1902 E 114th Ave
Tampa, FL 33612

This morning was the first day for my 6th grader and they said no parents on campus,so we couldnt come with him to get his schedule and they had parents on the campus which I was confused about because they said no parents on campus.And the only person I had contact with was this light skinned lady with braids in her head,was so freaking rude and slammed my car door so hard,I guess she had an attitude and wasn't ready to come back,idk but I just hope moving forward I don't have to deal with this woman ever again, Honestly it's kinda of sad that you have to leave this kind of review with a school because some of the staff is just awful on the first day of school.

The communication is not the best. They usually send notices late. The car pick up line has been so disorganized for years because they don’t help cars merge fairly. They seem to hire a lot of new teachers every year and that could be great or could be bad depending on the teacher. But clearly not many teachers teach here long term.

As a parent, my experience with my Wharton high school over the last two years has been extremely disappointing and emotionally exhausting. Despite repeated requests for assistance, meetings, emails, and ongoing concerns regarding academic performance, behavior, and documented disabilities, I have consistently felt unheard and unsupported.My son currently has only a fraction of the credits needed to stay on track academically, yet most communication from the school only occurs after situations have already escalated into disciplinary matters. There appears to be far more focus on punishment than prevention, intervention, or meaningful support.Communication has been one of the biggest issues. Important matters involving attendance, referrals, suspensions, and behavioral concerns are often communicated late—or not at all—until consequences have already been decided. As a parent attempting to work collaboratively with the school, it is incredibly frustrating to constantly feel reactive instead of included in the process early enough to help.I also believe there is a major disconnect in how students with ADHD, Autism, emotional regulation difficulties, and 504 accommodations are being supported in practice. While accommodations may exist on paper, consistency and implementation have been another story entirely.What has been most concerning is watching situations continue to escalate instead of improve. Rather than seeing proactive behavioral support, accountability plans, or academic recovery strategies, many situations have resulted in referrals, suspensions, transportation consequences, and even law enforcement involvement.I understand schools have difficult jobs and limited resources, and I fully believe students must be held accountable for their actions. However, accountability without effective support simply becomes a cycle. Families should not have to fight this hard just to feel informed, included, and supported.My hope is that the district takes a deeper look at how struggling students and overwhelmed families are being supported before more children fall through the cracks.