Teachers urge board to address retention, workplace climate during public comment
November 03, 2025 | Berkeley 01, School Districts, South Carolina
This article was created by AI summarizing key points discussed. AI makes mistakes, so for full details and context, please refer to the video of the full meeting. Please report any errors so we can fix them. Report an error »
Three current and former Berkeley County teachers told the board Nov. 3 that staffing instability and workplace climate are driving an exodus of educators and asked the board to take specific actions to improve retention.
Amanda Hebel, who identified herself during public comment, opened the block of teacher testimony with a data point: "81.3%. That's the percentage of how many of your constituents or, doctor Dixon, your employees, are afraid to speak at these meetings." Hebel said state exit-survey data shows the top reason teachers move districts is school culture and climate, followed by district leadership and alignment with educational philosophy. She also cited South Carolina Department of Education figures that identify 32 of Berkeley County's 47 schools as critical-needs schools and said many schools have three-year turnover rates above 20%.
Sarah Khalil described multiple episodes that prompted her to leave teaching in the district twice, including what she described as workplace bullying during the COVID period, heavy workloads in hybrid instruction, limits on classroom autonomy and policies that affected how she could support transgender students. Khalil said the local climate changed after the board terminated a superintendent she described as effective, and that the conditions pushed her to resign.
Ashley Figurito, who said she spent nine years in classrooms including four in Berkeley County, urged the board to review retention data at the school level, hold principals accountable when turnover is excessive, and create a teacher advisory council that reports directly to the board. "When teachers feel valued and supported, they stay. And when they stay, our students win," Figurito said.
None of the public commenters asked the board for immediate votes; the board did not take immediate action during the meeting but acknowledged it would accept additional feedback. The speakers asked for concrete responses including funding targeted to classrooms, stronger behavior support and accountability for building-level leadership.
Amanda Hebel, who identified herself during public comment, opened the block of teacher testimony with a data point: "81.3%. That's the percentage of how many of your constituents or, doctor Dixon, your employees, are afraid to speak at these meetings." Hebel said state exit-survey data shows the top reason teachers move districts is school culture and climate, followed by district leadership and alignment with educational philosophy. She also cited South Carolina Department of Education figures that identify 32 of Berkeley County's 47 schools as critical-needs schools and said many schools have three-year turnover rates above 20%.
Sarah Khalil described multiple episodes that prompted her to leave teaching in the district twice, including what she described as workplace bullying during the COVID period, heavy workloads in hybrid instruction, limits on classroom autonomy and policies that affected how she could support transgender students. Khalil said the local climate changed after the board terminated a superintendent she described as effective, and that the conditions pushed her to resign.
Ashley Figurito, who said she spent nine years in classrooms including four in Berkeley County, urged the board to review retention data at the school level, hold principals accountable when turnover is excessive, and create a teacher advisory council that reports directly to the board. "When teachers feel valued and supported, they stay. And when they stay, our students win," Figurito said.
None of the public commenters asked the board for immediate votes; the board did not take immediate action during the meeting but acknowledged it would accept additional feedback. The speakers asked for concrete responses including funding targeted to classrooms, stronger behavior support and accountability for building-level leadership.
View full meeting
This article is based on a recent meeting—watch the full video and explore the complete transcript for deeper insights into the discussion.
View full meeting