Plainsboro voters will decide one three-year seat on the West Windsor-Plainsboro School Board of Education in the Nov. 4 election.
This year’s contest features incumbent Paul O’Brien against Hanif Payak.
The News invited both candidates to respond to a series of questions on funding challenges, teacher recruitment, enrollment trends, student wellness, and community engagement. Their biographies followed by their unedited responses appear below.
Paul O’Brien has lived in Plainsboro for nearly three decades and was appointed to the Board of Education in July following a competitive public process.
Since joining the board, O’Brien has served on the Finance Committee. He brings more than 30 years of experience in senior living, healthcare and real estate .
He has led multi-million-dollar operations, consulted on public-service housing initiatives and spoken nationally on sales strategy and service.
O’Brien serves as president of the Northern Knights Marching Band Boosters and previously helped found the Plainsboro Business Partnership and served on Plainsboro’s Human Relations Council. His wife, Denise, has been active in the Girl Scouts community for more than a decade.
Hanif Payak has lived in Plainsboro for nearly a decade with his wife, Nazma, of 21 years. Their two daughters attend schools in the District.
Payak earned a bachelor’s degree in computer science and brings more than 22 years of experience as an information technology entrepreneur.
Alongside his professional career, Payak serves on the board of the Walker Gordon Farms HOA, volunteers at PTA events, and is the treasurer of the Millstone River School PTA. He also supports the Plainsboro Food Pantry.
During the pandemic, Payak helped secure and distribute essential supplies, including masks.
Candidate Q&A
The WW-P district is facing reduced state/federal aid and other funding uncertainties, which could affect essential student support services. How would you balance protecting these services with budget constraints, and what cost-saving or revenue-generating ideas do you have?
O’Brien: One of the hardest responsibilities of a Board member is being a good steward of taxpayer dollars while costs of goods, labor, and services routinely rise faster than the levy cap allows. WW-P has faced this reality directly, planning carefully to protect core instructional programs and essential student support.
That balance requires both fiscal discipline and a commitment to sustaining quality. Unfortunately, districts without similar foresight are now forced into reactive cuts, larger class sizes, reduced arts or counseling, or deferred investments. Our role is to continue forward-looking financial planning, so that even in challenging times, students’ opportunities remain strong, and our community can trust in responsible governance.
Payak: My priority will be to protect essential student support services, including mental health, special education, and academic assistance. I will work with other Board members on cost-saving measures such as improving energy efficiency, expanding shared services between schools, and leveraging technology to streamline operations. At the same time, we will pursue additional revenue through grants, public–private partnerships and expanded use of school facilities for community programs.
The primary focus must remain on enhancing education. Where there is room for improvement in non-educational services, we should manage costs carefully to ensure resources are directed to classrooms and student learning. It is equally important to ensure that taxpayers are not asked to carry an unfair burden. Every budget decision will reflect fiscal responsibility while keeping students’ needs at the center of planning.
Given ongoing teacher shortages, particularly in special education, STEM, and bilingual/ESL, what policies or budget priorities would you support as a board member to make WW-P a more attractive and supportive district for high-quality educators?
O’Brien: Teacher shortages are a national challenge, and WW-P must remain a district where educators feel supported and valued. As a Board member, my role is to ensure policies and budgets prioritize competitive compensation, manageable class sizes, and strong professional development. We should also strengthen mentoring and retention programs, particularly in high-need areas like special education, STEM, and MLL, (multi-language learning). Just as importantly, we must foster a culture of respect and collaboration where teachers know their voices matter. By combining fiscal responsibility with thoughtful investment in staff, WW-P can continue to attract and retain the high-quality educators our students deserve.
Payak: I will work with other board members to prioritize policies that make WW-P a destination for top educators. While hiring falls under school administration, the Board can create supportive policies and suggest innovative options. This includes competitive compensation, strong mentoring and professional development programs, and reducing unnecessary workload to prevent burnout. We will also support ‘grow-your-own’ programs to develop local talent, partnerships with universities and community colleges for teacher pipelines, and financial incentives for hard-to-fill roles. Leveraging technology and flexible teaching models can help manage staffing gaps. Above all, fostering a positive work culture where teachers feel valued and supported is key to attracting and retaining high-quality educators.
