Toomer Elementary School

We’ve been at BPA for two years and have felt welcome, supported, and encouraged to engage. The school community is tangible beyond the four walls of the school. Leadership has a clear vision for building a strong school community, and we appreciate it being communicated in meetings, materials, and in student achievement.

Mary Lin is what exactly you want in an elementary school. The teachers are great, the parents are involved, and the community supports the school. We love it.

Fernbank is a wonderful public school with a small, tightknit community vibe. The teachers, staff and admin are so personable and get to know your student and your family personally. The feeling of community is wonderful, and both of my kids are excited to go to school everyday. There are many ways to get involved as a parent and engage with your kids in the classroom. I highly recommend reaching out for a your if you are considering the school- you'll feel at home as soon as you are in the doors!

Such a great choice for our family over the past three years. MIT is quite well-run, with amazing teachers, high-quality facilities, and very positive parent network. I appreciate that the director is always looking for ways to improve and grow the school, which is not always the case at small private schools. They recently hired for a new position, Pedagogical Specialist, to work across the classrooms, which shows how they reinvest in the kids and in supporting teachers.

My experience at the Paideia elementary school was deeply disappointing and, at times, distressing. The pay was low, and the overall environment was chaotic, unstructured, and unsafe. There were no clear rules, boundaries, or consistent behavioral expectations for students. Children were often left unmonitored and left to their own devices, as if telling them “no” was considered a form of harm. As a result, many students were being physically assaulted by their peers, and the adults responsible for protecting them seemed largely indifferent.Aggressive and combative behavior was normalized or overlooked. Students regularly violated boundaries and refused to stop when asked. I was told that enforcing boundaries wasn’t realistic because the children “weren’t used to hearing no.”There was also a disturbing racial dynamic. Students frequently told racist jokes openly, and when I brought it up, my manager admitted that there was a racial problem at the school — but advised me not to let them "win" or "run me off.” That response made it clear that protecting POC from racism was not a priority.The school culture was steeped in nepotism and cronyism. Many staff were clearly hired due to friendships, relationships, or family ties rather than qualifications, experience, or genuine passion for working with children. It felt like a “good old boys” environment where connections mattered more than competence.Despite communicating early on that the environment was not a good fit, I was repeatedly pressured to stay. After firmly stating I was resigning, leadership attempted to fire me — after I had already quit. I was also denied previously approved accommodations and gaslit about whether they had ever been discussed.The physical building itself was alarmingly unsecured. Given the degree of emotional dysregulation and confrontational behavior I witnessed daily, I did not feel safe — physically or emotionally. This was, without question, the most unprofessional, disorganized, and harmful school environment I have ever worked in.