Election 2026: Stacy McNish Says She's Bringing 'Systems‑Focused Approach' To BOE

PERRY HALL, MD — Ahead of the primary elections in June, Patch has invited candidates running to represent Perry Hall on the Baltimore County Board of Education to complete a questionnaire touching on a variety of key issues.

Candidate responses will be published verbatim in the run-up to the primaries on Tuesday, June 23.

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Related: Who's Running For Perry Hall In The 2026 Primary?

Questionnaire responses for Stacy McNish, who is running to represent Perry Hall residents, can be found below:

Name: Stacy McNish

Age: 44

Hometown: Essex

Do you have any previous political experience? If so, please state and explain how that experience will influence your time on the Baltimore Co. Board of Education if elected.

I have not previously held elected office, but my professional background in community outreach and case management has prepared me well for the responsibilities of a school board member.

Much of my work involves navigating complex public systems, advocating for vulnerable individuals, coordinating services, and ensuring that communication is clear and consistent. These are the same skills required for effective school board governance.

If elected, I would bring a steady, systems‑focused approach to the board — asking clear questions, strengthening transparency, and ensuring that policies are implemented consistently across schools.

My experience working directly with families and community partners has taught me how important it is for public institutions to be accessible, accountable, and responsive. That perspective will guide my work on the Board of Education.

What do you believe is the single-most important issue facing students in the district you’re looking to represent? How do you intend to address those issues?

The single most important issue facing students in District 7 is the lack of consistent, stable support across classrooms and schools. Students feel the impact when staffing shortages, uneven implementation of behavior supports, and high teacher turnover create environments that are unpredictable from year to year — and sometimes from classroom to classroom.

When students don’t have consistent expectations, strong relationships with educators, or reliable access to academic and social‑emotional supports, their learning suffers.

I intend to address this by focusing on system‑level consistency. That includes strengthening communication between schools and families, ensuring behavior and academic supports are implemented the same way across the district, and improving working conditions so educators can stay and thrive.

When teachers have the tools, staffing, and support they need, students benefit from stable classrooms, stronger relationships, and more effective instruction. My goal is to help create the conditions where every student in District 7 can learn in a safe, predictable, and well‑supported environment.

How do you differ from other candidates running against you?

What sets me apart is my background in community outreach and case management, where I’ve spent years helping families navigate complex public systems with clarity, compassion, and consistency. That work has given me a deep understanding of how gaps in communication, uneven implementation of supports, and system‑level inconsistencies affect real people — especially those who rely on public institutions the most.

I bring a steady, systems‑focused approach rather than a political one. I’m not running to advance an agenda or build a platform; I’m running to strengthen the day‑to‑day experience of students, families, and educators.

My professional experience has taught me how to ask the right questions, identify where processes break down, and work collaboratively to build structures that actually function for the people they’re meant to serve.

I’m also deeply rooted in the community I hope to represent. I understand the challenges families face in District 7, and I’m committed to improving transparency, communication, and consistency across schools. My focus is on practical solutions, stable systems, and creating conditions where students and educators can thrive.

How would your work experience benefit the goals/objectives you’ve outlined in your campaign and/or the office you’re seeking?

My work in community outreach and case management directly supports the goals I’ve outlined in my campaign. I’ve spent years helping individuals and families navigate complicated public systems, coordinate services, and advocate for their needs. That experience has taught me how important clear communication, consistent processes, and strong follow‑through are — the same qualities that effective school board governance requires.

In my professional role, I regularly identify where systems break down, ask targeted questions, and work with multiple partners to create solutions that are practical and sustainable. Those skills translate directly to the Board of Education, where decisions must be grounded in real‑world impact and implemented consistently across schools. My background also gives me a deep understanding of how instability, unclear expectations, and inconsistent supports affect families and staff, and that perspective shapes my focus on strengthening communication, improving system reliability, and supporting educators so students can thrive.

What is your opinion of the work being done by the current seat holder, and how will you improve on it?

