Vivian Parsons - Schenectady City School District Board of Education

03/09/2026

If you or someone you know is a parent of a neurodivergent student in our district, please share and attend if you can.

Join the SCSD ADHD Workshop: Fri, March 13 @ 11 AM. Get insights on brain development & parenting from Laura DaPolito, LCSW-R. Join at www.doxy.me/msdapolito. RSVP: 518-573-3955 or [email protected]. 🧠❤️

06/05/2025

05/21/2025

THANK YOU FOR YOUR SUPPORT!!!!!!!!

I could not have done this without you. We are going to continue this work. And I am going to continue to advocate for our children.

God bless you all! Good night!

05/20/2025

Good morning, all!

No matter what happens this evening, I just wanted to say how much I’ve truly enjoyed my time serving on the Schenectady City School Board. This experience has allowed me to learn and grow in so many different ways. I’ve dedicated countless hours to researching, reading, and advocating for what I believe is best for our students. And though the work is difficult at times, I have truly loved every minute of it.

I genuinely appreciate all of your continued support. And it is my hope that the people of Schenectady will entrust me with the opportunity to continue serving on the Board.

Thank you for believing in me and in the work we’ve done together.

Polls open at noon.

05/19/2025

Polls.open tomorrow at noon. Here are the polling locations:

Yates Elementary School, 725 Salina St.

Howe Elementary School, 1065 Baker Avenue

Paige Elementary School, 104 Elliott Ave.

Woodlawn Elementary School, 3311 Wells Ave.

M.L. King Elementary School, 918 Stanley St.

Mont Pleasant Middle School, 1121 Forest Rd.

Schenectady High School, 1445 The Plaza

Fulton School, 408 Eleanor St.

05/19/2025

Four candidates will compete for two seats on the Schenectady school board in the May 20 election, with a pair of incumbents squaring off with two newcomers for two three-year terms on the board.

05/19/2025

05/18/2025

I have been asked if I support the banning of books in schools. This is a very important question that must be answered delicately.

No, I do not support the banning of books in order to censor ideas or stifle diverse perspectives. Schools must foster intellectual freedom while also being responsible stewards of the materials made available to students.

This conversation is not about banning books wholesale. It’s about striking the right balance between protecting students and preserving access to information. We must ensure that school materials are age-appropriate, educationally suitable, and developmentally sound, especially in spaces where young minds are still growing and developing.

It is intellectually dishonest to conflate thoughtful review of pervasively explicit content with the suppression of ideas based solely on disagreement. I have never, and would never, support the removal of books simply because their viewpoints are controversial. That would violate students’ First Amendment rights, and it's not in line with my values or our legal responsibilities.

Additionally, the U.S. Supreme Court has already addressed this issue in the 1982 case of Pico v. Island Trees School District, ruling that while school boards may not remove books solely to suppress ideas, they do have the authority to remove books that are “pervasively vulgar” or “educationally unsuitable.” This guidance underscores the importance of context, age-appropriateness, and educational value.

I also firmly believe that parents and guardians deserve a seat at the table regarding the materials their children are exposed to. That’s why I’ve advocated for the creation of an online library catalogue, so families can easily view which books are available in our schools and what their child has checked out. This is not about censorship, but about access, transparency, and partnership.

We cannot pick and choose when we want to welcome the input of our stakeholders. We must consistently value parent and community involvement, even when the conversations are difficult.

We can uphold both the freedom to read and our duty to protect. It’s not an "either/or," but rather a shared responsibility.

05/17/2025

On Thursday I had the pleasure of joining the candidate forum hosted by the Schenectady NAACP and the Schenectady County League of Women Voters.

Here I hope you will find more insight on my views as a current sitting member of the school board. If there are other questions you have, I would love to answer them.

https://www.facebook.com/share/v/19RW5FgYLS/

05/17/2025

I was asked about measures I would support to improve student safety, in a way that makes them feel welcomed, now that we have Weapons Detection Systems in our schools.

Weapons detection is one piece of the safety puzzle, but real school safety comes from culture - and that begins with high expectations. I believe we need to hold students to high academic and behavioral standards. When students are challenged and supported to meet or even exceed those expectations, it builds a self confidence, a sense of pride, a sense of self worth and accomplishment for our students. Our students can then come to school with purpose, knowing that they are capable and valued. And when students have a positive self-outlook, that impacts the way they treat those around them.

On the flip side to that, when we fail to lovingly and consistently reinforce clear behavioral and academic standards, it doesn't just fail the students who are trying, it also negatively impacts the morale of our faculty and staff. Everyone deserves to learn and work in an environment where respect and responsibility are the norm.

Beyond expectations and reinforcement, we must also continue with restorative practices and consistent relationships with trusted adults. Safety isn't just about reacting, it's about cultivating a climate where students feel seen, capable, and held to a standard that says: "You matter enough for us to expect your best." That is real empowerment.

05/17/2025

I was asked what specific support would I push for the strengthening of mental health support services in our schools.

I believe we need to strengthen mental health supports by creating environments that are truly responsive to neurodivergent students. Many of these children struggle with things like auditory processing, overstimulation, and social anxiety - yet their challenges are often misunderstood as laziness or defiance. When a child feels overwhelmed by noise, heavy lighting, or unclear communication, it can lead to behavioral issues, low self-esteem, and even depression and anxiety.

We currently have valuable supports in place like school counselors in every building, our Crisis Prevention Team and Gaggle Therapy, but I believe that more proactive measures are needed.

I would advocate for teacher and paraprofessional training on recognizing and responding to neurodivergent needs and making simple but meaningful classroom adjustments, without requiring a 504 plan or an IEP.

EVERY child deserves to feel safe, understood, and capable in their learning environment. Supporting mental health begins with creating classrooms that help minimize triggers of emotional distress for our students, and instead promote connection, confidence and calm.