A man was arrested over the weekend after authorities say he stole a school bus from a high school parking lot and later abandoned it at a nearby store, reported ABC 13.

According to the news report, officers responded Saturday afternoon to a Dollar General near Glasgow High School after school officials reported that the stolen bus had been located. The vehicle showed visible scratches on the rear-passenger side and front that appeared to be recent.

Glasgow Independent Schools Superintendent Chad Muhlenkamp said GPS data indicated the bus was started at approximately 4:34 a.m., left school property and traveled along Coral Hill Road before making a stop. The bus was later parked at the Dollar General around 5:27 a.m.

Security camera footage identified the suspect as 18-year-old Tayesean M. Barlow. The footage reportedly showed Barlow entering the bus with a flashlight and appearing to have what looked like a drum magazine attached to a handgun in his waistband. He was later seen sitting in the driver’s seat, starting the bus and driving away. Police said he briefly stopped to speak with someone out of view before continuing and eventually parking the bus.

According to the article, officers later went to Barlow’s home on Coral Hill Road, where his mother told them she was aware of the situation and had instructed her son to return the stolen bus. Barlow then came outside and was taken into custody.

While being held at the Barren County Detention Center, Barlow reportedly told police he had been with friends at a local apartment complex and decided to leave after “things got a little crazy.” He said he entered the bus after finding it unlocked, located the keys and drove it home because he did not want to walk.

Barlow remains jailed on a $25,000 cash bond. He faces charges including theft by unlawful taking, second-degree criminal mischief, unlawful possession of a weapon on school property, and operating a vehicle with a suspended or revoked license.

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Related: Louisiana Family Arrested Amid Accusations of Stealing School Bus
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Related: Alabama Stolen School Bus Found, Man Charged
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The post Stolen Bus Driven from Kentucky School District to Nearby Store appeared first on School Transportation News.

A 78-year-old school bus monitor in South Carolina is charged with sex crimes involving a teenage girl who was riding his bus, reported The Augusta Press.

According to the news report, McDonald Walker of Aiken was charged Friday with criminal sexual conduct with a minor and criminal solicitation of a minor. The charges stem from an incident reported March 6 on a school bus.

Police stated a 14-year-old girl said she boarded the bus and took a seat when Walker approached her. “The bus monitor got up from his seat and went over to speak to her and then returned to his seat,” the report states. “The victim stated she began crying.”

Authorities reportedly said Walker allegedly made another comment to the teen girl as she was getting off the bus. Details of the alleged conduct were not immediately released, and officials said additional information is expected in formal warrants.

Aiken Public Safety Lt. Jennifer Hayes said investigators are working to obtain those warrants, which typically provide more specific descriptions of the allegations. Walker turned himself in to authorities Friday and was served with the warrants, Hayes said. He was later released after posting a $20,000 bond.

Officials have not released further details about the circumstances of the encounter or whether additional incidents are being investigated. It was also unclear if Aiken County Public Schools continued to employ the school bus monitor.

Records show Walker has previously been arrested multiple times in Aiken County. Past charges include domestic violence in 2017, 2018, and 2023, as well as violating an order of protection in 2018. He was also charged with assault and battery in 2017, a case that resulted in a sentence of 30 days in jail or a fine. The investigation remains ongoing.

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Related: New York School Bus Aide Arrested for Allegedly Abusing Children
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Related: Florida School Bus Attendant Arrested for Inappropriate Behavior with Young Girls
Related: Child Sexual Assault Charge for Colorado School Bus Driver

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CONCORD, N.C. — A powerful and emotional session at STN EXPO East highlighted a reality transportation leaders hope to never face: A catastrophic school bus crash, the chaos that follows, and the need to have strong relationships with first responders.

The conference discussion between Tracie Franco, director of transportation for Leander Independent School District in Texas, and STN Editor-in-Chief Ryan Gray centered on real-world lessons from a recent rollover crash and broader strategies for working effectively with first responders. Joshua Hinerman, state director for Tennessee, was scheduled to be on the panel but canceled days earlier after a fatal school bus crash.

“This industry is so predicated on safety training,” Gray said. “But there are so many other forces on the road to contend with.”

Franco recounted Leander ISD’s first day of school crash in August that included 46 students aboard a bus that rolled over twice on a rural road. “When I got there … my heart just dropped,” she said. “You had students on the side of the road … people crying … my driver had blood coming out of his head. It was just chaos.”

Actionable Takeaways for School Districts

 

The First Responder Coordination Session at STN EXPO East March 29 delivered several practical strategies for transportation leaders:

 

1. Build relationships with first responders now.

Tracie Franco, director of transportation for Leander ISD in Texas, admitted her department had limited prior coordination with local agencies when a school bus crash occurred in August. “We had really not had any training with the firemen, with EMS, with police,” she said.

Post-crash, the district strengthened partnerships, including donating a retired school bus for emergency training.

 

2. Train together using realistic simulations.

Hands-on exercises — including smoke-filled buses and timed evacuations — help staff build muscle memory. “You go from panic to action,” Franco explained.

 

3. Establish clear command structure and communication.

Confusion over who is in charge can slow response efforts. “Have a plan … who’s in charge of the scene, who’s in charge of the students,” Franco advised.

 

4. Prepare for student accountability challenges.

Tracking students during transport to hospitals proved difficult. “I didn’t know where the students were going,” Franco said, noting the need for better systems to identify and track students during emergencies.

 

5. Create a “ready bag” for emergencies.

Leander ISD now deploys a kit with essential tools, including student rosters and ID access, power banks, portable printers and communication devices.

 

6. Plan for reunification and parent communication.

Parents will arrive quickly on-scene, often before systems are in place. “How do they know where to meet? Where reunification happens?” Franco asked.

 

7. Address emotional and mental health readiness.

Preparation isn’t just operational — it’s psychological.

“Be prepared emotionally,” Franco said. “You’re going to see chaos … hurt students.”

She added that post-incident support is critical for both students and staff.

 

8. Reinforce seatbelt usage and safety culture.

Only three students on the bus were wearing lap/shoulder seatbelts that are mandated by state law. “They didn’t move,” Franco said of the restrained students during the rollover. The district now enforces a “no seatbelt, no roll” policy and requires parent acknowledgment.

Seven students were transported to hospitals, some via helicopter. Miraculously, there were no fatalities, Franco said, emphasizing that despite years of preparation, the reality of a major crash exposed gaps.

“No matter how much you prepare … we realized we needed to step it up,” she said. “We needed to really train on different areas.”

One of the biggest challenges at the scene was confusion over roles and communication. “You have EMS, fire, police … who’s in charge?” Franco said. “I don’t know who these students are … I don’t know where they’re going.”

