Statement from Greenwich’s teachers union, GEA, Greenwich Education Association
To the Greenwich Community,
The question is no longer whether concerns have been raised. The question becomes how many times they must be raised before meaningful action is taken.
This spring, 108 Special Education and Student Support Services (SESS) staff members participated in a survey regarding workplace conditions, communication, workload, administrative support, and their ability to meet student needs. The results reveal a workforce under significant strain and raise serious concerns about the sustainability of our current system.
Among the most troubling findings, 77.5% of respondents reported that they do not feel safe from retaliation in the workplace. More than 83% indicated that when they raise concerns affecting students or their professional responsibilities, they do not feel heard or believe meaningful action is taken. These findings were accompanied by dozens of written comments describing fear of repercussions for advocating for students, expressing professional opinions, or raising concerns about district practices.
The survey also demonstrates increasing challenges related to workload and staffing.
Staff reported rising caseloads, growing compliance demands, insufficient time to complete required responsibilities, and increasing expectations to work beyond contractual hours. More than 75% reported missing direct student services in order to complete paperwork, attend meetings, or satisfy compliance requirements. More than 83% reported experiencing work-related stress or burnout.
Perhaps most concerning is what these conditions mean for students.
A majority of respondents reported that students are not receiving all of the services and supports they truly need. Staff described increasing special education referrals, increased litigation, growing numbers of advocates and attorneys in meetings, and concerns that staffing shortages and administrative decisions are making it more difficult to maintain student-centered service delivery.
These findings should concern every member of our community.
Special education services are among the most complex and legally protected responsibilities of any school district. Families depend upon highly trained professionals to ensure that students receive the individualized supports they need to succeed. When those professionals consistently report burnout, lack of support, fear of retaliation, and growing barriers to serving students, those concerns deserve immediate attention.
These findings also mirror concerns raised in the recent GEA Teacher Morale Survey. Together, both surveys tell a consistent story: trust is eroding, workloads are increasing, and employees are increasingly concerned about their ability to effectively serve students under current conditions.
The purpose of sharing this information is not to create conflict. It is to create awareness and encourage meaningful dialogue. The educators and specialists who responded to this survey care deeply about their students and want Greenwich Public Schools to succeed. Their feedback should be viewed as an opportunity for improvement, not as criticism to be dismissed.
Students, families, and staff all benefit when concerns can be raised openly, when professionals feel supported, and when systems are designed to prioritize both employee well-being and high-quality student services.
The SESS staff of Greenwich have spoken clearly.
The question now is whether district leadership and the Board of Education are prepared to listen and act.
Sincerely,
Margaret Jackins
President, Greenwich Education Association
GEA Executive Board
Melissa D’Amato, VP of Elementary
Lori Mulligan, VP of Secondary
Jessica Punchatz, VP of Membership
Chrissy Distel, VP of Communication
Peter Watson, GEA Treasurer
Steve Farnum, GEA Secretary
Rich Kahn, PR&R Chair
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