Hingham Schools Address Special Education Needs Amid Budget Cuts

Special education in Hingham Public Schools is experiencing significant growth, with increased enrollment and rising costs presenting challenges for the district. During the January 13 school committee meeting, Superintendent Kathryn Roberts and Dr. Barbara Cataldo, Executive Director of Student Services, discussed the trends, budget implications, and strategies for managing these demands.

“The total number of students in special education has incrementally increased over time,” Roberts noted, citing that while overall district enrollment has declined, the proportion of students requiring special education services has risen. As of January 2025, 19.2% of Hingham students receive special education support, up from pre-pandemic levels.

Rising Costs and Expanding Needs

Out-of-district tuition costs for special education students have grown substantially, increasing by 3.67% this year. However, Dr. Cataldo warned that actual costs could exceed this rate, as schools approved for program reconstruction may request even higher increases.

Specialized services like speech and language therapy and behavioral interventions are also in higher demand, reflecting the social-emotional challenges students face post-pandemic. “There’s been an increased need for related service providers, particularly in the area of speech and language services,” Cataldo explained.

To address these issues, the district is planning to partner with South Shore Collaborative to establish a therapeutic program for elementary students. “We want to keep our students home if we can,” Cataldo emphasized, highlighting the importance of providing support within the district.

Budget Reductions and Adjustments

Despite the growing need, the budget pressures have prompted the district to propose administrative cuts. The special education department plans to restructure leadership, resulting in a $154,000 reduction. Roberts acknowledged the difficulty of balancing financial constraints with the district’s legal obligation to provide a free and appropriate education under the Individuals with Disabilities Education Act (IDEA).

Another key initiative is improving early transition planning for students with individualized education plans (IEPs). The district aims to provide robust support beginning in ninth grade to ensure students are prepared for life after high school, whether pursuing a diploma, vocational training, or employment opportunities.

Leveraging Existing Partnerships

The district is also exploring ways to maximize resources and strengthen existing programs. Cataldo highlighted partnerships with organizations like Landmark and NECC to improve language-based and behavioral services. “We are looking at how we can put one [therapeutic program] in at our K-to-5 level,” she said, underscoring the district’s proactive approach to addressing student needs.

While the proposed changes aim to improve services in the long term, the immediate challenges of budget constraints remain significant. Roberts and her team emphasized transparency and collaboration as they navigate these difficulties, with the hope of minimizing impacts on students.