Listening to Our Community
Listening to Our Community
This spring, Superintendent Shuldiner visited all seven School Board Director districts to meet with families, students, and staff in person. We held seven community meetings between February and April 2026, plus one virtual session. More than 1,000 people attended across all eight events.
At each meeting, participants broke into small groups and responded to three questions:
- What is going well at Seattle Public Schools?
- What is not going well?
- What are your ideas for improvement?
Every response was captured on posters, photographed, and transcribed. Nothing was left out.
Below you’ll find a summary of what we heard, a detailed districtwide summary, and individual meeting recaps.
Summary of What We Heard
From February to April 2026, more than 1,000 families, students, staff, and the community participated in meetings that Superintendent Ben Shuldiner hosted in each of the seven board director districts along with one virtual session.
A detailed districtwide summary of feedback from all eight sessions, including themes, quotes, and school-by-school breakdowns.
Individual Meeting Recaps
Read the feedback from the Feb. 26 session at Bailey Gatzert
Families described strong student–adult relationships, committed educators, and small school environments that foster belonging, pride, and community.
“Teachers are passionate, caring, committed to students.”
“Small school, tight community, walkable (small school works well for all members).”
Families expressed concerns about trust, transparency, staffing instability, large class sizes, and systems that negatively affect student learning and confidence in the district.
“Trust + transparency is shot (closing process).”
“Classes too big.”
Participants identified concrete opportunities to improve transparency, resource allocation, engagement, and systems that better support schools and families.
“More money to individual schools to spend on evidence-based approaches that
are needed by the community.”
“Make the website easier to navigate / understand.”
Read the feedback from the March 3 session at South Shore PreK-8
Families emphasized that strong educators, deep community relationships, and dual language programs are the core strengths of keeping families engaged and invested.
“Amazing teachers and educators… dedication of dual-language teachers w/o resources and support.”
“Schools seen and experienced as community and community hub/resource (neighborhood).”
“Supportive staff who create a community of care for students.”
Families expressed concerns about inequitable funding, confusing and inconsistent communication, staffing models that do not reflect student needs, and lack of protection for dual language programs.
“Enrollment projections are low but inconsistent with wait lists.”
“PTA pays for librarians & nurses — NOT EQUITABLE.”
“Communication is poor… lack of transparency & tradeoffs.”
“Families struggle to navigate processes and identify points of contact.”
“Dual language schools do not get support — no allocation, curriculum, or lesson planning.”
Participants called for transparent decision-making, equitable and needs-based funding, stronger support for educators, and a clear, fully funded district commitment to dual language and community-centered schools.
“Fully fund dual language programs and expand pathways through high school.”
“District wide vision for Dual Language Schools that is clear and fully [funded].”
“Staffing should follow kids.”
“Transparency and realistic projections on enrollment — it has not been consistent.”
“Create clear AI governance and parent communication.”
Read the feedback from the March 10 session at Salmon Bay
Families described their school(s) as, community‑centered school with strong educators, effective literacy supports, and a K‑8 model that fosters belonging and continuity.
“Reading intervention process & strategies – 1st.”
“Global Reading Challenge – 4th.”
“Mixture of social eco in public school – people trust the public school system [is] doing something well to keep the trust of families.”
Families raised concerns about technology overload, inequitable access, lack of transparency, and systems that feel confusing, burdensome, or misaligned with student needs.
“Tech overload – reliance on this in classroom.”
“Too many names/acronyms – kids see one thing / adults another.”
“More emphasis on things being equal instead of surveying and figuring out how to be more equity focused.”
Participants emphasized the need to rebalance technology use, improve equity and transparency, and design systems that better support students, families, and educators.
“Feel my child would do better with IP.”
“Access to school inequitable – our side of street can get more than others.”
“Behavioral management system – PBIS – applying to all not just the ones who need.”
“Create a citywide PTSA fund-sharing model to reduce inequities”
Read the feedback from the March 17 session at Eckstein
Families shared appreciation for strong educators, growing clarity in communication, and the role of choice and community in rebuilding trust and engagement.
“Local classroom teachers* & our principal.”
“Transparent clear communication ↑ frequency, quality = ↑ agency – responsive.”
“Ben! Solid start…!”
Families raised concerns about how the district defines equity versus equality, inconsistent academic rigor, funding inequities, unclear pathways for HC, and a sense that district systems prioritize scale over student needs.
“PTA pays for librarians & nurses — NOT EQUITABLE. Not every school can buy these positions up.”
“Misunderstanding equity vs. equality.”
