Parents and teachers urge Ridgefield School District to preserve recess, arts and PE

Public commenters and classroom teachers pressed the Ridgefield School District board on May 13 to reconsider proposed elementary schedule changes that commenters say reduce recess, music, art and physical education.

Jen Conklin, a parent and Ridgefield resident, told the board she supported the district’s earlier cell-phone policy reform but said the district had “taken the wrong part” of Anxious Generation by creating a separate SEL pull-out. “Part 2 of the book is all about the decline of play-based childhood,” she said, arguing schools should give more recess, improve playgrounds and “reduce rules and increase trust.” Conklin cited Camas School District’s 55 minutes of daily recess as a model.

Jeanne Carmen, a fourth-grade teacher at Southridge and a parent, said dedicated SEL time can ensure “equal, consistent access to supports” for students who do not naturally gain social-emotional skills. She said some students need direct instruction and peer practice to learn empathy, emotional regulation and self-advocacy.

Other speakers — classroom paraprofessionals, music teachers and parents — described arts and PE as essential to students’ mental health and engagement. A music teacher reading a letter from a parent warned that cutting arts “risks limiting their exposure to someone who might see their hidden potential.” A middle-school student said art helped with depression and urged the board not to cut recess and extracurriculars.

Several commenters also raised process questions. Melissa (first name recorded) said district communications sent mixed messages: families were told nothing was being cut, yet district materials acknowledge reductions in PE, music, art and recess. She said a teachers’ union grievance over the new schedule suggests staff were not in full agreement and asked who served on the committees that recommended the changes and what evidence underpinned them.

Board members acknowledged the public comments and said they appreciated the input. One board member said decisions about elementary schedules are administrative and that the board’s role is to empower leadership, while also inviting more direct conversations with board members. Dr. Rodriguez, the superintendent, and board members said they would continue the conversation and welcome additional research and perspectives from families and the union.

The meeting moved on to the superintendent’s report and other agenda items; no formal vote on the elementary schedule occurred at this meeting.