During the Boston School Committee meeting on December 4, 2024, significant concerns were raised regarding the decision to increase class sizes in ABA (Applied Behavior Analysis) strand classrooms to 11 students. Advocates for students with special needs argued that this change could severely impact the quality of education and support these students receive.

One speaker emphasized that raising class sizes in ABA classrooms, which serve students primarily diagnosed with autism and on Individualized Education Programs (IEPs), is unfair and detrimental. The speaker highlighted that these classrooms face unique challenges, and larger class sizes would hinder the ability of educators to provide the necessary individualized attention. This could lead to increased student-teacher ratios, larger caseloads, and ultimately a decline in the quality of direct services, which are crucial for the growth and development of these students.

Another speaker, a science teacher from Brighton High School, shared the story of a classroom paraprofessional, Miss Dee, who plays a vital role in supporting students with emotional disabilities. The teacher described how Miss Dee works closely with students, tracking their academic and behavioral goals while providing personalized attention. The speaker noted that Miss Dee's commitment extends beyond her school hours, as she works a second job to support herself, highlighting the challenges faced by educational staff.

The discussions at the meeting underscored the importance of maintaining manageable class sizes in special education settings to ensure that all students receive the support they need to thrive. The committee's decisions will have lasting implications for the quality of education and support available to some of Boston's most vulnerable students. As the community awaits further action, the call for a reversal of the class size increase reflects a broader commitment to inclusivity and support for all students in the Boston Public Schools system.