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Related: NTSB Calls for Seatbelt Polices, Procedures Following Texas School Bus Crash
Related: Texas School District Updates Seatbelt Policy Following School Bus Rollover
Related: Texas Student Transporter Utilizes Technology to Improve Operations

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First responders immediately took control, conducting triage and transporting injured students, often without time to coordinate with school officials, she recalled. The experience reinforced a key lesson: Relationships and protocols must be established before an emergency.

She noted the importance of FEMA officials and first responders already being stationed nearby following the deadly Guadalupe River flooding that took place on July 4 in immediately directing resources to the school bus crash.

Franco repeatedly warned against assuming “it won’t happen here.”

“Don’t be complacent,” Gray added, referencing recent fatal crashes nationally.

Meanwhile, Franco closed out the session with a reminder about mindset in crisis situations. “We cannot choose our external circumstances, but we can always choose how we respond to them,” she said.

The session reinforced that while crashes may be rare, preparedness must be constant and collaborative. From coordinated training with first responders to clear communication plans and emotional readiness, transportation leaders were urged to rethink how they prepare for the unthinkable.

As Franco summarized: “Have a plan … and just train, train, train.”

Article written with assistance of AI.

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CONCORD, N.C. — School transportation professionals are using children’s books to address a critical and ongoing challenge: Ensuring student safety on and around school buses.

During a March 30 session at the STN EXPO East conference in Concord, North Carolina, two transportation professionals and now authors highlighted how storytelling is helping bridge gaps between schools, families and transportation departments while reinforcing safety lessons for the more than 20 million students who ride school buses each day.

“All kids deserve to know how to be safe on and around the school bus,” said Monique Jackson, area transportation manager for Charlotte-Mecklenburg Schools in North Carolina and author of Gus, the Talking School Bus.

Jackson, a former educator with more than 25 years of experience, said her transition from the classroom to transportation revealed a need for consistent, accessible safety education. She began writing children’s books during the COVID-19 pandemic to help parents and teachers reinforce expectations outside the bus environment.

Her work focuses on creating a “unifying language” that connects the classroom, the bus and the home, allowing students to learn safety behaviors in multiple settings before they are tested in real-world situations.

Valerie Higley, a substitute bus driver and dispatcher for First Student in East Lyme, Connecticut, shared similar motivation. She said her book, Shaman Rides the School Bus, was inspired by firsthand experiences managing student behavior on crowded buses, particularly during driver shortages.

On one early school day, Higley found herself transporting more than 50 elementary students, including kindergartners.

“It was very, very difficult,” she said during the session moderated by School Transportation News Senior Editor Taylor Ekbatani. “So, I put all the most important lessons in a story that I could read to them… at a time when they were not distracted.”

Higley said her book is designed to reflect real-life bus behavior, allowing students to see themselves in the story and better understand expectations. Through relatable characters and scenarios, she addresses common issues such as students leaving their seats, throwing objects and failing to follow directions, behaviors she said are often easier to correct when discussed proactively rather than in the moment.

The books written by both authors cover core safety principles such as staying seated, respecting others, exiting buses properly and understanding the “danger zone,” the area around the bus where visibility is limited and risks are highest. Higley emphasized that even simple scenarios, such as retrieving a dropped item, can become dangerous if children are not properly trained.

“Don’t just pick it up. Go get your driver’s attention,” she said, describing one of the key lessons included in her story.

She added that the stories are intentionally flexible, allowing educators and transportation staff to adapt lessons based on local needs, such as emphasizing railroad crossings or other region-specific safety concerns.

The urgency behind these efforts is underscored by real-world incidents. Jackson recounted a recent case in CMS earlier in March in which a student was struck by a vehicle while crossing the street to board a bus, an event witnessed by classmates and parents.

“It’s critical that we talk about the danger zone and how you can be safe even at the bus stop,” she said.

Safety Education Takes Time

Both speakers stressed that early and repeated exposure to safety messaging is essential. Jackson noted that it typically takes about 21 days for children to develop habits, making the beginning of the school year a crucial window for establishing expectations.

Beyond safety instruction, the books are also helping to elevate the role of school bus drivers, who are often viewed as outliers to the educational process despite being among the first and last adults students encounter each day.

“The school bus is a classroom on wheels,” Jackson said, adding that drivers serve not only as operators but also as mentors and protectors.

Higley agreed, noting that transportation staff are frequently overlooked in broader school culture and that stronger connections between drivers and students can improve both safety and behavior.

“There’s a disconnect between the classroom and the bus,” she said. “If we can make the conversation happen when they’re receptive to it… it’s a game changer.”

Districts are beginning to integrate these books into broader safety and educational initiatives. Authors reported being invited into classrooms for read-aloud sessions, participating in events such as Read Across America Week and collaborating with early childhood programs to meet safety training standards.

In some cases, the books are being used as part of formal curriculum or enrichment programs, while others are distributed to families to encourage conversations at home.

The reach of these efforts is also expanding internationally. Jackson recently presented her work to students in Italy, where she said children were able to connect with the universal image of the yellow school bus despite language differences.

Higley’s book has been translated into multiple languages, including French, Spanish and Italian, with plans to expand further to serve diverse communities.

Both authors emphasized that public awareness is just as important as student education. Illegal passing of stopped school buses remains a widespread issue, with annual stop-arm violation reports documenting thousands of infractions nationwide.

To broaden their impact, the authors are engaging with local media, participating in community events, and sharing seasonal safety tips aimed at drivers and families alike.

Looking ahead, both plan to continue expanding their work, including developing additional books, incorporating more diverse student experiences and increasing accessibility through translations and specialized content.

Their shared goal remains clear: To make school bus safety education engaging, consistent and accessible for every child.

“Keeping that conversation going… is a gift,” Higley said.

Written with assistance from AI.

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Related: NC Transportation Manager Channels Passion for Education, Safety into Children’s Books
Related: California School Bus Driver Teaches Lessons of Compassion Through Music
Related: Connecticut School Bus Company Publishes Bilingual Book to Ease First-Day Bus Anxiety
Related: School Bus Driver Creates Children’s Book to Promote School Bus Safety

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Training school bus drivers to respond to inclement weather emergencies is a crucial part of student transportation safety training, but sometimes even the best training can’t fully prepare for the harsh reality of a real-life emergency situation.

Transportation Supervisor Kelly Bennett at Three Rivers Community Schools in Michigan confirmed for School Transportation News that this is how her team of bus drivers felt when a tornado suddenly appeared the afternoon March 6.

“On the day of the tornado, there was no indication that severe weather was approaching. No watches had been issued, and it seemed like a normal, beautiful day,” said Bennett.

Bennett shared that in-house training has led to Three Rivers school bus drivers practicing a variety of responses to emergency situations including inclement weather during Beginning Bus Driver School.

A local news outlet reported that the tornado was severe enough to down trees and rip roofs off buildings. Superintendent Nikki Nash shared a letter on social media March 8 saying that the “rapid and severe” weather emergency struck at the “most challenging time possible: During afternoon dismissal.” With many school buses already on the road transporting students home, it was crucial to act quickly.

