Focus on the real problem

A recent social media flare-up over school activity funding in Weston County offered a familiar — and frustrating — reminder of how quickly important issues can be derailed by politics.

The reaction followed a Wyoming High School Activities Association press release suggesting potential cuts tied to changes in the state’s funding model, and since it is election season it did not take long for the blame-game to begin. Fingers were pointed at political opponents all over social media, soundbites were exchanged, and the conversation shifted away from reality and toward political positioning.

Of course, that is the exact opposite of what needs to happen right now when it comes to discussing the future of school activities — especially here — because in Weston County, the facts actually tell a very different story.

Local districts are not facing immediate cuts as a result of recalibration. In fact, Newcastle and Upton are actually seeing increased funding in the short term under the new model — a detail that makes the tone and timing of the public reaction both ill-advised and misleading.

But more importantly, the outrage over social media results in all of us ignoring the real issue — but maybe that’s the whole point because it is much easier to blame the “other side” than it is to take an honest self-assessment and have the uncomfortable, but necessary, conversations we need to hold to truly address the very real problems we are facing. 

If we want to do something truly meaningful and productive, we need to start by acknowledging that the challenges facing local schools were not created by a single legislative session, a recalibration bill or a political caucus. They are the result of long-term trends that have been evident for decades and have been discussed — and often avoided — for just as long.

Enrollment is declining, and it has been for years.

Class sizes that once numbered in the 80s and 90s have dropped into the 50s, and incoming kindergarten classes are now closer to 30. That reality alone changes everything about how a school district must operate, and no amount of political rhetoric will alter that math.

The simple truth is that a school system cannot continue to offer the same level of programs, staffing and activities when it is serving significantly fewer students than it did a generation ago. That is not a political statement. It is a demographic reality, and it requires thoughtful, honest responses — not reactionary posts or attempts to assign blame where it does not belong.

Recent steps taken to adjust staffing levels were an acknowledgment of that reality, and they were necessary to preserve as much educational opportunity as possible. But those steps are only the beginning of a much larger process that will require continued adaptation, creativity and, most importantly, cooperation, because the same conversations have to be held regarding student activities in our shrinking schools.

Those discussions may be a little unsettling because maintaining every existing program in its current form is probably not sustainable, and while difficult decisions will have to be made, we believe that confronting them honestly can result in decreasing the pain of these remedies — and potentially even discovering some unanticipated benefits, or opportunities to do more with less.

In some cases, it may make sense for community organizations outside the school system to take on a larger role in providing
opportunities for students, and in others, programs may actually benefit from operating in a different structure that better fits current participation levels.

Those are the conversations that need to take place — not conversations about which political group is to blame, and not arguments designed to score points or generate attention — because no election will solve this problem, no candidate can fix it overnight, and no amount of political messaging will change the underlying conditions that are driving these changes.

What will make a difference is a willingness to focus on reality, to work together and to make decisions based on what is best for students, families and the community — not what is most convenient or beneficial politically. The community, and its children, will also be best served if we can suspend personal feelings and desires and set a course that is best for all children.

From a Third Side perspective, the path forward is clear — stop arguing about causes that are not real, and start addressing the challenges
that are.

That means acknowledging declining enrollment, confronting economic realities and being willing to rethink how education and activities are delivered in a smaller, changing community. It also means recognizing that local control comes with local responsibility. If communities want to preserve opportunities for students, they will have to be part of the solution — not just observers of the debate.

We can continue fighting over political narratives that do nothing to improve the situation, or engage in honest, constructive discussions that lead to real solutions. One path leads to more frustration and fewer opportunities, while the other offers a chance to adapt, improve and ensure that students continue to have access to meaningful experiences both inside and outside the classroom.