Editorial: A Message About Our Candidate Videos

Hello readers. I’m Wayne Edwards and one of the board members of The Southington Outside. I’m also a resident. 

It is an honor to be able to provide to you videos of the candidates running this November to represent Southington at the state level of legislature. 

In our planning stage with Phil and the board, it was always the goal to provide each candidate an equal opportunity to present their message to you. To make this fair and balanced, all candidates agreed to the following:

• A list of four common questions for all to answer

• Two additional questions to answer from their opponent. 

• One additional question that the candidate authored for themself that also comprise their closing statement

• 15 total minutes to answer

  
  

Before getting into the purpose of this letter, a quick background about myself. For over 15 years I was a live sports producer at ESPN. I traveled the world leading production crews making moment-to-moment decisions affecting what viewers see and hear during the live documentation of sport competition. I also had roles of producing athlete features, digital content and assisting in the development of on-air talent. 

After leaving the network, I transitioned to higher education where I am entering year ten as a Lecturer at the University of New Haven teaching Sports Media and Production, Digital Media and Multi-platform Journalism. And now, back to the purpose of this letter. 

I teach a course on media literacy where students learn to identify and analyze messaging from multiple genres. They are challenged to “dig deeper” by researching the source of a message to see how a media gatekeeper (e.g. candidate) delivers a specific angle or piece of information to appeal to their audience. 

I bequeath this same challenge to you, our Southington Outsider audience. As you watch and listen to the candidates, identify what their message is. Then, take time to “dig deeper” and research the source of their message. Referring to websites like CT.gov is one example to find details of legislation. When candidates cite articles, “dig deeper” to find that article and read it in its entirety. You may find more contextual information beneath the surface of the candidate’s message. 

Here’s what I tell my students that I pass to you. My job isn’t to tell you who to vote for, but rather, apply media literacy. Identify the message, research its source, dig beneath the surface for context and multiple angles, then make your own decision. 

Now, go dig!

W.E.

LETTER: Why I Cannot Support the Elementary School Facilities Plan

Board of Education Meeting of February 19, 2026. PHILIP THIBODEAU PHOTO

The elementary facilities plan is an ambitious proposal to rebuild schools that could cost local taxpayers more than $100 million dollars. When accounting for possible cost overruns and inflation, the impact on local taxes may be even greater. This proposal is complicated and contains numerous uncertainties.

Having been elected just three and a half months ago, I have worked very hard to get caught up to speed on decisions and discussions that took place over the past two years, before I recently rejoined the Board of Education. This is why I have several concerns that prevented me from voting yes this evening.

First, I strongly support the concept of small neighborhood schools. Closing Flanders elementary school while expanding Kelley elementary school and creating an even larger South End elementary school moves us away from that model.

Second, abandoning a well-constructed brick school in the center of town presents a significant concern. As a Board of Education member, I have never received complaints about Derynoski elementary school. Building a new school behind the existing site raises additional questions and concerns. As a lifelong resident of Southington, I have heard that the property may have a high water table that could make construction challenging. I do not know if that is accurate, but it is an uncertainty that deserves clarity.

Let me be clear: I support rebuilding Flanders and Kelley elementary schools. However, I do not support constructing larger elementary schools that fail to preserve the advantages of smaller neighborhood schools. Southington already has a large high school and two very large middle schools.

Modern and well-maintained schools are essential for a thriving community. I would support a plan to rebuild Flanders now if one were presented. Unfortunately, the option before us does not allow for that. I support upgrading Kelley, but not in a way that closes Flanders, increases busing times, eliminates walkability, and leaves major unanswered questions about the future of the Derynoski and Flanders properties.

What happens to the existing Derynoski building? Will the Main Street school be demolished or sold for private development? What becomes of the 17 acres of Flanders property? These questions remain unanswered. Prior to proceeding, it is important to ensure meaningful community outreach and dialogue, enabling the Board of Education to clearly and effectively communicate its vision regarding these properties to both municipal leaders and residents.

For these reasons, I cannot support the plan as presented tonight.

