Drop-off/ Pick-up by Kathryn Merrifield

Being new to the drop-off/ pick-up line is a bit like being on an episode of Survivor – not so intense and definitely with different intentions only bound up with parental protectiveness and a little bit of fear. My fourth year into the process, I can now spot a new parent – wide-eyed and a bit confused and excited – confused sometimes because the newcomer may have cut someone off or refuses to cut the line even when asked.  They’re not quite sure what they’re doing so they either ask questions or find out via human error.  The point is to try not to collide with the kindergartener you did not see bolt between two cars and into the crosswalk as your front fender just hovered over that first perpendicular white line.

I have a solution to the ubiquitous lower Westchester County issue of drop-off and pick-up procedures that everyone seems to have – not just those of us in small school districts like Rye Neck.  I have spoken with friends in White Plains, Blind Brook and Mamaroneck (Larchmont) subject to the same morning and afternoon chaos, and sometimes, displays of bad human behavior.  Then, there’s the wasted time seated at the wheel of vehicles as engines idle despite the reminder that little lungs are at work trying to breath clean air.  Don’t get me wrong, I like to catch up with my friends, but with the after-school schedules of three children in two elementary schools, it is always cut short by necessity. 

Most schools prohibit bussing within a defined distance from the student’s school.  I learned this through conversations and my learning curve about special education law – when I was looking to transplant one of my children from the public school to a private school because he was not, at the time, receiving the “Individualized Education Plan” promised him.  I learned about his entitlements which included a district-sponsored bus ride and a school that could provide this should our high taxes fail to incentivize their work (budget allocations).

In conversation with a friend with two college-aged daughters, I asked about his experience and opinion of the small but highly-regarded district where his children attended school.   He replied that there were benefits to a small school district but that the negatives outweighed the positive attributes.  The first negative he cited:  drop-off and pick-up procedures.  This resonated with me because this is an issue and it is something brought up every year, as far as I can tell.  This has been an issue for the three wonderful years of my limited involvement in the PTSA.  The organization requires a hefty time-commitment that makes it difficult to participate in a meaningful way as it competes with the already hefty workload of three young children, a writing schedule and a career change.  It is an involvement that, if I had the time, would allow me to fix things differently and with some permanence.  At least, that’s how I think.  I like to fix things, especially since this problem remains a problem that never seems to be solved but creates many committees devoted to a solution.  It has also necessitate curbside parent cops, something more awkward than the hall monitor of yesteryear.  Every year, part of the plan gets patched only to fall apart again.

Like my (anonymous, other) friend said about her child’s school:  “This school has been open since 1966…  and you still haven’t figured it out?”

So, this is my proposal for a lasting solution to drop-off/pick-up insanity:

1)  seek funding for an environmental impact study on the amount of carcinogens released into our fragile earth’s atmosphere during drop-off and pick-up at all schools located within a given school district; 

2)   conduct said environmental study and report data;

3)  seek funding for report that will calculate weekly gas usage per car/household during the drop-off and pick-up time;

4)  allocate school district budget for bussing;

5)  eliminate all “optional” bussing of students who elect to attend private schools, institutions not mandatory to the legal standards of student success (students with Individualized Education Plans or other special needs who receive state funding for private school);

6)  Lobby for tax break/refund from state to reward school district for legitimately solving several real problems at once.

Problems solved:

1)   petroleum consumption lessened;

2)   air pollution lessened;

3)   school-wide inefficient transportation and safety issues abated;

4)   parental insanity and confusion (see above) lessened;

5)   work hours to committees that foster academic, athletic or artistic endeavors and growth increased;

Oh, and more playdates scheduled by kids than parents.  After all, one of the reasons our kids don’t play on the street anymore: too much traffic.

And, that means less spontaneous play.  

And, you all do know that play delivers the most and best happy available.  

And… so does solving a problem for real.