Wareham paraeducator urges higher pay and staffing continuity to protect special‑education students

Marilyn Morley, a paraprofessional at Wareham Elementary School, told the Wareham School Committee on May 19 that she and other paraprofessionals face poor compensation and frequent turnover and urged the committee to prioritize staffing continuity for students with significant needs.

“My name's Marilyn Morley. I'm a para at Wareham Elementary School… I don't care about my raise at all, if I get 1 ever, honestly. I worry about what's best for the kids in the future,” Morley said during the public comment portion of the meeting. She described paras as “the second step from the teacher” who carry out hands‑on care, behavioral supports and daily routines for students with disabilities and said losing experienced paras undermines safety and stability for children who cannot communicate.

Morley said paras are often the trusted adults students seek in hallways and classrooms and warned that replacing experienced staff with people newly hired on short notice would leave nonverbal and high‑needs students without familiar caregivers. “I would rather come here and beg you to treat paras with as much respect as you do the teachers… We don't want strangers in our classrooms,” she said.

The remarks were made in public comment; committee members thanked Morley for appearing but did not take immediate policy action during the meeting. The transcript shows Morley noted that many paraprofessionals were at work and could not attend the meeting and that contract negotiations were ongoing; she said her principal concern was continuity of care for special‑education students rather than personal pay.

Chair Jeff Sweat interrupted to keep remarks within the public‑comment time limit and thanked Morley for speaking. The committee did not vote or issue directives related to paraprofessional pay or hiring at that meeting.

Morley’s comments put a spotlight on two issues the committee may address later: contract negotiations with paraprofessionals and strategies to reduce turnover so that students, especially those with complex needs, retain the adults who know them best. No follow‑up action was recorded in the meeting minutes for May 19.