Bennett explained that when the tornado warning sirens sounded, most bus drivers did not hear them because they were on routes, but the transportation office staff were alerted on their phones and through the radio. Dispatch then contacted the drivers immediately and directed the buses to re-route to safe locations at the nearest school building.

According to the local news report, within 10 minutes all students were accounted for.

Nash thanked the drivers and staff for their heroic actions and tornado response. “While we recognize that these emergency protocols caused significant delays and inconveniences for many of you, the safety of our students and staff is our absolute top priority,” she said. “I want to thank our students for their bravery, our staff for their quickly thinking and you- our families- for your patience and cooperation as we worked to ensure every child was out of harm’s way.”

Unfortunately, the district’s new transportation building that houses the district’s 20 buses “took a direct hit,” as the tornado passed through. Nash shared in her statement that they “lost the garage roof with several damaged vehicles, including buses in the parking lot.”

Bennett said that the damage was confined to the garage and did not impact the office, so transportation staff that were onsite during the tornado were unharmed.

“Due to the extent of the damage, we are unable to operate from that facility,” said Bennett. “In the meantime, we have returned to our old building, where the mechanic is handling repairs, and the office staff is now working out of the middle school. Although the transition has been challenging, we are continuing to adapt and make it work. Once the garage is secured, we will be able to return to operating out of the office.”

Tornado Response Hinges on Adequate Training

Bennett shared that her advice to other transportation directors “is that there is never such a thing as too much training, especially when it comes to safety.”

She continued that it’s imperative to make this safety training a priority, regularly review procedures during department meetings and investing in additional training opportunities beyond in-house resources.

“Our drivers are trained to prioritize safety above all else when transporting students. In emergency situations, I expect them to remain calm and maintain control, as their response will influence how everyone on the bus reacts,” said Bennett, adding that she emphasizes another facet of school bus safety, “clear and concise communication over the radio.”

She advised “keeping messages brief and direct so others can quickly understand and respond,” which aides safety efforts for both the 16 drivers in the district and the 1,194 students they transport each day.

The local media report also shared that the community banded together for recovery and rebuilding efforts, and the bus drivers drove their normal routes on Monday following the tornado response to ensure that routes were safe for students to return to school.

“Our thoughts and prayers of support go out to everyone who was personally impacted by this event,” stated Nash. “We know that the cleanup process will take days and even weeks, but our strength remains unshaken.”

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Related: Tornado Warning Doesn’t Faze Georgia School Bus Driver During Route
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Related: Bitter Winter Weather Halts School Bus Operations in Parts of South, Mid-Atlantic

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CONCORD, N.C. – The Green Bus Summit at STN EXPO East featured school bus manufacturers discussing products, technology, innovations and support for school districts looking to run cleaner, safer and more efficient school bus operations.

Blue Bird: EV Myth vs. Reality: What’s Actually Driving Adoption?

“We’ve taken the lead on the EV side,” declared Brad Beauchamp, EV product segment leader for Blue Bird, reviewing how the company entered the field eight years ago.

Noelle White, channel partner marketing specialist for Blue Bird, led attendees through a gamified quiz on common electric school bus myths.

Attendees correctly identified answers to questions such as what regenerative braking does (charges the battery while slowing), time required for infrastructure upgrades (six to 18 months), and how much of a total EV project cost is tied to infrastructure (25 to 40 percent).

Although cold weather reduces electric school bus range by 10 to 30 percent, Beauchamp noted that technology advances and operational techniques allow for improvements in this area.

Level 1 chargers are commonly used by most districts today, but Beauchamp recommended Level 2 chargers, which he said are best for overnight charging.

Infrastructure readiness most commonly delays electric school bus projects since the work “doesn’t stop on the first wave of buses,” Beauchamp cautioned.

Operational planning significantly shifts during the move from diesel to electric due to routes and weather, to name a few factors, Beauchamp reminded attendees.

“As you start to use [electric school buses], there is a learning curve,” he said. “On the great side for EV, a lot of things can be corrected without even leaving your yard.”

Viewing electric bus deployment as equivalent to a straightforward vehicle purchase is a common pitfall, explained Beauchamp. Instead, he said districts must consider infrastructure, utilities, load planning and route modeling early in the process. He added that data gathered from onboard telematics helps transportation directors in this crucial planning phase.

“It’s going to take a team,” he said, especially as not all aspects of electric school bus implementation happen sequentially.

In fact, the bus purchase from the OEM is “the easy part,” he quipped.

“Eighty percent of routes in the U.S. can be covered with an EV,” Beauchamp continued.

He advised putting an electric school bus on shorter routes until success is achieved, and then operations can branch out.

“Figure out what your long-term strategy will be,” he said.

When districts purchase an electric school bus with federal funds, they are required to decommission and scrap an old diesel bus rather than keep it as a spare, Beauchamp cautioned. He advised planning for scalability, not simply pilot projects.

Lastly, he reviewed EPA Clean School Bus program updates, noting that state and local funding opportunities also help keep electric school bus projects afloat. He advised performing preventative maintenance on both the bus and charger.

IC Bus: Leveraging Technology Solutions for Efficient Fleet Management

Matt Milewski, market segmentation director for IC Bus, reviewed how First Student announced last September that it was outfitting its fleet of 46,000 school buses with Samsara technology.

Jason Kierna, vice president of information technology for First Student, spoke to the company’s customer-focused motivation rather than just adding technology for its own sake.

“We’ve got thousands of customers and all of them want to use technology in a different way and that’s why it’s more about the process for us than it is about the technology,” he said.

He explained how the new AI-powered HALO offering combines vehicle inspections, driver coaching, AI cameras, predictive analytics, and more to improve safety for students and transparency for parents.

“Parents today are expecting more objective evidence when incidents occur,” agreed Scott Jobe, head of public sector strategists for Samsara.

He noted that AI is “maybe not the best when you deal with human interaction or conversation, but when it comes to objectivity, we think of AI as like a force multiplier.”

Kierna elaborated that hazard alerts or safety behavior remediation that HALO provides, can help school bus drivers proactively self-correct so a reactive supervisor conversation is unneeded. He added that some First Student drivers now refuse to drive a bus without the technology.

Kierna related an incident in which a bus was struck at over 60 mph and said the driver would have been injured if she had not been wearing her seatbelt, which she had just put on properly due to the AI powered camera’s alert. Jobe added that another district saw a reduction in risky behaviors by drivers, illegal passing incidents, bus crashes and maintenance costs due to the AI technology.

“What does safety mean to your organization?” Kierna rhetorically asked the audience.

Milewski emphasized IC Bus’ support for what Jobe termed a “frictionless experience” in technology integration for school district and bus contractor clients. Kierna reiterated the commitment of all three companies to overall safety for students.

