As the parent of a 12-year-old child with a disability, I am deeply concerned about the ongoing discussions to dismantle the Department of Education. The potential consequences of eliminating this institution, which provides essential oversight and funding, are significant. For my child and others with disabilities, the loss of this department would create a vacuum that could undo years of progress in education and services.
The United States has seen a similar crisis before. In the mid-20th century, the country initiated the mass closure of large mental health institutions, promoting the idea that care should shift to community-based settings. However, the promised community support systems never fully materialized. The result? A significant portion of individuals with mental health challenges ended up in the streets or in jails — neither of which could provide the necessary care. This crisis was not the result of an intention to reform, but the result of failing to plan, provide the proper safety nets, and allocate resources to manage the transition.
History has shown that dismantling large systems without planning for the future leads to devastating consequences for vulnerable individuals.
Now, with the Department of Education, we are at risk of repeating that very mistake. This department administers crucial programs, such as the Individuals with Disabilities Education Act (IDEA), which provides nearly $14.2 billion to support special education services. Without these federal funds, states may struggle to adequately fund education for children with disabilities.
More importantly, the elimination of the Department of Education would leave no clear framework for ensuring the enforcement of civil rights for students, such as those with disabilities, and would create disparities in resources and opportunities across the country.
Utah Gov. Spencer Cox, a supporter of reducing federal involvement in education, has pushed for policies that emphasize state and local control. While I understand the appeal of more localized decision-making, I am concerned about what happens when those decisions leave children like mine behind. The governor supports the LEARN Act, for instance, which offers tax credits to states that opt out of federal education programs, effectively encouraging states to take over education oversight. Though the governor has prioritized education funding by increasing the weighted pupil unit and overall state education budgets, these efforts do not directly address the potential gaps in funding for special education or other vital services.
My concern is not just about numbers or budgets; it’s about the practical, real-world impact on students. For children with disabilities, access to appropriate education isn’t just a matter of academic achievement — it’s a matter of access to resources that ensure safety, growth and equal opportunities. If the Department of Education is dismantled without a clear, detailed plan for transition, the students who rely on these systems will suffer the most.
The elimination of the Department of Education without a comprehensive replacement plan would threaten the educational futures of vulnerable students. States simply cannot be expected to absorb the full financial and regulatory burden that federal oversight provides, especially when it comes to special education. The experience of deinstitutionalization shows what can happen when a large system is dissolved without proper foresight: The most vulnerable individuals are left behind.
As a parent, I urge policymakers to consider the full consequences of such a decision. Dismantling the Department of Education is not a solution — it is a risk. We cannot afford to repeat the mistakes of the past. Instead, we must prioritize thoughtful, deliberate reforms that ensure every child has the support they need to thrive.
(Tom Sherlock) Tom Sherlock, SSW, lives in Logan and is a hospice social worker and dedicated advocate for individuals with disabilities.
Tom Sherlock, SSW, lives in Logan and is a hospice social worker and dedicated advocate for individuals with disabilities. As a father of children with special needs, he is passionate about ensuring that all children have access to the education and services they deserve.
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