New Hampshire principals tell study committee forced SAU consolidation could add costs, stretch school leaders

Principals from across New Hampshire told a legislative study committee on Wednesday that mandatory consolidation of school administrative units (SAUs) could produce higher long‑term costs and overburden building principals.

The testimony came during a meeting of the Committee to Study Reducing the Number of School Administrative Units in the State. Bridal Belmer, executive director of the New Hampshire Association of School Principals, led a panel of school leaders who asked the committee to approach consolidation proposals cautiously and consider voluntary, gradual change.

Belmer said research and states’ experiences show the promise of administrative savings often goes unrealized. “As districts merge, personnel costs often increase,” she said, adding that aligning salaries and benefits across a newly formed district can quickly eat potential savings. She also cited longer bus routes and the cost of new central technology or facilities as expenses that can erode projected savings.

The principals framed their concerns around three related points: the scope of principals’ day‑to‑day duties, the legal and technical demands of district administration, and the importance of local relationships. Kathleen Murphy, principal of Clark Wilkins School in Amherst and president of the state principals association, described school leadership work as primarily instructional and student‑facing. “When principals are asked to take on one more thing, it means that the most important things, the conditions for student learning and teacher growth, can be compromised,” Murphy said.

Adam Osborne, principal of Bow Memorial School, described the unpredictability of a principal’s schedule and the range of duties that can pull leaders away from instruction. “The most important work certainly is that of the instructional coach. But you can’t overlook the many incidentals — checking people out in the cafeteria line, being hallway monitor, directing traffic,” Osborne said. He reported his building’s enrollment as about 520 students and roughly 40 certified teachers; assistants and support staff bring the total to “about 70,” he said.

Steve Patterson, principal at Kearsarge Regional Middle School, told the committee his district covers about 420 square miles and includes seven towns. Patterson said his school enrolls roughly 425 students with about 40 certified staff and another 20–25 support personnel. He emphasized that principals build trust with families and students and that time spent in daily, face‑to‑face interactions has measurable instructional value: “I get more work done at lunch talking to kids, sitting down, getting to know them, than I do anytime I’m in my office,” Patterson said.

Panelists also flagged legal and compliance risks if responsibility for federally mandated programs shifted to building leaders without corresponding training or centralized support. Belmer referenced the Individuals with Disabilities Education Act (IDEA) and federal privacy rules such as FERPA, saying central SAU staff currently provide specialized services and legal support that principals lean on. Laurie Kruger, who has served as both a principal and an SAU special education director, told the committee that SAU offices “are crucial hubs for connection and expertise” and help districts maintain contracts and relationships with specialized providers that serve students with complex needs.

Committee members asked detailed implementation questions. Representative Damon asked principals to estimate weekly hours; Kathleen Murphy said she works “between 60 and 70 hours a week.” Members also probed which tasks are currently handled at the SAU level versus the building level — hiring, evaluating staff, budget preparation and specialized functions such as HR, payroll and transportation — and principals described a mix of shared responsibilities.

Principals urged the committee not to treat local governance roles interchangeably. Belmer stressed that superintendents, business administrators and principals require different training and expertise: “Professional roles cannot be interchanged without special consideration,” she said.

The principals’ group asked the committee to include detailed implementation analysis, training plans and funding estimates in any consolidation proposal and recommended full stakeholder engagement before pursuing mandatory structural change. The committee received the testimony and signaled it will continue collecting materials and meeting again next week to consider proposals and draft report language.