Jillian Haring

For me, the journey has really been about turning adversity into purpose. When I stepped into this work after the Stoneman Douglas tragedy, it came at an enormous personal cost. Because I chose not to publicly engage while investigations were ongoing, a narrative took hold on social media that quickly spiraled beyond reality. False and deeply personal accusations were published publicly, and navigating that level of scrutiny while trying to focus on meaningful reform was incredibly difficult.

By the time I left, I was emotionally exhausted and carrying the weight of an experience that changed every part of my life. I had simply tried to do the right thing, to honestly examine what failed, what we owned, and what needed to improve so future tragedies could be prevented. For a long time afterward, I wanted nothing to do with this work publicly.

But eventually, people around me encouraged me to recognize that my perspective mattered, that there was value in the voice of someone who had lived through the complexity of crisis, accountability, reform, and recovery from the inside. Writing the first article that wound up getting published in Ed Week, was me saying, okay, this is not what you planned for in your career, but you are an expert in this space, you do have a voice, and you can make a difference. Instead of running from it, I just kind of started running to it and really leaning in full bore. That's probably what I'm most proud of, because it's probably the most difficult thing I've done.

Throughout my career, I’ve been fortunate to learn from a number of incredible women who have influenced how I lead and show up professionally. They helped instill the confidence to be strong, own my voice, and lean into conversations that aren’t always easy but are necessary for growth. That influence started early. In high school, I had an exceptional teacher, Gail Pucker, who inspired me to pursue a career in education. She was not only deeply supportive but also played a meaningful role in shaping the path I chose to follow, and I’m grateful that she is still part of my life today.

As my career progressed, I continued to be surrounded by strong, supportive women who modeled what effective leadership looks like and encouraged me to push myself beyond my comfort zone. Their guidance helped me grow both professionally and personally. Even now, I find inspiration in the women I work alongside and with, including clients who bring incredible passion to their work. Their commitment and energy are often what reinvigorate me. They remind me why this work matters and reinforce the kind of impact I want to have and the people I want to partner with.

I think it's just very important to stay very focused on the children that we're trying to ultimately support, and the people who support them, so all of the different staff members. We need to stay laser-focused on the actual people that we're trying to service and support, and not worry about all the other noise that could sometimes come into play, like politics and bureaucracy. I think we need to get back to just good old-fashioned caring about our children, and then caring about the people who are willing to spend their days working with them and supporting them.

I'm deeply passionate about addressing the broader cultural challenges impacting education today. Over the years, I've watched increasing instability in school leadership, declining respect for public service professions, educator burnout, and the growing emotional impact social media has had on young people. I believe we cannot meaningfully address violence prevention without also rebuilding community responsibility, empathy, and human connection. Post-COVID, I think kids went deeper into their phones, and they realized they don't need to really invest in school full-time because in three hours they can get their work done. School used to be a place where you got your identity from a holistic standpoint, whereas now it's very transactional. They're filling those cups through social media, and it's a very scary place because so much on social media is not reality, but they're young and don't know how to decipher what is this image of what people portray versus reality. Their problems seem magnified because they seem so abnormal compared to what they're seeing, instead of sitting around a classroom and looking at other kids who are also awkward and going through trials and tribulations of youth. From a federal level, we've kind of really shifted away from focusing on education. The federal DOE is nonexistent and there are states that give unfunded mandates that trickle down. It's very hard for people who do this type of work to have the time dedicated or the resources to really lean in and help.

There was a time when superintendents often remained in their roles for five years or more, which created a sense of stability within a district. Today, we’re seeing much shorter tenures, sometimes just two or three years. With each leadership transition, entire executive teams shift, priorities change, and the culture resets. For educators, that constant change can be exhausting. Every time a new initiative is introduced, there’s an initial investment of time, energy, and belief that things might improve. But when leadership turns over so quickly, those efforts often feel short-lived, and many educators are left starting over again. Over time, that cycle can lead to a sense of apathy and disconnection.

At a broader level, I think we’ve also seen a shift in how we value public service roles. Professions like education, healthcare, and public safety were never driven by financial gain. There was an understood social contract that these individuals would show up for society in critical ways, and in return, they would be respected, trusted, and valued. What’s changed is that many of these roles now feel more like jobs than long-term careers or callings. When that sense of purpose and societal respect erodes, it impacts not just the individuals in those roles, but the systems they support. I think that’s part of why we’re seeing strain across education, healthcare, and public safety. There’s less collective focus on community and more emphasis on individual priorities, and that shift has real consequences for how these systems function.

The values that guide both my professional and personal life are service, integrity, resilience, and advocacy. Throughout my career in public education and school safety, I have remained committed to protecting vulnerable students, strengthening communities, and helping create systems centered on prevention rather than reaction. I believe meaningful leadership requires compassion balanced with accountability, and that lasting change begins by listening carefully, intervening early, and supporting individuals before they reach a crisis point. Honesty and courage are also deeply important to me, especially during difficult moments that require thoughtful decisions and strong leadership. Many of my experiences have reinforced my belief that adversity can become a powerful source of growth, purpose, and positive impact. Above all, I value public service, the importance of education, and the shared responsibility communities have in creating safer and healthier environments for future generations.