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Sayreville period‑2 safety report shows fewer serious incidents at middle school; district cites prevention and staff training
Summary
District safety data showed drops in some violent incidents and suspensions, with middle school declines and changes at the high school from physical assaults into threat categories; restraints (not seclusions) remain reported for special-education students and staff training was emphasized.
Mister Glock Malloy, who presented the period‑2 student safety report, told the board that districtwide totals for several categories of serious incidents fell in the January–June reporting period compared with prior years, particularly at the middle school. He said the high school saw a smaller overall change but noted a shift from physical assaults to incidents recorded as threats, which Mr. Malloy characterized as a reflection of proactive interventions by high‑school staff.
The report covered required state categories—violence, substance incidents, weapons, vandalism, harassment/intimidation/bullying (HIB), and restraints/seclusions. Malloy said Sayreville does not use seclusion; the district reports restraints used with some students in special‑education settings as required by state reporting rules. He characterized many increases at the elementary level as resulting from individual students experiencing crisis situations, not from student‑on‑student fights.
Board members and administrators credited building leadership, targeted training and climate improvements—such as recent building air‑conditioning installed under the referendum—for better behavior and lower suspension rates. Mr. Nasr and other administrators said in one building the number of in‑school suspensions dropped by roughly 50% and overall referrals decreased about 15% in the year compared with the prior period.
The administration noted that reporting rules can move incidents between categories (for example, from physical assault to threat) and that some increases or decreases reflect better reporting and targeted interventions rather than wider behavioral change. The district also described ongoing training and resources for staff who intervene with students in crisis.
Next steps: the administration will continue to analyze subcategory data by building, monitor restraint reporting, and keep the board apprised of training and program outcomes.