With recent changes to state teacher certification requirements, how should the WW-P board support district hiring and professional development practices to maintain high teacher quality while addressing staffing shortages?
O’Brien: The Board’s role is to ensure hiring and professional development policies balance high standards with flexibility in addressing shortages. While state certification changes may help broaden applicant pools, we must maintain rigorous expectations for instructional quality. That means investing in mentoring, ongoing professional development, and support systems that help new educators thrive and grow in WW-P. It also requires thoughtful workforce planning to anticipate needs in critical areas like STEM, special education, and MML. By supporting our administration in building strong pipelines and ensuring teachers have the resources to succeed, the Board helps maintain the district’s tradition of excellence while adapting responsibly to changing conditions.
Payak: The district must adapt while maintaining high standards. Although hiring teachers is the responsibility of school administration, I will work with other board members to create policies that streamline the hiring process and ensure rigorous screening. After hiring, we will focus on providing resources and training to help teachers succeed. One practical approach is hiring temporary teachers, offering targeted training, monitoring performance, and then transitioning them to long-term contracts if they meet expectations. With 10 schools in the district, we should also implement policies that allow sharing of specialized staff across schools to maximize resources. The Board can create or amend policies as needed to support these strategies, ensuring flexibility without compromising quality.
The district is monitoring shifts in enrollment even while new residential construction is underway. What is your perspective on long-term planning for changing student populations, and how should the board adjust staffing, facility usage, and resource allocation accordingly?
O’Brien: Residential growth is managed at the township level and cannot oppose development based on the impact of school-age children. The district’s role is to adapt thoughtfully to changing student populations. The district has noticed shifts in enrollment possibly reflecting fewer entry-level housing opportunities and has adapted with initiatives such as full-day kindergarten and adding classes and buses to respond to developing enrollment needs. Going forward, the Board must ensure long-term planning protects manageable class sizes, uses facilities efficiently, and aligns staffing and resources where student needs are growing. By planning responsibly, we can maintain educational quality and provide students with the attention they deserve while adapting to our community’s evolution.
Payak: With approximately 3,600 new residential units planned in West Windsor-Plainsboro over the next decade—and about 1,500 nearly ready for occupancy, the district can expect a significant enrollment increase within the next one to two years. While the 2019 referendum expanded capacity to accommodate 11,000 students, current enrollment remains around 9,000 due to the pandemic, leaving some available space.
As new households move in, however, we must be prepared for rising student–teacher ratios and added pressure on shared facilities. Lunchrooms are already crowded in some schools, so the district must ensure adequate seating and meal schedules to accommodate more students. Similarly, locker availability must be evaluated to make sure every student has access to basic resources as enrollment rises.
Given the high cost of housing in the area, much of the enrollment growth is likely to come from middle and high school students. To stay ahead of these challenges, the Board should closely monitor enrollment trends, adjust staffing proactively, and consider flexible options such as modular classrooms or repurposed spaces. Strategic resource allocation will be critical to maintaining educational quality while balancing fiscal responsibility.
Given the stresses from school assignments, pressure on students, potential curriculum changes, and overall post-pandemic effects, what policies would you prioritize to support students’ mental wellness, reduce stress, and promote resilience?
O’Brien: WW-P already offers strong supports like the Student Assistance Counseling Program, providing confidential counseling for anxiety, stress, grief, peer relationships, sexual orientation/gender issues, and more. In addition, students benefit from events such as the popular “De-stress Fest,” which creates a fun and supportive space to relax and recharge. At the middle school level, a comprehensive counseling curriculum builds social-emotional learning with units on self-awareness, managing emotions, decision-making, healthy relationships, and conflict resolution.
As a Board member, I would ensure these programs receive sufficient staffing and training so counselors can intervene early, reduce large caseloads, and offer group support sessions. I would prioritize policies to review homework loads, encourage mindfulness / wellness breaks, strengthen peer mentoring, and expand options for mental health referrals. Together, these help our students cope, build resilience, and thrive in and out of the classroom.