Kierna underscored that empowering drivers and lobbying for safety initiatives are two of the many aspects that are directly related to the effective gathering and leveraging of data.

“Integrated technology is the future,” Jobe agreed. He shared a pothole detection feature in development, in which information gathered via onboard cameras, bus location and G-forces the bus undergoes can be sent directly to cities for repair escalation.

“We have so much data that we can turn into real actionable insights,” he said.

In answer to an attendee question on staff who may struggle with technology, Kierna said the AI assistant helps put things in plain language for users.

Thomas Built Bus: Let’s Talk Fuels – What Legislative Uncertainty Means for School Transportation

Mark Childers, direct sales and technology sales manager for Thomas Built Buses, reviewed current challenges and uncertainty surrounding fuel choice. “You’ve got to make some decisions,” he said.

“Where we stand today is that in 2027 all of the manufacturers are subject to EPA’s low NOx rule, so that is the new multi-pollutant criteria rule that’s going to deal with NOx and particulate matter that is coming in 2027,” explained Alissa Rector, policy advisor for Thomas Built Buses parent company Daimler Trucks North America. “Even though EPA’s greenhouse gas regulations have been rolled back in 2027, we are still subject to the existing greenhouse gas phase 2 standard at [the National Highway Traffic Safety Administration] NHTSA so there’s not a lot of change that you’re going to see on the greenhouse gas side compared to where we are today.”

Jim Ellis, director of pupil transportation for Henrico County Public Schools in Virginia, has 600 school buses and is receiving 25 electric buses in July. When managing his bus fleet, he said he must balance getting the best bang for his buck with environmental concerns for cleaner air.

“I think that the key lesson is to just know change is going to continue to happen and just continue to take one step at a time,” declared Brittany Barrett, deputy director of operations and implementation for the World Resources Institute. She advised staying on top of fleet data, so it is easier to pivot and make decisions.

Rector discussed the differences between local pollutants like NOx, Volatile Organic Compounds (VOCs) and particulate matter, as opposed to greenhouse gases like carbon and CO2 which enter the atmosphere.

Whitney Kopanko, vice president of school bus sales and marketing for Sonny Merryman, noted that the Thomas Built Buses Virginia dealer has put 300 electric school buses on the road. She spoke to dovetailing student transporter priorities of getting students to and from schools with community and regulatory pressure for cleaner air.

She and Ellis agreed that it’s crucial to provide numbers and data to stakeholders during decision-making processes.

WRI provides helpful tools and resources, Barrett informed attendees. Kopanko added that AFLEET suite from the U.S. Department of Energy can be used to compare fuel types. Fuel choice is a hyper localized decision based on what each district needs, she stated.

Though most school buses currently run clean diesel and will continue to, Rector prognosticated that the future will be mixed fuels with interesting developments in hydrogen. “Any future roadmap is going to have a lot of different options on it,” she declared.

Diesel fuel doubling in price due to the war in Iran is currently juxtaposed with conversations on propane or electric implementation, said Ellis.

While changing fuels may look tempting, Kopanko advised considering availability of alternative or drop-in fuel, infrastructure needs, driver and mechanic training, and the extra accountability involved in abiding by rules for government subsidies.

Barrett said electric buses have the range to meet 90 percent of the routing requirements for districts she works with, but infrastructure is the biggest question mark. “It’s not insurmountable but it requires a plan,” she said.

She praised Sonny Merryman’s electrification project with Dominion Energy in Virginia.

Panelists advised working closely with dealers, gathering all available fleet operation data, considering urban versus rural needs to determine what type of bus goes where, taking part in vigorous training and education, and keeping abreast of the rapidly changing regulatory landscape.

They also answered questions from attendees on electric school bus range, charging time, battery degradation and V2G.

Images via Vince Rios Creative and STN staff. 

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The 2026 STN EXPO East conference in Charlotte-Concord, North Carolina featured six days of the best in student transportation training, exciting networking experiences and insightful educational sessions. Check out the videos that captured the real-time energy and events of the conference.

Stay tuned for more coverage on this and our other 2026 conferences, STN EXPO West and Transporting Students with Disabilities and Special Needs (TSD).

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Related: (STN Podcast E300) Fuse Your Ideas: Connection & Innovation at STN EXPO East 2026
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The post WATCH: STN EXPO East 2026 appeared first on School Transportation News.

Tony and Taylor review the most compelling takeaways from STN EXPO East in Charlotte, Nroth Carolina this past week. From rock star leadership and workplace culture advice, to a bus mirror training that went viral, to the latest in cutting edge tech shown on the Trade Show floor, attendees and vendors connected in meaningful ways.

Last year, bus window and glass provider Lippert acquired seating supplier Freedman Seating and HVAC manufacturer Trans/Air. Dan Cohen, vice president of sales for Lippert’s transportation products group, and Austin Lehnert, regional sales manager for Trans/Air by Lippert, join us to share new safety technology innovations.

Read more STN EXPO East coverage.

This episode is brought to you by Transfinder.

Message from School Radio.

Message from RTA.

 

Stream, subscribe and download the School Transportation Nation podcast on Apple Podcasts, Deezer, iHeartRadio, Spotify and YouTube.

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Authorities in Yellowstone County are investigating after a mother reported that a 6-year-old student brought a vape device onto a school bus in Shepherd, used it and shared it with other children, reported KTVQ News.

The mother, who requested anonymity to protect her daughter’s identity, said via the news report that her child admitted to trying the vape after another student brought it on board.

“She told me, ‘Mom, I have to be honest with you. Another kid on the bus had a vape,’” the mother said. “And I was like, ‘And you tried it?’ and she was like, ‘Yeah, I did.’”

The mother told local news reporters that she immediately contacted school officials after learning of the incident, which she said had occurred days earlier without the school’s knowledge. “The next morning, I went to the school and let them know,” she said. “They didn’t know anything, and this was now day three.”

According to the news report, the Shepherd School District notified the Yellowstone County Sheriff’s Office. Sheriff Mike Linder said a guardian of the child who brought the vape was initially cited for child endangerment, but that the citation has since been rescinded. The county attorney’s office is reviewing the case.

District officials reportedly declined to comment, citing the ongoing investigation.

The incident has raised concerns among parents about young children vaping. Caroline Joyce, executive director of Parents Against Vaping, said such cases, while rare, reflect a growing trend.

“Vaping is starting to reach more elementary school-aged children,” Joyce said via the article. “These products are widely available and appealing.”

Joyce said vaping poses serious health risks and criticized marketing practices, which target youth. “Six is incredibly alarming,” she said of the child’s age. “It’s an indication of systemic failures.”

She added that addressing the issue will require more than punishment, calling for broader education and prevention efforts.

