Seawell's Future is Being Decided

CHCCS is evaluating elementary schools for closure.
This decision will permanently reshape our community.

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There Is No Other School Like This in the Country

CHCCS is a closely watched public school district in North Carolina. Before voting to close Seawell, the Board should ask one question: could this be rebuilt somewhere else? A national search says no.

Seawell is the only public elementary school in the country that simultaneously offers all five of the following:

A shared campus with a middle and high school: not a rural K–12 consolidation, but three distinct schools on one intentional 90-acre campus in a thriving college town.
Direct adjacency to a protected urban forest: the Carolina North Forest is actively used by students during the school day.
A protected pedestrian greenway along its edge: the Bolin Creek Greenway is a completed, car-free municipal corridor, not a sidewalk or a proposal.
An outdoor pod-based campus: where students move outside between classes as part of the normal day, a design now more common in private nature schools than public ones.
Established living-systems environments: the Critter Corner and Learning Garden are place-based, non-portable, and already running at no new cost to the district.

None of these can be recreated at another CHCCS site. Carolina North does not border another elementary school. Smith Middle and Chapel Hill High are not moving.

Closing Seawell does not reassign these assets. It retires them — permanently, just as UNC’s Carolina North development enters active implementation and the Homestead corridor prepares to generate new families and new enrollment demand in exactly this location.

The facilities savings are real but one-time. What is surrendered is generational. Districts from Denver to Boston to San Francisco are spending millions¹ to build outdoor learning environments that Seawell already has.

This investment reflects where parent demand is heading. Nature-based and low-tech learning environments are among the fastest-growing categories in American education² — driven by parental concern over screen time, the “indoorification” of childhood, and a growing body of research linking daily time in nature to improved focus, reduced anxiety, and stronger academic outcomes. What private nature schools charge thousands in tuition to provide, Seawell delivers for free — inside one of the most respected public school districts in North Carolina.

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¹ District investment in outdoor learning: Denver raised over $9 million to build 22 outdoor “learning landscapes,” later expanding to 96 schools through two voter-approved bond measures. San Francisco passed four bond referendums beginning in 2003; more than 90% of the city’s public schools now have green schoolyards. Boston has invested continuously since 1995, now totaling 83 gardens and 38 outdoor classrooms district-wide. Los Angeles Unified is actively removing asphalt and installing nature-based classrooms as a district-wide initiative. Seawell has what these cities are still building toward.

² Parent demand for nature-based and play-based elementary learning: Nature preschools in the U.S. grew 200% between 2017 and 2022, reaching approximately 800 schools (Natural Start Alliance, 2022). As of 2017, eight out of ten nature preschools had waiting lists — demand that has only grown since. Yet that supply stops almost entirely at kindergarten entry. Public elementary schools have moved sharply in the opposite direction: researchers and educators widely describe today’s kindergarten as “the new first grade,” with standardized testing, structured instruction, and reduced outdoor and play time now beginning at age five. A 2026 NWEA study of over three million kindergartners found that the volume of parent conversations about delaying kindergarten entry has grown significantly in recent years, with approximately 5–6% of families now redshirting — often citing concerns about social-emotional readiness and the academic intensity of public kindergarten classrooms. Independent school enrollment nationally is up 5% over pre-pandemic levels (NAIS, 2024–25), and a January 2024 national survey found 72% of parents actively considered new schools for their children, up from 52% in 2022. The gap between what nature-based preschools offer and what most public elementary schools offer is real, visible to parents, and growing. Seawell closes that gap.

Seawell is more than a building. It is a unique learning environment designed to benefit whole-child development.

Location: Seawell is ideally located next to Smith Middle and Chapel Hill High on one side, and the Carolina North woods for outdoor learning on the other. Proximity to Smith Middle and Chapel Hill High enables long-term K–12 continuity, shared resources, cross-program collaboration, and consistent volunteer/sibling support. A shining example of how co-location provides real, practical district value was after the Lawler building fire in 2024. Virtually no instructional time was lost during the cleanup and repairs because students were able to use classroom space at Smith Middle.

Transportation/Walk Zone: Seawell sits along the only completed section of the Bolin Creek Greenway. If the district values walkability, Seawell represents the very best we can possibly do re: safe-routes-to-school (preK-12) as it connects many adjacent neighborhoods—including a mix of housing types (such as the Winmore apartments and Community Home Trust homes). The Greenway extends from Seawell to Homestead Road where the towns have invested in missing-middle and affordable housing with the understanding that there would be a nearby elementary school. One example is Summit at Homestead (119 townhome development at 2217 Homestead Road) where the website and rezoning documentation mentions connectivity for walking, affordable housing, and access to top local schools.

