Multiple educators and a building substitute used May 28 public-comment time to describe persistent student-behavior problems, staffing strain and technology gaps in Rock Hill Schools.

First-hand observations: Gretchen Hansen, a building substitute who said she has worked in the district for two-and-a-half years, told the board that disruptive behavior is the top reason teachers are leaving. Hansen said several staff at her assigned school resigned before the year ended and described repeated daily incidents by the same students that interfere with instruction: talking back to teachers, sleeping in class, threats and physical incidents. She said referrals sometimes appear to be recoded and that special-education classrooms need more personnel and smaller class sizes.

Broader staff concerns: Additional speakers — coaches and teachers who asked to remain on the record in public comment — warning that morale is low and that some coaches fear arbitrary personnel actions and interference in athletic operations. One speaker said a proposed transfer policy allowing a one-time no-questions transfer would encourage recruiting and destabilize athletic teams.

Why it matters: Classroom behavior and school climate affect teacher retention and student learning. Speakers called for the board and administration to prioritize resources for behavior supports, classroom staffing levels, technical support and supports for special-education classrooms.

Board response: Trustees acknowledged the concerns and invited written materials and further engagement. The board said staff would provide follow-ups about technical support, special-education staffing and discipline policies; several trustees also urged community members to submit written statements for the board record.

What speakers requested: Faster action on behavior interventions, more transparency on discipline reporting and support for teachers and classroom staff; coaches asked for clear transfer policies that reduce recruiting and preserve fairness in school athletics.