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Related: Bus Driver Investigated for Vaping Inside School Bus
Related: 9-Year-Old Arrested for Bringing Loaded Gun onto Florida School Bus
Related: Amid Youth Vaping Epidemic, Prevention Efforts Begin to Target School Buses
Related: Mother Faces Charges After Allegedly Assaulting School Bus Driver

The post Authorities Investigate After 6-Year-Old Allegedly Vaped on Montana School Bus appeared first on School Transportation News.

age, responding to incidents, and managing schedules. AI moves those responsibilities toward decision-making and oversight. Staff are now evaluating AI-generated routes instead of building them from scratch. They are reviewing flagged video clips rather than scrubbing through entire recordings. They are using predictive diagnostic alerts instead of reacting to a bus breakdown.

As school districts nationwide navigate a steady rise in students requiring individualized education programs (IEPs), the conversation around students with disabilities has expanded well beyond classrooms and compliance checklists. Increasingly, district leaders are recognizing that IEP success depends not only on instructional supports but on the coordinated efforts of transportation departments, special education teams and central administration working toward shared outcomes.

Under the Individuals with Disabilities Education Act (IDEA), school districts are legally required to provide students with disabilities a free and appropriate public education tailored to their individual needs. That obligation includes not only academic services but also the “related services” necessary for students to access and benefit from instruction. In many cases, transportation is one of those services, making school transportation teams an integral, if sometimes overlooked, part of the IEP process.

As districts contend with staffing shortages, tighter budgets and growing service complexity, the need for intentional collaboration across departments has never been more critical. For superintendents and district leadership teams, fostering alignment between transportation and education is no longer optional. It is essential to deliver both legal responsibilities and student outcomes.

The Growing Complexity of IEPs

IEPs are federally mandated, individualized plans developed for students who qualify for special education services. Each plan outlines a student’s current academic and functional performance, measurable annual goals and the specific services required to support progress. These services may include specialized instruction, therapies, behavioral supports and transportation accommodations.

According to IDEA, a multidisciplinary team of educators, service providers, administrators and families must review and develop IEPs. While transportation is not explicitly named in every IEP, it frequently emerges as a related service when a student’s disability affects their ability to travel safely or consistently to and from school.

As districts report increases in the number of students with IEPs, transportation departments are being asked to meet a wider range of needs. These may include specialized routing, adjusted schedules, wheelchair-accessible vehicles, medical equipment accommodations, trained bus aides or door-to-door service. Each of these requirements carries operational, financial and staffing implications that extend far beyond the routing desk.

“From a transportation standpoint, IEP success really means that a student is able to get to and from school safely and consistently, even if they’re attending a program outside of their home school,” said Lisa Sawyer, coordinator of transportation for Tracy Unified School District in California. “It looks like having clear plans in place for behavioral or medical needs that translate well into the bus environment, so the student feels supported and everyone on the bus stays safe.”

Without clear communication and shared planning between departments, districts risk service gaps that can disrupt student access to education and expose compliance challenges. For transportation leaders, understanding the educational intent behind IEP requirements is just as important as understanding the logistical execution.

Transportation as a Related Service

IDEA defines related services as those required to assist a child with a disability in benefiting from special education. Transportation falls squarely within that definition when it is necessary for the student to attend school or participate fully in educational programming.

From a practical standpoint, this means transportation teams must translate IEP language into daily operational decisions. A single line in an IEP can affect vehicle assignments, staffing ratios, route design, training requirements and budget allocations. Even seemingly small accommodations can have ripple effects across a district’s transportation system.

Sawyer said close coordination becomes especially important when a student’s IEP needs change midyear. “When something changes midyear, we work quickly with education and special needs services to figure out the safest path forward,” she said. “If there’s a serious safety concern, transportation may pause temporarily until an IEP meeting can happen.”

More often, Sawyer said, transportation teams implement interim supports. “We might add additional assistance on the bus so the student can continue riding while the IEP team works on a longer-term solution,” she said. “Transportation is part of those conversations to make sure what’s being planned works in the bus setting and is consistent with what’s happening in the classroom.”

That collaboration can lead to practical, immediate improvements. Sawyer recalled a student who repeatedly wore a lap/shoulder seatbelt incorrectly during transport. “During the IEP meeting, transportation was included, and as we talked it through, we learned the student was uncomfortable because the belt was rubbing against their neck,” she said. “Once we adjusted the belt properly and added a padded cover, the issue stopped completely, which was added to the IEP.”

The example illustrates how transportation insight can surface solutions that might not be apparent in a classroom-only discussion. “It was a simple fix,” Sawyer said, “but it really showed how bringing everyone to the table can quickly improve safety and comfort for the student.”

Breaking Down Departmental Silos

Historically, transportation departments have often operated separately from instructional and special education teams. While this separation may have made sense when services were less complex, it poses challenges in today’s educational environment, where student needs and compliance requirements intersect daily with operations.

Effective IEP implementation requires transportation leaders to understand not only what services are required but why they are required. Likewise, special education teams benefit from understanding the logistical realities of routing, staffing, vehicle capacity and workforce limitations.

“Successful alignment between transportation and special education teams happens when both groups view themselves as partners in delivering a student’s educational program—not as separate departments with separate responsibilities,” said Heather Perry, superintendent of the Gorham School Department in Maine

Perry, who was among the four finalists for The Superintendent’s Association 2026 National Superintendent of the Year award, emphasized that bus drivers and transportation staff are often among the adults who interact with students daily. “Bus drivers are seen as important members of the student support team,” she said, “equipped with the information and training they need to safely and confidently support students with diverse needs.”

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Related: Superintendent Snapshot: Communication, Collaboration Key for Maine School District Success
Related: Superintendent of the Year Snapshot: Support, Understanding of Transportation

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Industry experts note that transportation involvement in the IEP process remains inconsistent across districts, even as transportation responsibilities grow more complex. Alexandra Robinson, an industry consultant and tenured faculty member for the Transporting Students with Disabilities and Special Needs Conference, said transportation representatives should be present at IEP meetings whenever student needs directly affect safety or service delivery.

“Whenever there is a marked improvement or deterioration in behavior, a change of placement, or a change of or new equipment, transportation should be included,” Robinson said.

When transportation staff are unable to attend IEP meetings, Robinson emphasized the importance of proactive communication and structured tools. “Besides having a good and regular working relationship and ongoing communication with the special education team, the transportation team should provide IEP teams with a transportation assessment checklist,” she said, pointing to examples included in last year’s National Congress on School Transportation guidance. “That gives IEP teams a framework to consider transportation needs even when transportation personnel are not present.”

Robinson also addressed situations in which transportation requests are denied or not implemented, particularly when safety concerns arise. “Safety trumps all,” she said. “It behooves the transportation department to see something and say something for any unsafe practice, issue or concern. If transportation knows something is not safe for students on buses and it happens anyway, liability is at stake. Pushback for safety, not convenience, is always appropriate.”