I respect anyone who steps up to serve on the Board of Education, and I recognize that the role comes with complex challenges and competing priorities. My focus is not on evaluating the current seat holder, but on the strengths I would bring if elected.

My approach centers on strengthening communication, improving consistency across schools, and ensuring that policies are implemented in ways that support both students and educators. My background in community outreach and case management has taught me how to identify where systems break down and how to work collaboratively to improve them. I would bring a steady, solutions‑focused perspective to the board, with an emphasis on transparency, clear expectations, and strong follow‑through.

My goal is to build on what is working, address areas where families and staff need more support, and help create stable, predictable environments where students can learn and educators can thrive.

What is the biggest issue facing Baltimore County Public Schools? How would you address it?

The biggest issue facing Baltimore County Public Schools is the lack of consistent, stable systems that support students and educators across all schools. Families and staff experience the effects of staffing shortages, uneven implementation of behavior and academic supports, and frequent changes in leadership or direction. When expectations shift from school to school or classroom to classroom, students lose instructional time, teachers face burnout, and families struggle to stay informed.

I would address this by focusing on strengthening system‑level consistency and communication. That includes ensuring that academic and behavioral supports are implemented reliably across the district, improving transparency so families understand what to expect, and supporting educators with the tools, staffing, and mentoring they need to stay and thrive. When schools operate with clear expectations, stable leadership, and strong communication, students benefit from predictable, safe, and well‑supported learning environments.

A student brings a gun/weapon to campus without setting off any red flags. What security measures would you advocate for to prevent such an incident?

When a student brings a weapon to school without any prior warning signs, it highlights the need for strong, layered safety systems rather than relying on any single measure. I believe the most effective approach is to strengthen the everyday structures that keep schools safe: consistent entry procedures, reliable communication systems, and strong relationships between students and trusted adults.

I would advocate for measures such as secure and well‑monitored building entry points, functioning and regularly reviewed camera systems, and clear protocols that are implemented consistently across all schools. Just as important, we need to invest in the human side of safety — ensuring students have access to counselors, mental‑health supports, and adults they feel comfortable approaching when they see or hear something concerning. Many incidents are prevented not by technology, but by students speaking up because they trust the adults around them.

My focus is on practical, evidence‑based steps that improve safety without disrupting the learning environment: consistent procedures, strong communication, and supportive relationships that make it more likely for concerns to be identified early.

Do you believe schools need stricter security measures? Metal detectors? Explain.

School safety is strongest when it’s built on consistent procedures and strong relationships. Physical measures like secure entry points and reliable camera systems are important, but they are only one part of a larger safety strategy. Many incidents are prevented because a student feels comfortable speaking up, or because an adult notices a change in behavior early.

This is where community schools play a powerful role. Community schools create environments where students are known, supported, and connected to caring adults. When students have access to mental‑health supports, trusted relationships, and a sense of belonging, they are far more likely to share concerns before a situation becomes dangerous. That kind of early intervention is one of the most effective safety measures we have.

I support a layered approach to safety: consistent entry procedures, clear communication, reliable building systems, and strong student‑adult relationships. Community schools help make those relationships possible by bringing families, educators, and partners together in ways that support the whole child. When students feel seen and supported, schools become safer for everyone.

The county has seen a spike in incidents involving teen brawls. What steps would you take to curb incidents?

The rise in teen brawls is a sign that students are struggling with conflict, connection, and consistency — both inside and outside of school. Addressing this requires more than reacting to incidents; it requires strengthening the systems and relationships that prevent them in the first place.

I would focus on three key areas. First, we need consistent expectations, and behavior supports across all schools, so students know what to expect and adults respond in predictable ways. Second, we need to expand access to mental‑health supports, conflict‑resolution programs, and trusted adults who can intervene early when tensions start to build. Third, we need stronger partnerships with families and community organizations, including community school models that bring resources, mentors, and after‑school opportunities directly into the school environment.

When students feel connected, supported, and seen, they are far less likely to engage in large‑scale conflicts. My goal is to strengthen the systems and relationships that keep students safe, supported, and focused on learning.