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

Sharon A. Dungee, Central Islip

One of the most important issues facing Long Island school districts in 2025-2026 is the impact of cellphones on student learning, attention and emotional well-being. While technology connects us in many ways, it can also detract from students’ meaningful engagement both in the classroom and with each other. 

I support Gov. Hochul’s proposed cellphone policy and believe the new law gives schools the opportunity to re-center learning around focus, connection and caring.

In Central Islip school district, we have revised our “Students and Personal Electronic Devices” policy, which reduces distractions and promotes healthy boundaries. However, this work goes beyond rules; it’s about building a culture of cooperation, kindness and mutual respect. When students are fully present, they not only learn better, they treat each other with more empathy and respect. This is the kind of environment we, as educators, are committed to creating: one where every child feels seen, supported, secure and inspired to be the best version of themselves.

  

Joseph A. Monastero, Cold Spring Harbor

Providing students with real world learning experiences is essential to preparing them for success beyond the classroom. Engaging students in authentic problem-solving allows them to apply knowledge in meaningful ways, deepening their understanding and building confidence. These experiences move learning from theory to practice

Real world learning also fosters a growth mindset, where students view challenges as opportunities to learn rather than obstacles to avoid. Inspired by the research of [psychologist] Carol Dweck, encouraging this mindset fosters perseverance, adaptability and resilience — traits that are critical in today’s rapidly changing world. When students face complex, open-ended tasks, they are pushed to think critically, collaborate and reflect on both their successes and setbacks.

Moreover, these experiences cultivate a sense of relevance and motivation. Students begin to see the purpose of their education and how it connects to their future goals. They learn to navigate ambiguity, make informed decisions and take initiative, skills that are not easily taught through textbooks alone.

Ultimately, real world learning helps develop well-rounded, capable individuals who are not only academically prepared, but also equipped with the mindset and skills necessary to contribute meaningfully to their communities and thrive in their careers.

Roberta Gerold, Middle Country Central

One of the most pressing challenges facing Long Island school districts in the 2025-26 school year is minimizing the many distractions that interfere with student learning and well-being. While the impact of smart devices remains a concern, the distractions we face extend far beyond technology. Our students come to school carrying the weight of what they see, hear and experience in the world around them. Many are grappling with concerns about personal and community safety, economic insecurity and family instability. No matter how supportive their families are, students are arriving at school feeling anxious, uncertain and overwhelmed.

Our challenge is to ensure that schools remain safe, welcoming spaces where all students feel they belong and matter — places where they can momentarily step away from external pressures and focus on learning, growth and healthy social interaction.

Adding to this challenge is the uncertainty surrounding federal funding for education and student support services. Reductions in federal aid to New York are likely to affect our ability to provide the resources and staffing our students need now more than ever. Our commitment must be to create school environments that are calm, nurturing, supportive and joyful — spaces that allow every child to thrive academically, socially and emotionally despite the noise and stress of the outside world.

  

Marc Ferris, Sayville

From my perspective, one of the biggest challenges facing Long Island superintendents for the 2025-2026 school year and beyond is keeping up with the instructional demands of the modern world we live in today. As educators, we have a responsibility to ensure our students are not only academically prepared, but emotionally and socially prepared for their lives after they graduate — whether that means teaching them how to work alongside AI, equipping them with the skills needed for jobs that don’t even exist yet, and ensuring they have the emotional maturity to manage the stresses and challenges they will most assuredly face as they move into adulthood.

As superintendents, it is our duty to provide our students and educators with the tools necessary to succeed within this complex modern landscape. Here in the Sayville School District, we build upon six educational pillars, developing students who are independent learners; caring, empathetic citizens; effective communicators; strategic collaborators; critical thinkers; and joyful people. By focusing on and using these pillars as our guideposts while strategically incorporating the latest technology into our educational foundation, we are ensuring our students have the skills and mindset necessary to thrive in an evolving and ever-changing future.

Brian Doelger, Shelter Island

One of the most significant challenges school districts face this year is the increasing financial pressure due to tightening budgets. Costs associated with transportation, health insurance and contractual obligations continue to rise, often approaching double-digit percentage increases. Compounding this issue is the continued imposition of unfunded mandates by the New York State Department of Education. Maintaining a budget within a 2% cap becomes increasingly unsustainable.