For districts looking to strengthen transportation visibility within IEP planning, Robinson said early and intentional engagement is key. She recommended beginning-of-year meetings that include transportation and special education staff, inviting special education teams to transportation facilities for tours and joint meetings, and developing shared communications for families.

“Transportation should not wait to be invited into the special education office,” Robinson said. “Joint ‘dear parent’ letters on district websites, visible presence at board meetings and PTA events, and shared training sessions for staff and parents help build understanding. Close communication with behavior specialists, physical therapists and occupational therapists around behavior, equipment, securement and positioning is also critical.”

The Superintendent’s Role in Alignment

From a leadership perspective, alignment does not happen by accident. Perry said superintendents play a key role in creating the conditions that allow departments to work together effectively. “Our role is to break down silos and create conditions in which all staff, regardless of department, work toward shared goals for our students,” she said.

That work includes setting clear expectations that collaboration is part of the job, building structures for regular cross-department communication and modeling respect for the expertise each team brings. “When leadership consistently reinforces that every department contributes to the student experience, collaboration becomes a natural part of the culture rather than an added task,” Perry said.

In Gorham, those structures include regular meetings with program directors and building leaders as well as a districtwide mission, vision and strategic plan that connects all components of a student’s educational experience. “We have a strong team, a strong culture and a belief that it takes a village to accomplish our goals for children,” she said.

As IEP needs have grown more complex, Perry said the district has strengthened communication between special education and transportation teams. “This includes more frequent communication between case managers and transportation leadership, clear sharing of student safety, medical and behavioral support plans, additional training for drivers and more intentional route planning that anticipates individual student needs,” she said.

Transportation considerations are reviewed earlier in the IEP process, so supports can be built into planning from the start.

Compliance, Consistency and Family Trust

IDEA includes procedural safeguards designed to protect students and families, including the right to receive services as outlined in an IEP. Transportation issues are a common source of concern when services are delayed, inconsistent or misunderstood.

Clear coordination between departments helps districts avoid these pitfalls by ensuring transportation accommodations are documented accurately, communicated clearly and implemented consistently. When families see that services are reliable and aligned with IEP commitments, trust in the district grows.

To that point, districts are also examining how documentation and communication tools can support consistency as IEP needs evolve. Alisa Roman, director of nutrition and transportation for Lewiston Public Schools in Maine, said IEPs depend on clear, districtwide coordination.

“IEP success in Lewiston Public Schools looks like the district is working together in all aspects to deliver student success,” Roman said. “Without clear communication between the IEP team and the transportation department, crucial information can be lost, which may lead to frustrations among families, school teams and transportation staff.”

Roman noted that the frequency of IEP reviews and meetings can add complexity, particularly when changes occur incrementally. “Small changes without clear notification to families, transportation and schools often result in finger-pointing and students being caught in the middle,” she explained.

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Related: IEP Meetings: TSD Conference Panel Discusses the Who, When & What
Related: Florida School Bus Aide Accused of Child Abuse in Ongoing Beating
Related: TSD Panel Shares How Technology Improves Special Needs Transportation Operations

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To address those challenges, Lewiston Public Schools is refining how information related to transportation services is documented and shared. “One strategy we are implementing is incorporating a form to be used for related services, which can be updated when changes occur,” Roman said.

“The form, while important, is not used to replace the daily interactions that still need to be reported,” she added.

By strengthening documentation around related services, Roman said the district aims to reduce inefficiencies while improving clarity for all stakeholders. “By implementing a strong related service practice, our goal is to reduce phone calls and emails and have a document that shares the disability as it relates to transportation,” she said.

Consistency also benefits frontline staff. Drivers and aides who receive clear guidance and appropriate training related to IEP requirements are better equipped to support students safely and respectfully. In a time of persistent driver shortages, clarity and support can also contribute to retention.

From a transportation standpoint, Gorham’s Perry said success ultimately comes down to access. “Success is achieved when the student meets the learning goals in their IEP,” she said. “In transportation, this often means ensuring students have access to the programming they need, when they need it.”

Cross-District Collaboration and Shared Learning

As districts nationwide confront similar challenges, cross-district collaboration and shared learning have become increasingly valuable. Leadership networks and superintendent recognition programs provide opportunities to share strategies and highlight districts that have successfully integrated transportation into their special education frameworks.

While local contexts differ, common themes emerge: Early communication, leadership support and a commitment to collaboration. Districts that invest in these areas are better positioned to respond to evolving student needs while maintaining compliance and operational stability.

Looking Ahead

Traditionally, IEP success has been measured primarily through academic progress and compliance benchmarks. While these metrics remain essential, transportation leaders increasingly view success through an operational and human lens.

From their perspective, success means students arrive at school safely, consistently and ready to learn. It means routes are designed with student needs in mind, staff are trained and supported and families experience reliability rather than uncertainty.

As IEP enrollment continues to rise, districts face both challenges and opportunities. The complexity of special education services will require deeper collaboration, stronger leadership alignment and a shared commitment to student access.

Aligning transportation and education teams is not simply a logistical exercise; it is a strategic investment in equity, compliance and student success—one that plays out every school day, long before the first bell rings.

The post Aligning Transportation and Education Teams for IEP Success appeared first on School Transportation News.

“Distracted driving is 100 percent preventable, yet too many people give the road far less than 100 percent of their attention,” National Highway Traffic Safety Administration (NHTSA) Administrator Jonathan Morrison said during a press event April 1.

NHTSA officials kicked off National Distracted Driving Awareness Month and unveiled a renewed national enforcement and education effort aimed at curbing one of the most persistent dangers on U.S. roadways. Also speaking was Derek Barrs, administrator of the Federal Motor Carrier Safety Administration (FMCSA); Michael Paris, chief of Fairfield, Connecticut Police; and Patty Kruszewski, who lost her daughter in a distracted driving crash.

The agency is launching its enforcement campaign, “Put the Phone Away or Pay” April 9–13, pairing high-visibility law enforcement with a broad media push targeting drivers, particularly those ages 18 to 34. Officials say the goal is to change behavior before another preventable tragedy occurs.

“We cannot be satisfied until we get that number down to zero,” Morrison said, noting that while traffic fatalities have begun to decline, tens of thousands of lives are still lost each year.

Despite recent progress, distracted driving remains a major factor in roadway crashes nationwide. Federal data cited during the press event notes that more than 33,000 people were killed in crashes involving distracted drivers in 2024, with hundreds of thousands more injured.

Officials emphasized that those numbers likely undercount the true scope of the problem, as distraction can be difficult to confirm after a crash.

“Behind every statistic … that’s a human life,” Barrs said.

Wisconsin Crash

A 13-year-old was struck and killed by a 17-year-old motorists who wasn’t paying attention and reportedly on his phone. The 13-year-old was attempting to board the school bus, when she was struck and hit by the motorists who side-swiped the bus and hit the child on the right side.

