As a deeply concerned member of the Shoreline school community, I strongly oppose plans or proposals that could lead to a school closure. I understand the financial constraints, however please carefully consider the profound and lasting impacts that closing a school would have on students, families, staff, and the broader community. Originally, a closure suggested a cost savings of $1.3M annually. That cost savings number might actually be lower considering the realized costs of school consolidation – raising questions as to whether closing a school is still a feasible option to address budget challenges. 

School closure involves more than simply merging buildings. It leads to the disruption of vital community ties in neighborhood hubs. The impacts of closure and consolidation are far reaching, and include:

• Negative effects on many families. Boundary adjustments will have a district-wide ripple effect. When a school closes and boundaries shift, displaced students are sent to nearby schools. This causes a reshuffling of students, even in schools not facing closure, until all students are reassigned. Our elementary class sizes are already much higher than the nationwide average, a concern for students, families, and teaching staff. A school closure will result in larger elementary schools and classes, both of which are associated with lower student performance, teacher job satisfaction, and weaker school-family partnerships. 
• Lasting challenges for students from historically marginalized groups. A closure will be disproportionately felt by historically marginalized communities, including low-income families, families of color, and families with children who are served on Individualized Education Plans (IEPs) and 504 plans. Closing a school will harm these students, contradicting the school district's commitment to educational equity.
• Disrupting special education programs that have been a part of school communities for decades. Closure would negatively affect students and families in these programs and pose significant logistical and financial problems associated with a transition to a new building. It is well documented that students with disabilities thrive with consistency, predictability, and highly trained staff who can meet their needs. Not only would it take time (~years) to train staff, create supportive classrooms, and re-establish relationships with a new peer community, we can most certainly expect behavioral, health, emotional, and academic regression. These programs are well-established and housed in facilities equipped with specialized tools, accommodations, infrastructure, and spaces, along with specially trained staff.
• Negative impacts on student academics and relationships. Displaced students often experience lower academic performance, and find it difficult to integrate into new communities due to disrupted relationships with peers and staff. Specifically, challenges with social relationships only increase Social Emotional Learning (SEL) needs for students, which we are already struggling to support. 

Lastly, please remember our current 4th graders who began their elementary school experience online, and missed an entire year of in-person instruction due to the COVID-19 pandemic. If a closure occurs for 2025-26, this cohort will once again experience a significant disruption.

We must continue to seek other avenues to rectify budget shortfalls. Rather than disrupt the lives of so many students and families, we should explore alternative solutions to reduce the deficit and maximize revenue streams. We must prioritize student and family needs and advocate for the support they require, ensuring they receive the resources necessary to thrive. Together, let us stand firm in our commitment to safeguarding their futures and fostering environments where every student can succeed.