“Too much focus on school closure vs. enrollment.”
Participants offered practical, student-centered solutions focused on strengthening academic quality, restoring trust, reducing reliance on technology, and investing equitably in schools and staff.
“Remove restrictions on teachers from teaching above grade level when applicable.”
“Maintain rigor while ensuring equity.”
“Grow popular programs — DLI, HC, Walk to math.”
“Cellphone bans are FREE.”
Read the feedback from the March 24 session at McClure
Families highlighted committed educators, inclusive school cultures, growing parent engagement, and renewed energy around leadership and instructional practices.
“Teachers are engaged well-trained & trying to do well.”
“My kids love to come to school.”
“Feeling energy and excitement with Ben.”
Families raised concerns about inconsistency, lack of transparency, staffing and class size pressures, and gaps between stated equity goals and lived student experience.
“Lack of follow-through on equity.”
“Not enough play-based learning.”
“Constant change (volatility) — parent whiplash.”
“Make budget process transparent and easy to understand.”
Participants identified concrete opportunities to improve transparency, resource allocation, engagement, and systems that better support schools and families.
“More money to individual schools to spend on evidence-based approaches that
are needed by the community.”
“Make the website easier to navigate / understand.”
“Engage families earlier in planning, not after decisions are made.”
Read the feedback from the March 26 session at James Baldwin Elementary
Families identified strong educators, inclusive school cultures, social-emotional supports, and improved communication from district leadership as meaningful strengths at James Baldwin ES and across SPS.
“Kids feel safe at Baldwin.”
“Teachers are engaged, well-trained & trying to do well.”
“Strong social emotional learning results in ↓ in behaviors.”
Families raised concerns about inconsistent communication, excessive screen time, uneven equity and supports across schools, large class sizes, and unclear or changing district processes
“Too much screen time in school.”
“Class sizes too large!”
“Title I and alternative schools disproportionately impacted by budget instability.”
“Equity is discussed but not clearly communicated… doesn’t feel like the district is
actually honoring it.”
Participants offered practical, student-centered ideas focused on clearer communication, balanced technology use, stronger academic supports, and intentional investment in programs that help schools retain and serve families well.
“Limit technology use.”
“Break the vicious cycle.”
“Consistency small K class sizes.”
“Provide clear rationale for decisions and close the feedback loop.”
Read the feedback from the March 31 session at West Seattle ES
Families highlighted strong, caring educators, robust arts and enrichment opportunities, positive school culture, and improved communication and leadership as key strengths.
“Amazing teachers ★★★”
“Specialists are great – caliber of art, dance, PE.”
“Dedicated caring adults in our schools.”
Families expressed concern about overuse of technology, inconsistent policies and supports, staffing instability, class size pressures, and lack of transparency and urgency around safety and district decision-making
“Too much screen time at schools (too much!).”
“Unsafe behavior impacted students. Wasn’t addressed. Continues to escalate.”
“Lack of transparency around future plans.”
“End October staffing shuffle; use accurate enrollment projections.”
Participants offered clear, student-centered ideas focused on consistency, transparency, reduced reliance on technology, equitable staffing and resources, and stronger communication and trust.
“Limit technology use.”
“Clear channels of communication.”
“Fund student-facing positions over non-student-facing roles.”
Read the feedback from the April 2 virtual session
Across communities, families consistently affirmed the dedication of educators and principals, and expressed strong appreciation for enrichment, arts, language immersion, and relationship-based school environments.
“Educators and principals are widely praised for their commitment and care for students.”
“The teachers and staff at my kids’ school are really committed and responsive.”
“There is strong appreciation for arts, music, language immersion, project-based learning, and enrichment opportunities.”
Families expressed deep concern about inconsistent academic rigor, staffing instability, inequitable special education services, confusing communication, and unclear long-term planning related to enrollment and closures.
“Special education services were the most significant area of concern.”
“Navigating IEP, 504, and Child Find processes is often described as confusing and inequitable across schools.”
“Communication, like what are our actual goals, feels like things flip-flop back and forth a lot.”
“Families experience confusion related to enrollment projections, school closure planning, budgeting, and staffing decisions.”
Participants emphasized the need for clearer expectations, equitable staffing and funding, reduced screen time, stronger multilingual engagement, and transparent follow-through that demonstrates how community input leads to action.
“Participants requested clearer districtwide technology and cell phone policies.”
“Make it easier to volunteer in your child’s school.”
“Communities want authentic engagement that leads to action, not one-time or performative outreach.”
“Hold regular, in-language community meetings and publicly track follow-up actions.”