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Parents and educators press SAUSD board on safety, special education support and library books during public comment
Summary
During public comment on Oct. 28, parents and teachers urged action on school safety protocols, better services for students with disabilities, and review of books in school libraries; callers demanded transparency and accountability from the district.
Several members of the public used the board27s three‑minute comment period on Oct. 28 to press the Santa Ana Unified School District for changes on a range of issues, including school safety, special education participation, teacher stress and library materials.
Saul Lara, a parent of two SAUSD students and an advocate for neurodivergent pupils, told the board that parent participation in advisory committees is being limited and urged the district to elect representatives who will "defend a student or a family." "We will be paying attention," he said, emphasizing parents expect to be heard and included in decision making.
Eugenio Morales called for strengthened safety measures after a recent incident at Santa Ana High School. He asked for more staff trained in crisis and conflict management, clearer emergency plans, improved internal communication with families, and transparency when incidents occur so parents know how events are reported and addressed.
Teachers and former teachers also addressed workload and retention. One commenter, a former Inglewood USD teacher, outlined a six‑pillar program to reduce educator stress and argued teacher wellness is essential to retaining staff during a statewide shortage.
A parent who identified herself as Martha read graphic excerpts from books found in district libraries and demanded action, saying "It is absolutely unacceptable that our schools... are exposing students to obscene materials" and asking the board to hold staff accountable for how such books are selected. Superintendent and staff noted the district's uniform complaint process is available for book challenges and that complaints can be escalated to the board if not resolved.
Other public speakers requested more parent resources about dyslexia, clarification from charter operators about petition filings, and more robust adult transition vocational offerings for special education students.
What happens next: Trustees and district staff acknowledged the concerns and in multiple instances directed staff to follow existing procedures (e.g., uniform complaint process for books) or to report back on safety and special education matters. Trustees asked administration to check site‑specific issues (Carver padlocks, Franklin Elementary allegations) and to provide follow‑up.
