Gianella Ghiglino
Gianella Ghiglino reports on education with a focus on how policy decisions and institutional changes filter down to students, families, and frontline staff. She covers school systems as living communities, treating technology rollouts, safety concerns, and family impacts as human stories rather than procedural updates.
Classroom technology and “Tech with Intent”
Education technology policy is a consistent thread in Ghiglino’s work, especially when districts recalibrate how students use devices and online platforms. In her coverage of Santa Barbara Unified’s new iPad and Google account restrictions under its “Tech with Intent” initiative, she details how YouTube and several Google services are turned off for secondary students while preserving access to teacher-approved videos through Canvas, and explains how summer iPad policies differ for each grade level. She highlights specific practices such as requiring current seventh graders to leave their iPads at school for new content filters and automatically disabling devices for rising ninth graders to promote screen-free time, while noting exemptions for dual-enrollment students and voluntary opt-in options for older high school grades. Across this reporting, she treats device rules not as technical minutiae but as decisions that shape daily classroom experience, summer routines, and the balance between digital learning and students’ wellbeing.
Families, cross-border ties, and community safety
Ghiglino often frames public-safety and international developments through the lens of local families and their connections across borders. In her story on Santa Barbara residents worried about relatives in Mexico after the killing of cartel leader Nemesio Oseguera Cervantes, she reports how escalating cartel violence generates fear and uncertainty for people whose loved ones are directly affected, even when they are physically distant. She uses residents’ concerns to bridge global news and local impact, showing how geopolitical events alter family communication, travel decisions, and everyday anxiety in her coverage area. This attention to cross-border ties and lived experience aligns with her broader emphasis on community voices and how larger systems and crises are experienced at a personal level.
Community-centered storytelling as a reporting style
The masthead describes Ghiglino as a multimedia journalist who centers community voices and lived experience in her storytelling. That orientation shows up in her education coverage, where school board decisions and district initiatives are consistently tied to how students, parents, and educators navigate the consequences in classrooms and at home. Her background includes reporting on issues such as the refugee crisis, border wall construction, and the pandemic’s impact on border cities, reinforcing her focus on structural change as it is felt by vulnerable or transitional communities. Across beats, she brings a consistent style: clear explanations of policy, concrete detail about how rules work in practice, and on-the-ground perspectives from people directly affected.
Multimedia reporting and institutional roles
Ghiglino works as a multimedia journalist at the station, contributing video, digital, and on-air reporting. Her recent work for the outlet includes coverage of local government decisions such as potential sales tax changes alongside education stories and community safety pieces, reflecting versatility across civic topics within a regional news framework. In practice, that means her education reporting often intersects with municipal policy, public finance, and law enforcement issues when those forces shape the environment in which students learn and families make decisions about school and safety.
4 more education journalists.
Abdul Latif Jameel
Abdul Latif Jameel publishes long-form, research-led pieces on how emerging technologies and scientific advances reshape education, industry, and society. He writes for the Abdul Latif Jameel masthead at the intersection of learning, innovation, and applied science, with a focus on technology, skills, and the future of learning. He explains complex fields such as quantum sensing in clear, accessible terms, breaking down frontier science and tying it to real-world applications. His coverage links breakthroughs in sensing, data, and automation to training, curriculum, and lifelong learning. He treats education as an applied system connected to industry, policy, infrastructure, and human development. He reports in an analytical, explanatory style, using research, pilots, and large-scale initiatives to examine how technologies are implemented, evaluated, and scaled in learning and training environments.
Adria Iraheta
Adria Iraheta is a community-focused reporter at Denver7, distinct for centering students, families and residents in every story about schools, neighborhoods and public services. She covers how decisions by school districts, local agencies and public institutions land in daily life, with a particular focus on Aurora and Arapahoe County. Her beat sits at the intersection of education, community issues, public services, safety, infrastructure, health and climate, from job cuts in a school district to a new transit safety app, DMV outages, street changes and record heat waves. With a decade of local television reporting experience, she reports on the ground in specific local scenes, using plain language, direct questions to officials and clear explanations to show how policies, programs and changes affect the people who live, study and work in Colorado communities.
Alan J. Borsuk
Alan J. Borsuk stands out for connecting what happens in schools to the policy and political decisions behind them. He writes in-depth K-12 education analysis for the Milwaukee Journal Sentinel and serves as a senior fellow in law and public policy at Marquette University Law School. His work focuses on Milwaukee Public Schools, school choice, literacy, teacher pipelines, and school accountability. He uses long-range perspective, detailed reporting, and structured analysis to explain how reforms unfold, why they stall, and what they mean for students and leaders. He has also written on vouchers, Teach for America, discipline, and teacher evaluation, drawing on decades as a reporter and editor on education and public policy.
Alexandra Hardle
Alexandra Hardle brings a watchdog lens to K-12 schools, using concrete incidents to map how district power, oversight and accountability work in real life. She covers K-12 education for The Arizona Republic, focusing on school systems, governance and the lived impact of policy on students, families and educators. Her reporting shows how school governance can fail students and staff and what that reveals about district culture. She often covers flashpoints, such as the Nazi salute fallout in the Deer Valley district, as windows into deeper dysfunction, tracking how leadership responds, how trust breaks down and how conflicts unfold in public meetings. Her work sits at the intersection of accountability reporting and community stories, grounded in public records, formal rules and multiple stakeholder perspectives, with clear, direct language that explains how institutions make decisions and how ordinary people experience them.