Newsday asked Long Island school superintendents about the most important issues facing their districts. Below is a condensed sampling of their responses.

Kenneth R. Bossert, Great Neck

There are many challenges facing public school students and staff as we prepare for the opening of the 2025-26 school year From my perspective, however, the greatest challenge we will face as educators is embracing the opportunities provided by maximizing AI platforms.

Gone are the days where the role of teachers and administrators was to block the use of AI platforms (such as ChatGPT) and equate the use of these resources with cheating. We must, instead, strike a balance of making sure students remain critical thinkers and that they master core curriculum, while understanding the essential role that AI platforms will continue to play. We must help students to utilize these incredibly valuable tools in a responsible way. These necessary skills include: AI and data literacy (partnering well with our continued focus on news media literacy), technical skills (like responding to prompts), analytical thinking and data-driven decision-making collaboration and communication, as well as ethical and responsible AI awareness.

Mathematics “survived” the calculator and research “survived” the advent of Google. Schools will not only “survive” AI, but will thrive by amplifying the benefits it brings.

  

Dina Anzalone, Hewlett-Woodmere 

One of the most pressing issues facing Long Island school districts is the growing financial strain that impacts our ability to maintain and improve the quality of education. Ongoing budget constraints due to the state’s property tax cap restrict the amount of revenue districts can raise. Concurrently, rising costs — particularly for health care, transportation, special education and facility maintenance — continue to outpace funding. Districts are working to remain fiscally responsible to their residents while still providing the highest quality education. These financial pressures can lead to difficult decisions, such as reducing programs, increasing class sizes or delaying capital improvements.

Families are also feeling the pressure of inflation and increased living expenses, resulting in declining enrollment as families are forced to move away from the area.

Todd Winch, Levittown

One of the most pressing issues Long Island schools will face is ensuring we effectively meet the increasingly diverse needs of students. Across the region, districts are seeing a rise in students facing mental health challenges, a growing number of English language learners, children living in poverty and students with unique academic and learning needs.

Whether a student in the Levittown district plans to attend college, pursue a trade, enter the workforce or serve in the military, our responsibility is to provide the tools and experiences necessary for their success. That’s why our strategic plan is built around the belief that every student, regardless of background or circumstance, deserves the opportunity to reach their full potential.

Each year, we strive to honor that inclusive mission by improving what we do. Whether it’s introducing an elementary Career Exploration course, offering high school electives like College Real Estate, Future Teachers, College Anatomy and Physiology and Small Engines and Basic Car Maintenance, or hosting postsecondary fairs in lieu of traditional college fairs, we take “success for every student” as a moral responsibility.

Mary O’Meara, Plainview-Old Bethpage

I see three major priorities shaping the 2025–26 school year.

First, we must address the challenge of fair and reliable funding. With expected changes at the federal level, including reduced oversight by the U.S. Department of Education, the state must be prepared to assume greater responsibility. Long Island districts, which serve a range of student needs and operate in a high-cost region, require equitable and sustainable funding without disruptions or passing costs on to taxpayers.

Second, the rapid emergence of artificial intelligence is transforming education. Our role is twofold: to train educators in using AI ethically and effectively, and to prepare students for a future shaped by this technology.

Finally, we are preparing to implement the New York State Education Department’s revised graduation requirements and the New York State Portrait of a Graduate. This shift redefines what it means to be ready for college, career and citizenship. Districts must redesign course pathways, assessment practices and reporting systems to reflect the development of traits such as creativity, communication and resilience.

Unal Karakas, Valley Stream 24

One of the most important priorities for Long Island school districts is preparing students to thrive in a world shaped by rapid advances in technology, artificial intelligence and innovation. At Valley Stream 24, we are proud to lead this work with the full support of our forward-thinking Board of Education. 

As a member of the League of Innovative Schools, we partner with districts across Long Island and the nation to stay at the forefront of educational transformation. This past year, our students designed and built prosthetic arms to donate to Northwell Health and used Spheros to code and send empathy messages across classroom

Our teachers are already using artificial intelligence to support lesson planning. This year, we are thoughtfully introducing AI to students in select classrooms to enhance learning — not to replace authentic thinking or creativity. When used intentionally, AI can help students brainstorm, code and explore new ideas. 

  

Daniel Rehman, West Hempstead​​​​​​

Our district faces financial challenges heading into the 2025–26 school year, which require careful planning to preserve the quality of education our community expects. The changes to the foundation aid formula have significantly reduced our state funding allocation, forcing difficult decisions about programs. Meanwhile, rising transportation costs continue to strain our operational budget, while increasing charter school expenses further drain resources from traditional public schools. Adding to these pressures, the Rockefeller Institute of Government’s recommendations — which could have provided crucial additional funding for both our English language learners and students attending private schools — remain unfulfilled promises, leaving us without anticipated financial relief. Perhaps most concerning is the potential loss of federal grants under the current administration’s shifting priorities, which could eliminate funding streams we’ve relied upon for critical educational initiatives. These compounding factors create a perfect storm of fiscal challenges, forcing us to make increasingly difficult choices and ultimately impacting the students and families we serve.

Anthony Mignella, Baldwin

In today’s rapidly changing economy and the evolving landscape of technology, such as AI, it is essential that we build a curriculum that will prepare our students for future industry. In the Baldwin Union Free School District, we aim to ensure that students graduate equipped to face any obstacle. Our curriculum focuses on our “Future Ready Competencies,” which encompasses the skills of communication, creativity, collaboration, critical thinking, character and citizenship. To help ingrain these skills, we have introduced programs that provide hands-on real-world experiences and work-based learning opportunities. For example, our Academic Academies allow our students to gain experience in fields like education, media, law, engineering, medical, the arts and network with industry professionals before their high school graduation. There’s also the 'Senior Experience' course that fully immerses our 12th graders into the real world of work. Whether it’s working directly on a local pollical campaign or in a hospital shadowing a nurse for an entire year, these internships allow students to explore potential careers more deeply while tying their experiences directly to their English and Social Studies curricula through the completion of a research capstone project. In addition, we ensure what we teach each day coincides with future industry by continuously monitoring business trends, job market demands, and career forecasts so that our academic programs and coursework will remain relevant. 

Roxanne Garcia-France, Valley Stream 30

The most challenging issue facing Long Island schools is not solely a lack of funding or the rise of artificial intelligence. It is the diminishing family time that our children so desperately need. For many families, the school day mirrors the workday. Elementary students spend six hours and 35 minutes in school, often followed by two to three hours of after-school care. When you factor in commutes, children can be away from home for up to 10 hours a day, matching or even exceeding their parents‘ work hours. Families are not checked out. They are worn out.

The time parents and children spend together is shrinking. The average working parent spends just 1.45 hours a day with their child (Bureau of Labor Statistics, 2022), and families get less than 40 minutes of meaningful time together (Parent Cue, 2023). The real issue for elementary education is not just academic gaps, but family time gaps. Strong family connections, in which parents are actively aware of their children‘s activities and friendships, lead to better mental health, safer behavioral choices and stronger academic outcomes (Centers for Disease Control and Prevention, 2021).