Payak: Addressing mental health across a school district requires a multifaceted approach, as students’ needs vary widely and are influenced by personal, familial, cultural, and community factors. Effective support demands collaboration among the district, school board, parents, and the broader community. Our district offers various resources for students, parents, and educators, including counselors, hotline services, and both in-person and online support systems. Early identification and intervention are crucial. Implementing confidential surveys and focus groups can help establish a baseline for improvement. Tools like KRAs and HIB reporting help detect trend shifts. Above all, fostering an open, inclusive, and stigma-free environment ensures students feel heard and supported. The board should also consider strategic funding adjustments to address post-pandemic challenges as students advance through their education.
Some community members are concerned about proposals to alter high school curriculum structures (e.g., reducing or modifying exams or weighting, adjusting homework volume) and balancing between rigor and student well-being. Where do you personally believe the district should draw the line between maintaining high academic standards and reducing student stress?
O’Brien: WW-P has a well-earned reputation for academic excellence, and I believe maintaining high standards is essential to preparing students for future success. At the same time, we cannot ignore the real pressures students feel. In my view, the solution is not to avoid stress by lowering expectations, but to equip students with the coping skills and support they need to manage it. Through counseling, wellness initiatives, and teaching strategies that balance rigor with thoughtful pacing, we can help students build resilience. The goal should be to challenge our students in healthy ways, ensuring they graduate not only academically prepared, but also with the confidence and skills to navigate life’s challenges.
Payak: Our school district has a strong legacy of maintaining high academic standards. One reason families are drawn to the district is the variety of choices offered to students across the full spectrum of academic courses and rigor. Our graduates attend top colleges across the country and are highly sought after for this very reason.
At the same time, balancing academic excellence with student well-being requires deeper reflection on the root causes of stress.
For example, we should take a closer look at transitions between key milestones—elementary, middle, and high school—and how students adjust to new expectations at each stage. While there is strong support for high-achieving students and those who need additional help, we must ask: are we doing enough for students in the middle of the learning spectrum?
This requires earlier identification of challenges and proactive outreach to parents when a student may need extra support.
How will you ensure that families are kept informed and consulted about major decisions? What mechanisms should exist for public feedback and accountability?
O’Brien: Families are always welcome at Board of Education public sessions, where agendas are posted ahead of time on the WW-P website. The district maintains a robust communication system through emails, texts, newsletters, the mobile app, and district/school websites to share updates and critical information. Board meeting materials and supporting documents are published in advance so families can review and prepare comments. For feedback and accountability, public comment periods at BOE meetings, periodic surveys, and open channels for email or phone contact with administrators should be encouraged.
Payak: Transparency and open communication are essential for building trust. Most policy decisions are discussed during board meetings, which are live streamed on the district’s YouTube channel so families can watch in real time or view recordings later. Public comment sessions at every board meeting already provide parents with an opportunity to share their concerns, and these should absolutely continue. However, many residents are unaware of these options, so the district should promote them through periodic email reminders.
To strengthen engagement further, I believe the district should host town hall–style sessions once or twice a year to encourage open dialogue. For major decisions, collecting structured feedback—through surveys or forums—will help the board understand community perspectives before finalizing policies. These steps, combined with clear and consistent communication, will enhance accountability and ensure families remain true partners in shaping our schools.
Is there anything I haven’t asked about that you would like to address or see addressed in your upcoming term?
O’Brien: One key point I would like to emphasize is the true role of a school board member. Board members do not come in with personal agendas to “fix” issues. Instead, our job is to act collectively, responding to matters formally brought before the Board. We set policy, oversee the budget, approve curriculum, and hire and evaluate the superintendent. but we do not run the schools day to day.
Individual members have no authority outside of official Board action. In softer terms: effective Board service is about collaboration, planning, and thoughtful oversight, not micromanagement. Our community deserves Board members focused on students’ success, not pushing personal priorities.
Payak: I want to help families, especially those new to the district, understand and access the many programs WW-P offers. Many move here for our excellent schools, yet some, particularly immigrant families, may be unfamiliar with the U.S. education system. While our district provides incredible opportunities, many parents don’t know how to navigate them.
I propose hosting webinars and informational sessions to guide families on available resources and how to support their children. This ensures every student benefits fully from what our schools offer.
