To the editor:

Not so fast.

Prove me wrong: Prove our children are not behind.

Since the coronavirus pandemic, there is clear and growing evidence — both nationally and across New York State –that many elementary-aged students are still struggling to recover. Academic setbacks are well-documented. Less discussed, but increasingly visible in classrooms, are challenges with attention, stamina, self-regulation and physical readiness that affect children’s ability to learn effectively. Educators and families are seeing this every day.

Yet these issues are not being adequately addressed. Teachers are not being given the time, space or support necessary to properly assess where students fell off track or to provide targeted interventions. Instead, they are being asked to continue as usual, despite the extraordinary disruption children experienced during their most formative years. That approach is not responsible, and it puts students at further risk of falling behind.

If we have the physical space — and we do — we should be using it to expand support, not reduce it. This is the moment to provide smaller learning environments, focused assessments and intentional recovery strategies to help children regain lost ground.

Bloomingdale School offers a unique opportunity to do exactly that. Imagine partnering with a research university interested in studying the long-term effects of the pandemic on elementary-aged children in a real-world, community-based setting. Such collaboration could bring expertise, attention and funding to a problem that is still unfolding nationwide — all while preserving stability for our youngest learners. A half-vacant school provides the space to do this without disrupting daily learning. But that opportunity would require restoring, not eliminating, upper elementary classrooms.

We have a window right now to get these kids caught back up. That window will not remain open indefinitely.

Bloomingdale School has long been a treasure because it provides what many families associate with private education — individualized attention, strong communication skills, patience, security and confidence — at a public school cost. These qualities are not accidental; they are the result of a close-knit school community where relationships matter.

Bloomingdale School actively encourages parent and guardian involvement because it benefits children. Families are heard there. Children are heard there. From the first day of kindergarten through fifth-grade graduation, we become part of a family that includes teachers, staff, parents, grandparents and neighbors. That transparency and open communication allow parents to support educators in the ways they ask — and in return, teachers are able to bring out the very best in our children.

That is what we are fighting for.

Education over money.

Give us the chance to help. Tell us what you need. We will find a way to help.

Jacquelyn Niederbuhl

Bloomingdale