 

Following the crash, he NTSB recommended that NHTSA develop and publish “Driver Distraction Guidelines that address the design of current original equipment in-vehicle electronic devices, portable electronic devices and aftermarket electronic devices to prevent driver distraction.”

 

The agency also reiterated its recommendation to cell phone manufacturers to develop a “distracted driving lock-out mechanism that will automatically disable any driver-distracting functions when a vehicle is in motion and install the mechanism in the default setting on all new devices and apply it during major software updates.”

 

Five more recommendations were reiterated to NHTSA following the crash. NTSB calls for NHTSA to develop and apply testing protocols to assess the performance of forward collision avoidance systems in passenger vehicles at various velocities, including high speed and high velocity-differential. It also calls on the agency to expand the New Car Assessment Program 5-star rating system to include a scale that rates the performance of forward collision avoidance and to develop performance test criteria for vehicle designs that reduce injuries to pedestrians.

 

NTSB also wants NHTSA to develop performance test criteria for manufacturers to use in evaluating the extent to which automated pedestrian safety systems in light vehicles will prevent or mitigate pedestrian injury and incorporate pedestrian safety systems, including pedestrian collision avoidance systems and other more passive safety systems, into the New Car Assessment Program. Additionally, Ford Motor Company is urged to install forward collision avoidance systems that include, at minimum, a forward collision warning component as standard equipment on all new vehicles.

Distracted driving is especially dangerous around school buses, where children may unpredictably enter the roadway. Even a momentary glance at a phone can mean the difference between stopping in time, or not.

“Just even one injury or death on our roadways due to distraction … is way too many,” Barrs said.

A recent National Transportation Safety Board (NTSB) investigation found that a 17-year-old driver was using his cellphone when he struck and killed a 13-year-old student who was preparing to board a school bus in Wisconsin. In its final report on the crash, the NTSB called for stronger enforcement, education and technology solutions to protect students during loading and unloading.

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Related: NTSB Says Cell Phone Distraction Cause of 2023 Wisconsin Student Fatality
Related: Wisconsin Child Fatally Struck by Car While Waiting for School Bus

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Meanwhile, on Monday, Paris stressed that visible enforcement is critical, but not enough on its own. “We need every driver to make a simple but critical choice — put the phone down, slow down, pay attention,” he said.

During the campaign week, officers across the country will increase patrols and actively ticket drivers caught using handheld devices. The effort is supported by a national media campaign, both English and Spanish.

At its core, the campaign returns to a straightforward message: no notification is worth a life. Officials and safety advocates alike are urging drivers to make that decision before they start the engine: Silence the phone, set it aside and stay focused.

Because, as Morrison noted, it only takes seconds for distraction to change lives forever.

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Related: (STN Podcast E297) Deep Dive into Safety: Illegal Passing & Child Restraints, Plus Green Bus Funding
Related: Action Plan Puts National Spotlight on Hidden Toll of Illegal Passing
Related: School Bus Driver Charged with Hit-and-Run Death of Brooklyn Girl
Related: Waymo Driverless Vehicles Continue to Illegally Pass School Buses

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Kruszewski told the story of her daughter, Lanie, who at 24 years old was struck and killed while biking home from work in 2012. The driver later admitted he never saw her because he was looking at his phone. Kruszewski said the tragedy underscored how quickly a seemingly small decision, checking a message, can destroy lives.

It “took just one text” to take her daughter’s life and forever change her family, she said.

Behind officials during the announcement stood an installation of hundreds of hanging car keys, each representing a person injured in a distracted driving crash. The display included about 4,000 keys — symbolizing just a fraction of the victims hurt in 2024.

But officials noted that if the exhibit reflected the full scale of the crisis — more than 315,000 people injured in distracted driving crashes that year — it would stretch across half a football field.

“In just the time we’ve been talking today, another 18 people have now been injured in distracted driving crashes,” Morrison said near the close of the event.

The post NHTSA Kicks off Distracted Driving Awareness Month with Campaign appeared first on School Transportation News.

HIGH POINT, N.C. – Thomas Built Buses (TBB), a leading manufacturer of school buses in North America and a division of Daimler Truck Specialty Vehicles, today announced the launch of a new gasoline engine option for the Saf-T-Liner C2 school bus at STN Expo East, taking place March 26–31, 2026 in Charlotte/Concord, North Carolina. The Saf-T-Liner C2 Gasoline is equipped with the B6.7 Octane engine produced by global power leader Cummins Inc. (NYSE: CMI).

With the addition of gasoline, Thomas Built Buses continues to expand its powertrain lineup — now offering diesel, electric and gasoline options — giving school districts greater flexibility to choose the solution that best fits their fleet goals, infrastructure and operational needs.

“With the Cummins B6.7 Octane engine, fleets gain a dependable solution that complements our proven diesel and electric offerings, giving them more choice in how they operate,” said T.J. Reed, president and CEO of Daimler Truck Specialty Vehicles. “We’re proud to expand our lineup with solutions that reflect the real-world needs of school districts — whether that’s simplifying maintenance, managing costs or planning for the future with diesel, electric or now gasoline.”

“Cummins’ longstanding partnership with Thomas Built Buses reflects our shared commitment to delivering safe and reliable transportation for students across the country,” said Nikki Wheeldon, general manager of North America bus sales at Cummins. “The integration of the B6.7 Octane highlights our continued focus on excellence and innovation. Together, we’re driving performance where it matters most.”

The Cummins B6.7 Octane is a purpose-built, durable, turbocharged gasoline engine for medium-duty applications, the first of its kind in the category. With up to 2 million miles logged before production, the engine features a broad, flat torque curve that mirrors Cummins’ trusted B6.7 diesel platform. The B6.7 Octane by Cummins will be available in the Saf-T-Liner C2 Gasoline in 220- and 260-horsepower ratings, delivering up to 600 lb-ft of torque.

Designed to provide familiar drivability and smooth power at low speeds, the B6.7 Octane also introduces an optional integrated compression brake for improved vehicle control and reduced brake wear — an industry-first for gasoline school buses.

In addition to robust performance, the Saf-T-Liner C2 Gasoline delivers key advantages in total cost and serviceability:

Strong fuel economy for lower operating costs.
2-3x longer service intervals, including oil and filter changes up to 15,000 miles.
Runs on regular 87-octane gasoline, making it easy to refuel within existing fueling infrastructure.
Engineered for cold-weather readiness and high idle tolerance, making it well suited for diverse operating environments.
Offers school districts a familiar chassis and body design, helping streamline technician training, maintenance routines and driver familiarity.

“By offering this gasoline option, we’re helping school districts simplify operations, manage costs and maintain reliable, year-round performance,” said Daoud Chaaya, vice president of sales, aftermarket and marketing at Thomas Built Buses. “Built on our trusted C2 platform, it supports technician and driver familiarity while ensuring safe, dependable transportation for students. This addition reflects our ongoing commitment to delivering an exceptional customer experience.”

