53 Baltimore St
Staten Island, NY 10308

Overall, New Dorp is a good school. Most people there are nice. However, the school does not give the necessary information on gradation requirements. Not many people know that 100 hours of community service is needed to graduate. I did not know either until someone told me. All they said was 44 credits are a requirement. The school should tell you that service hours are mandatory. There are students in 11th grade who do not know about the hours. I mean no harm in this review, I just wanted to bring awareness to this. Thank you for taking the time to read my review!

This is arguably the worst school I have ever been to the teachers are extremely rude and unfair the staff doesn't do anything besides argue with you.One time I was bleeding bad and asked the teacher for a pass to the nurse so she started complaining saying that kids always make up reasons to leave class and its not like she didn't see I was bleeding I showed her and she then passed out work to the class then went and sat down and when I asked again she mumbled under her breath and slammed the pass on my table this same teacher called a black student someone who belonged in a zoo and that he is from a zoo all because he burped and had 0 time to say sorry or excuse me. Almost all of my teacher put zero effort into teaching and all the time just screamed at us and made fun of our grades even though it was entirely their fault they made threats to hold me back because I missed a few days because I had COVID 0/10 school do not send you child here

There are notable areas of concern regarding the school’s administration and leadership practices that have impacted the overall school culture, teacher morale, and communication.One of the main challenges at P.S. 32 appears to be a lack of consistent and transparent communication from administration. Teachers often feel decisions are made without adequate collaboration or input from staff, which can lead to confusion, inconsistency in expectations, and frustration. This top-down approach has, at times, created a climate where staff feel unheard and undervalued, limiting opportunities for genuine teamwork and shared problem-solving. Leadership that is more collaborative and responsive could strengthen the school community and lead to more cohesive implementation of initiatives.Another concern is the uneven support teachers receive when addressing student behavior or academic challenges. While some administrators are proactive and visible, others appear disengaged or unavailable when issues arise. This inconsistency can make it difficult for teachers to feel supported in maintaining a positive learning environment. A stronger administrative presence within classrooms—focused on partnership and professional growth rather than solely compliance—would help foster trust and improve both teacher and student outcomes. Stay away.