Planning: Seawell is positioned for the most new enrollment by young families who may otherwise choose charter, private, or relocation if commute times rise.

Chapel Hill and Carrboro have made significant investment in middle-income, multi-family housing along Homestead road—walk-able to Seawell via the Bolin Creek Greenway or sidewalks. This growth is ongoing and based on the assumption that there would be a local elementary school option.
UNC's Carolina North is a phased 200–250 acre mixed-use development adjacent to Seawell, which has entered active implementation, with a master developer RFQ issued and Phase 1 identified on approximately 100–150 acres (as of February 2026). The project includes workforce and multi-family housing, including mixed-income units, alongside student housing, research, retail, and civic space, supported by planned transit investment along the MLK corridor. As development advances, it is expected to generate households with school-aged children who would enroll in CHCCS.
Carolina North is one of the largest planned mixed-use expansions in Chapel Hill’s modern planning history and far exceeds the scale of typical infill or neighborhood-level housing projects currently underway in Chapel Hill and Carrboro. Closing Seawell would remove the district’s nearest elementary school just as its residential build-out begins, limiting long-term alignment between school infrastructure and sustained community growth.

Nature-Based Campus Design: The pod-based, outdoor-connected layout builds movement and attention resets into the day. This increasingly rare design (for public school) supports regulation and engagement. Students see sky, hear birds, and touch grass between classes—and that matters to growing minds and bodies. PE teacher Mr Harris takes students on nature walks in the Carolina North Forest, and PTA adults host time at Garden and Critter Corner. Regular visits to these outdoor learning resources throughout the year build contextual confidence, and punctuated events like Earth Day, Thanksgiving harvest, and alignment with units of study—allow students to celebrate and dive deeper. There is also a popular Garden after-school program, and the whole 5th grade is invited to spend recess at the Critter Corner if desired.

Non-Portable Learning Assets: Seawell’s garden and living-systems program (Critter Corner) are established, place-based resources that cannot be replicated through reassignment or program relocation. These outdoor learning resources (garden, barnyard, woods) are attractive to parents who would otherwise choose private school— as well as parents of Exceptional Children. They are district assets that could be utilized more without increased cost. For example, the East Chapel Hill High Adapted Curriculum class visits the Critter Corner as a field trip. This is a perfect high impact/low cost program to continue that can’t be replicated at another site.

Least in Facilities Need: By the district’s own five-year FCI measure, Seawell ranks least in facilities need among the five schools being considered. See page Appendix A - CHCCS Facilities in linked doc (Seawell has lowest FCI number). More about FCI here. Seawell had significant facilities investments in 2024-25: HVAC system and more to Upper Lawler building (est. 1989), new preK playground, new K-5 playground, relocation of Critter Corner and Garden, and new ceiling in cafeteria.

Star in the CHCCS Portfolio: Seawell is highly ranked by sources like Niche and US News which parents use when making a school selection. #8 in public elementary schools in NC and #1 in district (Niche), and #55 in public elementary schools in NC and #1 in district (US News). Because of its profile and known ability to serve international students— Seawell is often what anchors international families to our area (instead of Wake County).

Diverse Community: Seawell serves a highly diverse student body, with a majority of students identifying as persons of color and approximately 33% qualifying for free or reduced-price lunch. This reflects both cultural and economic diversity within our school community.

Seawell’s population includes a significant number of international families, particularly from East Asia, including China and Korea. Many of these families are here for short-term academic or research appointments.
Approximately one-third of Seawell students come from lower-income households. Families navigating economic pressures face additional barriers to attending meetings or participating in volunteer activities, even when they are deeply invested in their children’s education.
Seawell uniquely serves students from across the district through the LEAP program, welcoming 4th and 5th grade students from other home schools into our community. This further expands the diversity and regional reach of our school.

On-Campus Pre-K/Head Start Program: Provides integrated early learning services, including education, health, nutrition, support for children with disabilities, and family engagement, for 3- to 5-year-olds. Supports equitable access to high-quality early childhood education.

🧭 Seawell's Remarkable Location

🔔 Attend the Next Board Meeting

Board meetings are open to everyone. Any community member may attend and sign up to speak during public comment. If you cannot attend and would like someone to read a statement on your behalf, email info@seawellpta.com.

April 9, 6pm: Board of Education Work Session
April 16, 6pm: Board of Education Regular Meeting & Approval of Budget Request
April 23, 7pm: Joint Meeting with Orange County Board of County Commissioners and Orange County Schools
May 7, 6pm: Board of Education Work Session, Public Release of Administration's School Closure Reports and Recommendations
May 21, 6pm: Board of Education Meeting, Public Hearing of Administration's School Closure Recommendations
June 4, 6pm: Board of Education Work Session, Anticipated Board Vote on Elementary School Closure(s)

Need a ride? Email giving@seawellpta.com.