For students, a pressing challenge will be reducing their reliance on cell phones during the school day. Last year, our district implemented a class-to-class ban on phone use, and this year, due to the new law, we are extending that policy to a full bell-to-bell restriction. While the transition may be difficult initially, we believe this change will ultimately be a positive, liberating experience that enhances focus and engagement in learning.

Educators, meanwhile, are being asked to take on more responsibilities each year. Beyond meeting state mandates, maintaining certifications and participating in ongoing professional development, teachers must now adapt to a rapidly evolving educational landscape shaped by student access to and proficiency with artificial intelligence. Effectively integrating and managing AI in the classroom will be a complex but necessary task for both teachers and administrators in the years ahead.

  

Mark Secaur, Smithtown Central

School finance is a pressing concern for school districts. Uncertain funding at the state and federal level coupled with rising costs in a tax-cap environment jeopardize the very programs our students need to thrive. . . . Simply put, uncertain funding, increasing costs, unfunded mandates (often born of well intended legislation) and depletion of reserve funds in a flat-revenue environment is unsustainable, and districts will need responsible legislative reforms to ensure that sustainable school funding will allow us to continue to provide the necessary school environments for our children to reach their full potential.

  

Antonio Santana, South Country

The most pressing issue facing South Country and many Long Island school districts is the growing disconnect between state aid and rising operating costs. The current aid formula does not adequately reflect the economic realities districts are facing — particularly in high-need communities like ours. Costs tied to staffing, special education services, transportation and student support programs continue to rise, placing added strain on already tight budgets.

At the same time, the foundation aid formula — based on outdated data — limits our ability to respond flexibly and equitably to student needs.

Despite these challenges, South Country remains focused on academic growth and student achievement. Our strategic plan is grounded in data-driven instruction, equity and student-centered practices. We are committed to finding innovative, responsible ways to support our students.

Jordan Cox, Commack

As the world continues to evolve, the most important responsibility we have is to ensure students are engaged in learning that is meaningful, relevant and prepares them for the future. Regardless of changing standards or shifting priorities, our core focus must remain on the student experience. In Commack, we are committed to creating environments where students discover purpose and passion in their learning. Our elementary schools offer hands-on agricultural education. In middle school, students benefit from expanded enrichment and elective options, including sports management. At the high school level, we provide career-connected “Schools of Study,” such as the School of Medicine and School of Law, as well as internship opportunities. Each of these experiences is designed to make learning feel real and to inspire students to explore what’s possible.

The challenge isn’t a single issue; it’s a mindset: keeping students at the center and ensuring their learning reflects the world they’re growing up in.

Timothy Eagen, Kings Park

Without a doubt, the most important issue facing Long Island school districts for the 2025-2026 school year is federal funding. Federal funding is a huge concern amongst superintendents as we prepare for the coming school year and could impact districts in one of two ways. First, there is the issue of funding that is distributed by the U.S. Department of Education. Elected officials in Washington have called for a large reduction in staffing in the department, and even its complete dismantling.

Most school districts receive what are called Title funds and Individuals with Disabilities Education Act (IDEA) Sections 611 and 619 grant funds from the federal Department of Education. IDEA funds support programs and services for special needs students. Title grants (Title I, IIA, III, and IV) support programs for low-income students, staff professional development, supports for English as a new language students and student enrichment programs. School districts rely on these funds to support various locally based programs. For example, Kings Park receives about $1 million in federal funds annually, which is about 1% of our total budget. While 1% may not sound urgent, that reduction would be devastating to student programs and services.

Second, I am very concerned about how the recently approved federal budget will impact New York’s budget, and the effects this will have on the funding for public education, both locally here on Long Island and across the state.

Dave Moyer, Northport-East Northport

In my opinion, the biggest issue facing Long Island school districts is the uncertainty created by actions at the federal level. There will likely be some trickle down effect to local districts depending on what actually does happen and subsequent decisions [are made] at the state level. While some of this is problematic enough, it is exacerbated because it is nearly impossible to plan when things are in a constant state of flux. School districts are left to navigate shifting priorities without clear guidance or stability.

Jessica Schmettan, Port Jefferson

One of the key challenges facing Long Island school districts today is the rapid advancement of AI and our responsibility to keep pace with its impact on education and society. AI is fundamentally reshaping almost every facet of the world and, as educators . . . we have a responsibility to ensure our schools are not just keeping up with AI advancements, but leading with intention by preparing our students with the digital literacy and critical thinking necessary to thrive in an AI-driven future.