Parents and volunteers urge district to keep elementary science labs and makerspace after staffing changes

Several parents, volunteers and teachers asked the Beverly Hills Unified School District Board June 10 to preserve hands‑on elementary science instruction after they learned the district will change how science is delivered in elementary grades.

Nadine Debbie, who identified herself as connected to the elementary science and STEM community, told the board she learned within the prior two weeks that the district planned to end pull‑out science labs and eliminate a dedicated elementary science teacher at the district’s elementary schools. "The community deserves better communication about significant curricular changes," she said, and said more than 300 parents and students had signed a petition in support of maintaining hands‑on labs and makerspace programs.

Several other speakers — including Peter Beller and parent volunteer David Lucky — said Makerspace and Science Lab sessions are a highlight of students’ weekly experiences and argued that hands‑on experiments require skill, preparation and consistent time that many teachers cannot replicate without added training or scheduling changes. Volunteer and parent comments noted that prepackaged kits still require pedagogical expertise, safety oversight and materials management.

A representative of Pathways LA, Andrea Rojas, introduced the nonprofit’s early childhood and family services but did not oppose the science comments; she offered professional development resources for educators. Teacher and parent speakers asked the board to pause the change, request clearer implementation plans, or restore the pull‑out lab model until a district plan is co‑developed with teachers and volunteers.

Board members and staff acknowledged the concerns; Dr. Seaman (chief academic officer) invited several parents and volunteers to remain involved in implementation planning and asked the district to provide clearer communications on how essential science standards would be taught if staffing models change.

Why it matters: parents and volunteers said hands‑on science and makerspace experiences are central to early STEM engagement; changes to staffing or delivery models without clear parent notification or classroom supports risk reducing that instruction’s quality.

Next steps: the board asked staff to clarify implementation plans, provide more detailed communications to families, and keep community volunteers engaged as the district develops its elementary science approach.