If you’re unable to attend, you can watch the Board meetings live or view the recordings later here.

Interpreter services are available at Board meetings for non-English speakers and individuals with hearing impairments upon request. Please provide advance notice by contacting Sandra Pereira at ext. 20324 or translation@chccs.k12.nc.us.

🧱 FAST FACTS

What is FCI?

The Facility Condition Index (FCI) is a facilities metric that compares the cost of needed repairs and maintenance to the cost of replacing the building. It measures physical condition and deferred maintenance needs, but it does not evaluate educational quality, student experience, or program value.

Facilities Context for Seawell

By the district’s own five-year FCI measure, Seawell ranks least in facilities need among the five schools being considered. See page Appendix A - CHCCS Facilities in linked doc (Seawell has lowest FCI number).
Seawell’s FCI reflects deferred maintenance, not educational value.
Seawell's pod-style campus can score differently under standard facilities models.
Seawell has had recent facilities investments: HVAC system and more to Upper Lawler building (the Lawler building is also newer), new preK playground, new K-5 playground, and relocation of Critter Corner and Garden.

Where Are We at With Criteria?

The board approved the final list of criteria for the closure study, but it did not adopt a weighted scoring system. That means the criteria are being used to guide the study and board discussion, rather than as a ranked rubric or point-based formula.

🌎 Language Support

If you would like information in another language or need assistance submitting comments, please contact us at giving@seawellpta.com. We are happy to help.

📣 Stay Connected
Follow us on social media and visit this page for regular updates.

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Sample Letter on the Importance of a Complete and Transparent Process for CHCCS Rightsizing

Subject: Ensuring a Complete and Transparent Decision Process

Dear Members of the CHCCS Board of Education,

I am writing regarding the Board’s consideration of potential elementary school closures. I respectfully ask that any permanent decision be made through a complete, lawful, and transparent process, consistent with the Board’s statutory responsibilities.

A facilities-based assessment alone does not constitute a comprehensive school closure study. North Carolina law requires a comparative, student-centered evaluation before moving toward closure, including consideration of educational impact, equity, access, geographic conditions, transportation, and available alternatives.

Once options are narrowed, public engagement becomes reactive. For this reason, I urge the Board to ensure that the required comparative analysis is completed and shared publicly before proceeding.

If, and only if, Seawell Elementary is considered, it is important to recognize that the school provides significant, non-transferable educational assets that would be permanently lost through closure.

Thank you for your time and consideration.

Sincerely,

[Your Name]

Sample letter on the Importance of Three-School Corridor

Subject: Retaining High Value Co-Located Asset

Dear Members of the CHCCS Board of Education,

I do not believe that Seawell Elementary school is a good candidate for closure. The campus co-location with Smith Middle and Chapel Hill Highschool, makes the Seawell Elementary site an irreplaceable high-value asset. Instead of closing one of the assets in this powerful trio, it would be prudent to increase collaboration amongst them.

Because of the proximity of schools, Seawell falls into the favorable quadrants on the left side of the Cost/Impact Matrix at the end of the December 2025 Board Retreat presentation. This chart highlights the importance of leaning into low cost/high impact assets. Here the focus is on school programs, but there are numerous ways in which the three schools benefit from proximity to each other and students benefit for up to 13 years.

There are many ways that, as the slide suggests, these benefits could be scaled up for impact at a low cost. For example, a simple website containing participant contact information and a form for proposals is all it would take to connect interested staff, students, and enrichment chairs.

During a critical time when public schools must compete against private and charter schools, removing Seawell from the CHCCS portfolio would be a foolish move. Seawell has many attributes that draw parent attention to the area. These features cannot simply be replicated or transferred to another school and are a significant reason families choose public school. The unique campus design should be understood as an educational asset, not a liability. The open campus design and outdoor learning resources (garden, barnyard, woods) are attractive to parents who would otherwise choose Emerson Waldorf or Carolina Friends—as well as parents of Exceptional Children.

Seawell Elementary is a workhorse and a star in the CHCCS portfolio, maintaining a national and international reputation for academics while serving an incredibly diverse student population (ethnically, socioeconomically, and neurologically). It is a walk-zone school for the densest neighborhoods in Carrboro which include apartments and subsidized housing. This area lacks public transportation and removing the walk-able elementary school creates a hardship for many families.

We respectfully ask the Board to pause and ensure that any closure study is conducted in a comprehensive, transparent, and student-centered manner before moving forward. A proper evaluation will show that Seawell is a school worth continuing.

Thank you for your time and consideration.

