The recent letter (“Smith Voc satellite campus at Smith Academy?” Gazette, Nov. 17) on Smith Academy and the Hatfield Public Schools offers a timely opportunity for the community to examine current enrollment and financial trends — and to consider possible options for the future.

At present, Smith Academy enrolls 116 students in grades 7–12: 70 Hatfield residents and 46 school choice students. Five years ago, enrollment was 175. Some individual grades are now very small; this year’s 10th grade has seven students, only five of whom are residents.

Districtwide, pre-K through grade 12 enrollment has declined from 392 to 305 over the same five-year period.

For perspective, when my siblings and I attended Smith Academy in the 1960s and ’70s, graduating classes were much larger: the class of 1967 had 56 students, and the class of 1977 — its largest ever — had 57, five of whom attended Smith College. At the time, all students were Hatfield residents.

Financial data show a similar downward shift. For FY26, Hatfield is expected to spend $937,000 for resident students who attend choice and charter schools elsewhere, but will receive only $646,000 in revenue from incoming school choice students and state reimbursements — a net loss of nearly $300,000. These figures do not include the cost of Hatfield students attending Smith Vocational and Agricultural High School.

Through no one’s fault, these troubling shifts reflect broader demographic and educational patterns affecting many communities: an aging population, more 55 plus and rental units, fewer school-age children, and students pursuing an expanding range of educational options including school choice, charter schools, vocational programs, homeschooling, and private schools.

Given these trends, there is a growing sense of urgency for Hatfield to take a closer look at its long-term educational and financial planning. A study group convened by the Select Board and School Committee — with broad participation from the community — could help clarify available options and outline approaches that would best serve both students and the town as a whole.

Finally, I would like to acknowledge the work of Dr. Conor Driscoll, Hatfield’s Superintendent and Smith Academy Principal, for his leadership during this period of complex educational change.

Edwin Pelis

Hatfield