I understand that voting against the majority on an issue like this can be politically difficult. My responsibility, however, is to vote on what I believe is best for the children of the Southington Public School system. I hope my colleagues will respect that position and avoid unnecessary political attacks and division.

I want to thank the many residents who have reached out to share their perspectives. Their input reflects a deep commitment to our schools, our children, and the dedicated staff who serve them every day.

Sincerely,

Dawn Derynoski-Anastasio

Note: The author is a current member of the Southington Board of Education. Any opinions expressed in the Letter are not necessarily those of the Southington Outsider.

The Anxious Generation, Part II: Some Solutions

CREATIVE COMMONS IMAGE

Research shows that differences in generations are caused not only by life experiences (wars, famine, etc.) but also changes in technology. Since WW II, technological innovation has increased more rapidly every year. (Some people may remember Future Shock from the 1960s. Well, it has gotten exponentially worse!) And while such innovation does make our lives easier, the motives behind it – huge profits—are not always aligned with what is best for our future. 

Growing up in the 1950s and 60s, I was always outside playing baseball, basketball, football, tag and more with other kids. No adults were around. We learned to resolve our differences. We behaved in ways that kept us connected to our circle of friends. 

Now we have internet technology, as I described in my last column – cell phones, social media, and video games. Excessive use of these can in some cases trigger suicide attempts, substance abuse, and other serious mental health challenges.

The big question then becomes, what can we do about all of this?

Three solutions emerge. One involves the presence of smartphones in schools. A second is governmental legal restrictions both concerning access and content young people are exposed to, state, national or local. A third is the role of parents in placing limits.

Take cell phones first. Should our schools ban cell phones outright? Will our state do this, or should our local Board of Education? New York City recently did this, and recent reports are of wonderfully positive changes in student interactions, a more positive vibe and fewer student behavioral/emotional issues. There are even recent studies claiming many students and parents support these bans, with students willing to rebel against being manipulated by big tech companies.

Technology does not always improve teaching. I know when I taught, my class was extremely interactive—I would ask questions and craft lessons based on students responses, encouraging student debate and an open exchange of differing opinions. History is not only facts, but it is also why things happened and what the consequences are, plus how we can apply it to our lives and learn from it. We all benefit from a welcome exchange of differing opinions, from the clash of ideas, done respectfully with an aim of growth. I found advancing technology sometimes got in the way—watching a movie or looking things up on a computer did not always promote a lively, healthy exchange of clashing ideas. 

As for government restrictions, Jonathan Haidt points out in his book The Anxious Generation that when TV and movies came along, similar things started to happen. Our society realized this and put age and content restrictions on both. Most of us agree young people should not be exposed to extremely violent or graphic sexual content. Australia just went further—they banned many social media platforms for anyone under 16, requiring platforms to institute reasonable steps to verify the age of users, with penalties for tech companies that are not compliant. 

Finally, it can be challenging to tell a child who claims all their friends have cell phones that they will not have one. There are parental support groups forming across our country and in fact across the world, to help them. These support groups can do a number of things--help parents find other like-minded parents to support each other, be consistent in what they allow their kids to do. Two existing parent groups are Smartphone Free Childhood (formed UK) and Wait Until 8th, a US group. There are online groups and groups that can be formed locally. I would gladly help form such a support group in Southington! Such groups could also advocate for both state and national restriction laws and local school phone policies. Students can also be part of the conversation: Haidt has recently written a book for students to read about all of this.

Another consideration is also important--if we limit smartphone accessibility to young people, what do we replace that with? Can we come up with alternate activities for their kids? Young people will not simply go back and start playing baseball on their own in back of their school like they did in my childhood. Can parents collaborate to organize alternate activities?

These are discussions our town should have, especially as we add AI to this trend. We need to seriously evaluate how we can best help our young people navigate a very different world than the one most of us grew up in. 

Bob Brown is a longtime Southington teacher and current Board of Education member.

Please note that any opinions expressed here do not necessarily reflect those of The Southington Outsider.