Sincerely,

[Your Name]

💙 Seawell PTA Response to Possible School Closure Announcement (from January 16, 2026)

Dear Seahawk Families,

You may have seen the message sent by CHCCS to families and staff at Seawell, Glenwood, and Ephesus regarding the district’s consideration of potential elementary school closures. This was also discussed at the most recent CHCCS Board of Education meeting on January 15 (Meeting Video and Agenda, discussion of potential closures begins at around the 2hr 15min mark and ends at the 3hr 22min mark.)

The Seawell PTA does not believe that Seawell is appropriate for closure. Below is a brief summary of points we feel the Board of Education should consider. And here is a presentation that provides clarity on the issues.

Decision Framework: As the District continues this process, we respectfully urge the Board of Education to clearly articulate the criteria being used to evaluate closure. We believe it’s essential that any decision be grounded in a comprehensive, transparent, and educationally-focused framework, rather than a narrow set of metrics (such as facilities alone).

The board asked for a consolidation discussion but ended up with a facilities-only closure proposal. Three schools were selected based on building condition, and the board voted to limit review to those schools, citing concern that a broader review would “confuse” the public. Meanwhile, schools with worse facility needs were excluded based on assumed bond funding that isn’t legally assigned. Families at the three schools were then told closure is being considered, even though there’s been no full study of student impact or non-closure options.

Location: Seawell is a local school uniquely positioned next to Smith Middle and Chapel Hill High. These co-located schools have a synergy that brings exponential value to students for up to 13 years. There are many examples of this, including: high school volunteers in Kindergarten classes, siblings commuting to school together, sharing of resources, and program (like LEAP) cross-collaboration. Seawell is also located next to the Carolina North which gives students access to wooded areas during PE class and before & after school.

Transportation: The three-school corridor is a safe route to school that makes walking/biking to school possible for elementary-aged students. Closing Seawell would make a transportation problem out of a high-value asset. It is a walk-zone school for one of the densest areas in Carrboro which include apartments and subsidized housing. This area lacks public transportation and removing the walk-able elementary school creates a hardship for many families.

Planning: Seawell serves an area where the town governments have invested in the development of multi-family middle-income housing with the understanding that incoming families will attend their local school. If that is not the case these families will consider their full educational options (including Charter, Private, and more affordable housing outside the area) if faced with long commute times. Future-focused planning requires anticipating growth. Given that the middle and high school infrastructure will remain in place long term, opting for preservation and potential future renovation of Seawell is a prudent and strategic response to what is likely to be an enduring future need.

Bond Proposal & Facilities Assessment: The facilities assessment conducted in support of the bond was not designed, intended, or methodologically appropriate to serve as a proxy for school closure suitability. Using a capital planning tool as a closure screen fundamentally misrepresents its purpose and limitations.

As enrollment and utilization patterns evolve, the district has an obligation to clearly articulate whether and how current data are being integrated into present-day decision-making. Available facility assessments do not place Seawell among the district’s highest-need facilities, and its inclusion in the current closure discussion reflects selection bias created by the prior exclusion of bond-prioritized schools, rather than an objective comparison of closure impacts.

This underscores the necessity of evaluating any potential school closure through a comprehensive, multi-factor framework that includes educational non-portability, community disruption, equity implications, and the irreversibility of closure decisions, not facility condition alone.

Unique Campus Design: Seawell’s pod-based layout was designed deliberately with student well being in mind, allowing students to move outdoors between classrooms, specials, and shared spaces. This increasingly rare design in public elementary schools builds movement, regulation, and attention resets directly into the school day. This type of environment aligns with well-established research showing that movement, outdoor access via Carolina North Forest, and experiential learning are strongly associated with improved regulation, engagement, and access to instruction for a wide range of learners.

Campus Learning Resources: In addition, Seawell is the only campus with an established, integrated living-systems environment. Seawell integrates a working garden and daily care of living animals through its Critter Corner, creating a place-based learning environment that embeds responsibility, stewardship, and student well-being into everyday school life. These features are not portable and cannot be recreated through redistricting or program relocation. At a time when families are weighing public education against private or alternative options that emphasize experiential and nature-based learning (e.g. Emerson Waldorf, Carolina Friends School), Seawell offers this within CHCCS.

With appreciation,

Seawell PTA

Deeper Analysis

If you're interested in engaging in further analysis of the process in CHCCS rightsizing, we offer the following summary presentations created by Seawell PTA members:

❓What Has Not Been Evaluated

Before discussing permanent closure, it is reasonable to understand whether non-closure rightsizing options were formally evaluated, such as: grade reconfiguration, program consolidation, or phased implementation strategies. Understanding whether these alternatives were analyzed helps ensure decisions are made with full context.

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