where parents, educators, students, and community members can engage one another with honesty and care. It means recognizing that behind every opinion is often a concern, a fear, a hope, or a story.

If we listen more deeply, we may discover that many people who seem opposed to one another actually share common hopes: they want children to be safe. They want students to be respected. They want parents to be heard. They want teachers to be supported. They want schools to prepare young people for a good future.

That common ground matters.

Keeping Students at the Centre

At the heart of public education are students. Not ideology. Not political labels. Not adult arguments. Students.

Every decision should return to these questions: What helps students learn? What helps students feel safe and supported? What helps families trust the school system? What helps teachers and staff do their work well? What prepares young people for life beyond school? What strengthens Richmond as a community?

Public education is not only about curriculum, policies, or budgets. It is about people. It is about children and youth growing into their future. It is about families trusting that schools are places of learning, care, and safety. It is about educators being supported in their important work.

When we keep students at the centre, we can have difficult conversations without losing sight of our shared responsibility. We can disagree without dehumanizing one another. We can listen without giving up our convictions. We can work together even when the issues are complex.

A Way Forward for Richmond

Richmond is a city of many cultures, languages, generations, and stories. Our schools reflect that richness. But diversity does not automatically create understanding. Understanding requires effort. Trust requires time. Community requires intentional work.

If we want public education to flourish, we need leadership that brings people together rather than pushes them further apart. We need to listen before judging. We need to ask better questions. We need to create respectful spaces for dialogue. We need to focus on students and families rather than ideological victory.

For Richmond, for our schools, and most importantly, for our children and youth, this is the kind of public education I hope we can build together.

公共教育是我們社區最重要的共同責任之一。它不單塑造我們孩子和青少年的未來，也塑造我們這個城市將會成為怎樣的社群。在列治文，我們的學校服務來自不同文化、語言、背景、信念和生活經驗的家庭。這種多元是我們的力量，但也提醒我們，公共教育需要以智慧、謙卑和深切聆聽作為基礎。

作為一個深切關心教育、社區和列治文未來的人，我一直在思考，今天我們的學校需要怎樣的領導。我相信，公共教育不應被簡化為政治標籤、意識形態之爭，或左與右的對立。我們的孩子值得更多。我們的家庭值得更多。我們的教育工作者也值得更多。

當然，今天的公共教育中有不少重要而有時困難的討論，例如性教育、SOGI、校園安全、網絡傷害、欺凌、精神健康，以及如何保護兒童和青少年免受毒品和物質相關風險的影響。這些討論不應被忽視。家長不應被排除在外。學生不應被當作政治爭論的象徵。教師和學校職員也不應孤立無援。

但是，如果我們只用憤怒、恐懼、口號或意識形態去處理這些議題，我們就無法向前走。我們需要讓人可以彼此尊重地聆聽的空間。我們需要誠實、深思熟慮，並以學生福祉為中心的對話。我們需要的領導，不是加深緊張，而是幫助社區說話、聆聽、學習，並一起合作。

這不單對公共教育重要，對整個社區和社會也同樣重要。沒有深入聆聽和有意義的對話，我們就無法建立信任。沒有信任，我們就無法解決困難的問題。若沒有共同承擔孩子福祉的心，我們的學校就有可能變成爭鬥的場地，而不是學習、歸屬和希望的地方。

因此，我對列治文公共教育的理解，建基於五個支柱：

1. 以聆聽作領導
2. 與家長同行合作
3. 超越校園的成功
4. 安全而有支持的學校
5. 明智而負責任的資源管理

這五個支柱，是我理解公共教育，以及學校所需要的領導方式的基礎。

你可以在這裡閱讀更多關於這五個支柱的內容：My Vision & The Five Pillars | 我的願景與五大政綱 – Bill Mok 莫雨晴

超越分化

近年來，許多社區在教育議題上變得更加分化。有些人覺得學校在社會議題上走得太快；有些人覺得弱勢學生被當作政治攻擊的對象。有些家長覺得自己的聲音沒有被聽見；有些教育工作者覺得自己受到不公平的批評；有些學生則感到被夾在成人的爭論之中。

我們需要誠實承認這些張力，但我們也需要選擇一條更好的路。

列治文不需要更多叫喊。列治文需要更多聆聽。列治文不需要更多標籤。列治文需要更多信任。列治文需要願意坐下來、深入聆聽、尊重地說話，並把學生放在中心的成年人。

這並不表示我們要迴避困難的對話。相反，這表示我們要更認真地面對困難的對話。我們需要創造空間，讓家長、教育工作者、學生和社區成員可以誠實而有愛心地彼此交流。我們也需要明白，每一個意見背後，往往都有一份關心、一種恐懼、一個盼望，或一段故事。

如果我們願意更深入地聆聽，也許我們會發現，許多看似彼此對立的人，其實有共同的盼望：他們都希望孩子安全；希望學生被尊重；希望家長被聽見；希望教師得到支持；希望學校能幫助年輕人預備一個美好的未來。

這份共同基礎非常重要。

以學生為中心

公共教育的核心是學生。不是意識形態，不是政治標籤，也不是成人之間的爭論，而是學生。

每一個決定都應該回到這些問題：甚麼能幫助學生學習？甚麼能讓學生感到安全和被支持？甚麼能幫助家庭信任學校制度？甚麼能支持教師和學校職員做好他們的工作？甚麼能幫助年輕人預備離開校園後的人生？甚麼能使列治文成為更健康的社區？

公共教育不只是課程、政策或預算。它關乎人。它關乎兒童和青少年如何成長，走向他們的未來。它關乎家庭能否相信學校是學習、關懷和安全的地方。它也關乎教育工作者能否在重要的工作中得到支持。

當我們把學生放在中心，我們就能在困難的對話中，不忘記我們共同的責任。我們可以有不同意見，而不把對方非人化。我們可以聆聽，而不需要放棄自己的信念。即使議題複雜，我們仍然可以一起合作。

列治文向前走的路

列治文是一個有多元文化、語言、世代和故事的城市。我們的學校正反映了這份豐富。然而，多元本身不會自動帶來理解。理解需要努力。信任需要時間。社群需要刻意建立。

如果我們希望公共教育蓬勃發展，我們需要一種能夠把人連結起來，而不是把人推得更遠的領導。我們需要在判斷之前先聆聽。我們需要提出更好的問題。我們需要創造尊重的對話空間。我們需要把焦點放在學生和家庭身上，而不是意識形態的勝負。

為了列治文，為了我們的學校，更重要的是，為了我們的兒童和青少年，這就是我盼望我們能一起建立的公共教育。