Morneault, Matthew - Brighton Area Schools
Are you an incumbent?
No
Brief Intro of Candidate
As a parent of two children in the district, I am running for the school board to show them that community involvement is essential and worthwhile. Over the past six years, I have observed a shift from compromise and civil discourse to divisiveness and hostility. My 16-year career in higher education fundraising has honed my ability to actively listen and build strong, lasting relationships—skills that will be crucial in addressing the current challenges facing the board.
Since joining the Advancement office at the University of Michigan’s College of Literature, Science, and the Arts in 2018, I’ve helped redefine their donor intelligence program from a reactive service to a proactive partnership. Balancing data analysis with engagement strategies has sharpened my ability to think critically and develop thoughtful, strategic plans—qualities I believe will be valuable on the board. I also serve as a subject matter expert, consulting with non-development teams on donor data, an experience that has further enhanced my collaborative and problem-solving skills.
My approach to communication is deeply influenced by a lifelong speech impediment. This challenge has instilled in me the importance of choosing words carefully and contributing to discussions in a thoughtful, intentional way. I believe this approach will allow me to contribute meaningfully to the board’s decision-making process, fostering a more productive and respectful environment.
As someone not originally from the area and without a background in politics, I bring a fresh perspective to the board. I can approach the role with a clean slate and an open mind, unencumbered by the baggage of past experiences, and focus on what is possible for the future of our district.
Endorsements
Brighton Education Association
Top financials Contributors
Website and social media links
n/a
How would you engage and include parents, caregivers, community members and students in decision-making in your district around things like curriculum, budgeting and district policy?
Clear, accessible communication is a must, so I’d work to ensure informational materials are easy to understand and translated as needed. I will also advocate, when appropriate, that the district offer multiple channels for input—such as public forums, online surveys, and focus groups—to ensure diverse voices are heard. Building trust through inclusivity ultimately leads to more informed and effective decisions for the district.
What are your thoughts on school discipline and the way it is exercised in your school district? What are your thoughts on restorative practices?
School discipline should be fair, consistent, and focused on helping students learn from their mistakes while maintaining a safe and respectful environment. In our district, I believe there is room for improvement in how discipline is exercised, particularly in addressing disparities in how different student groups are disciplined. We need to ensure that consequences are applied equitably and that they support students’ long-term success, not just punish them. I’m a strong advocate for restorative practices, which focus on repairing harm, fostering accountability, and building positive relationships. These approaches reduce repeat offenses and create a more supportive school culture. For restorative practices to succeed, staff need proper training and consistent implementation across the district, with strong support for both students and teachers in managing behavior effectively.
What are your thoughts on how to improve student mental health
Improving student mental health requires a holistic approach that focuses on prevention, support, and a positive school culture. We must prioritize mental health education to reduce stigma and encourage students to seek help. Increasing access to counselors, social workers, and mental health professionals is essential for providing proactive support. Building safe, inclusive environments where students feel valued and connected is key to identifying and addressing mental health needs early. Finally, promoting balance between academic achievement and emotional well-being—through stress-relief programs, extracurricular activities, and resources—can help students manage pressures and thrive in the long term.
What are your thoughts on ways to improve Black student achievement in your district and in Michigan schools overall?
Improving non-Caucasian student achievement in our district and across Michigan requires targeted strategies to address systemic inequities and create an inclusive environment. First, we should ensure that the curriculum reflects diverse perspectives, allowing non-Caucasian students to see themselves in their education, enhancing engagement, and fostering belonging. Establishing mentorship programs that connect non-Caucasian students with role models can provide essential support and inspiration. Investing in professional development for educators on culturally responsive teaching is crucial; teachers need the tools to recognize biases and create inclusive classrooms that meet all students’ needs. Engaging families and communities in the educational process is also vital. We should actively seek their input and involve them in decision-making to ensure their voices are valued. By fostering collaboration between schools and the community, we can build a supportive network that enhances student achievement for all, ultimately benefiting the entire district.
What are your thoughts on how to ensure that all students and their families, regardless of race, gender identity, sexuality, disability, religion, income status, etc., feel safe and included in your district?
Ensuring all students and their families feel safe and included in our district requires a comprehensive commitment to diversity, equity, and inclusion. This begins with staff training on culturally responsive practices and implicit bias, enabling them to foster supportive learning environments. We should also integrate cultural competence and implicit bias education into the student curriculum. Teaching students about diversity and respecting different backgrounds can help cultivate peer empathy and understanding. This approach enhances inclusivity and prepares students to thrive in a diverse society.
What are your thoughts on how to recruit and retain staff, particularly staff of color, in your district with regard to pay, benefits, and working conditions?
Recruiting and retaining staff, particularly staff of color, in a predominantly Caucasian district like Brighton requires intentional efforts to create an inclusive, supportive environment where all staff feel valued. While competitive pay and benefits are essential, focusing on working conditions that foster belonging and growth is equally important. We should prioritize creating pipelines for recruiting diverse candidates by partnering with universities and community organizations. Mentorship programs and professional development opportunities can help support and retain staff of color, ensuring they feel empowered and engaged. It’s also crucial to actively promote DEI initiatives, ensuring that all staff feel their voices are heard and respected and that our schools welcome all. Retention improves when people feel they belong, creating a stronger, more dynamic workforce.