Ps 29 John M Harrigan

My son is thriving at PS 32. It is an inclusive and diverse community with amazing teachers. Each year we are there gets better and better. The PTA is stronger and more involved than ever - the future is bright for PS 32!

My son has attended this school since pre-K. As a family that is neither white, wealthy, nor French, he has often felt like an outsider. Unfortunately, he's been subjected to frequent bullying, and the social environment has been deeply unwelcoming.While many of the teachers have shown kindness and have genuinely supported his academic growth, the overall culture among students is troubling. The atmosphere is dominated by privilege, and we’ve found that the most difficult dynamics often come from children of extremely wealthy or insular families.Parent culture here is cliquish and performative, often projecting unresolved personal issues onto their children’s school experiences. The administration, including the principal, has been largely ineffective at addressing bullying or creating meaningful change — and at times seems unwilling to engage with conflict directly.This school feels designed for a narrow, elite demographic, and many aspects — from the school "merch" in French to the unspoken social codes — reflect that exclusivity.We’ve made the difficult decision not to return next year. No family should feel invisible or unsafe in a place meant for learning and growth.

This school so great if you’re not a person of color or your kid is neurotypical.

I was genuinely excited about enrolling my son after reviewing the school’s website and conducting my own research. The information presented gave the impression that the school was well-equipped to support children with IEPs. However, my experience over the past month has been deeply disappointing.Since his enrollment, I have received repeated complaints about behaviors that are developmentally appropriate, particularly given that my son can become overstimulated at times. Rather than demonstrating patience or implementing supportive strategies, I felt consistently pressured to transfer him to another school. This situation has taken an emotional toll on both me and my child.This transition was already significant for him, as he moved into a larger school environment. Instead of being supported through that adjustment, I feel his abilities were underestimated, and there seemed to be surprise when he began to show progress. That response raises concerns about expectations and the level of support being provided.Additionally, my interactions with his occupational therapy (OT) provider were particularly concerning. The communication I received felt overly focused on complaints rather than collaboration or solution-oriented support.Based on my experience, the school may be better suited for students who do not require additional support, as I did not observe the level of patience or specialized approach necessary for children with IEPs. Overall, I believe the school’s website may be misleading in how it presents its capacity to support children with diverse needs.