Production for the Saf-T-Liner C2 Gasoline is targeted to begin in late 2026.

For more information, visit thomasbuiltbuses.com/gasoline.

About Thomas Built Buses:
Founded in 1916, Thomas Built Buses is a leading manufacturer of school buses in North America. Since the first Thomas Built bus rolled off the assembly line, the company has been committed to delivering the smartest and most innovative buses in North America. Learn more at thomasbuiltbuses.com or facebook.com/thomasbuiltbuses.

Thomas Built Buses, Inc., headquartered in High Point, North Carolina, is a subsidiary of Daimler Truck North America LLC, a leading provider of comprehensive products and technologies for the commercial transportation industry. The company designs, engineers, manufactures and markets medium- and heavy-duty trucks, school buses, vehicle chassis and their associated technologies and components under the Freightliner, Western Star, Thomas Built Buses, Freightliner Custom Chassis Corp and Detroit brands. Thomas Built Buses and Freightliner Custom Chassis Corp. together form Daimler Truck Specialty Vehicles. Daimler Truck North America is a subsidiary of Daimler Truck AG, one of the world’s leading commercial vehicle manufacturers.

About Cummins Inc.
Cummins Inc., a global power leader, is committed to powering a more prosperous world. Since 1919, we have delivered innovative solutions that move people, goods and economies forward. Our five business segments — Engine, Components, Distribution, Power Systems and Accelera by Cummins — offer a broad portfolio, including advanced diesel, electric and hybrid powertrains; integrated power generation systems; critical components such as aftertreatment, turbochargers, fuel systems, controls, transmissions, axles and brakes; and zero-emissions technologies like battery and electric powertrain systems. With a global footprint, deep technical expertise and an extensive service network, we deliver dependable, cutting-edge solutions tailored to our customers’ needs, supporting them through the energy transition with our Destination Zero strategy. We create value for customers, investors and employees and strengthen communities through our corporate responsibility global priorities: education, equity and environment. Headquartered in Columbus, Indiana, Cummins employs approximately 67,400 people worldwide and earned $2.8 billion on $33.7 billion in sales in 2025. Learn more at www.cummins.com.

The post Thomas Built Buses adds gasoline option to C2 powertrain lineup for 2026 appeared first on School Transportation News.

A school bus driver in southeastern Massachusetts is under investigation after authorities say he allegedly urinated inside a bus while transporting young students to an elementary school.

The incident occurred March 30, as the bus was on route to Hoyle Elementary School, according to a news release from the Swansea Police Department.

Police said preliminary findings indicate that the 71-year-old driver pulled the bus over during the route and instructed students to move to the back. He then allegedly remained in the driver’s seat and relieved himself inside the vehicle while the children were still on board.

After the incident, the driver completed the route and dropped off the students at the school, authorities said. The situation came to light when some of the children reported what had happened to school staff, prompting an investigation by school officials and police.

“This type of behavior in the presence of children, especially young children, is unacceptable,” a statement reads.

Authorities said there were 12 children on the bus at the time, ranging from pre-kindergarten to second grade. Police noted that investigators currently believe none of the students directly witnessed the act itself.

School officials notified the parents of all children who were on the bus. The driver, who has not been publicly identified, is no longer permitted to operate within the Swansea Public Schools system. Police said the school district informed Amaral Bus Company, the transportation provider for the district, that the driver has been removed from service.

In addition, Swansea Public Schools is reviewing its relationship with the company and considering measures to prevent similar incidents in the future.

As of Monday afternoon, no criminal charges had been filed against the driver. Detectives are continuing to investigate the allegations.

School officials have also filed a report with the Massachusetts Department of Children and Families in accordance with standard procedures. Officials emphasized the seriousness of the matter and said the investigation remains ongoing.

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Related: South Carolina School Bus Driver Charged with DUI While Transporting Students
Related: New York School Bus Driver Caught Drinking Alcohol While Driving
Related: Ohio School Bus Driver on Administrative Leave After ‘Reckless Driving’
Related: Superintendent Defends School Bus Driver Accused of Erratic Driving, Potential Impairment

The post Massachusetts School Bus Driver Accused of Urinating on Bus with Children Present appeared first on School Transportation News.

A Georgia mother said her young daughter was found walking alone along a highway after being dropped off at the wrong school bus stop, raising concerns about student transportation safety, reported WCTV News.

According to the news report, the incident occurred in Terrell County, where a kindergartner was supposed to be dropped off at her usual stop, where her grandfather picks her up. Instead, the 6-year-old was let off about a half mile away near a trailer park along U.S. Highway 520.

A deputy reportedly responded after receiving reports of a child walking along the busy highway carrying a backpack. A Georgia State Patrol trooper and a nearby resident later located the student. Officials confirmed the child attends Cooper-Carver Elementary School.

The child’s mother Kiara Jones said via the article that her daughter was “crying and shaking” after the incident and had tried to alert the bus driver that she was at the wrong stop when she did not see her grandfather.

School officials responded immediately after learning about the situation, providing direct support to the student and her family. The district reportedly stated that the bus driver involved has been placed on administrative leave while the investigation continues.

No injuries were reported, but the situation could have been dangerous given the traffic along the highway.

The incident has prompted renewed concern about student drop-off procedures and supervision, particularly for younger children who may not be able to navigate unfamiliar areas safely.

Officials said they are working to determine how the error occurred and to prevent similar incidents in the future.

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Related: Student Found Wandering Alone After Bus Drops Her at Wrong Location
Related: Illinois School Bus Driver Finds Teen Wandering Alone
Related: Rhode Island Woman Claims School Bus Monitor Tried to Drop Off Wrong Student
Related: 7-Year-Old Student Missing for Hours After Being Placed on Wrong School Bus

The post Kindergartner Dropped at Wrong Bus Stop, Found Walking Along Georgia Highway appeared first on School Transportation News.

Students nationwide are scanning their way on and off school buses at an increasing pace, as school districts realize student identification cards improve transparency for parents on the whereabouts of their children.

But ID cards once used solely for transportation, or more accurately in a silo apart from other school district and community uses, are going the way of the Dodo.

Miles Cole, chief strategy officer for RFID card provider CI Solutions, noted universal ID cards and developing community partners is a “big-league move for metro districts,” which “turns the student ID into a mobility plus access credential, not just a school badge.

“When a student ID works for school and for city services, you remove friction from the two biggest ‘non-classroom’ barriers to learning—getting places and accessing resources,” he continued.

In Columbus, Ohio, high school students can use the district-issued Student Success Card to ride the Central Ohio Transit Authority (COTA) through its Educational Pass Program and also access Columbus Metropolitan Library.

Machelle Kline, the chief student services officer for Columbus City Schools department of student services, noted the district issues each ninth through 12th grade student a free COTA pass each school year, good 24/7 without weekend restrictions. The district pays COTA $13.50 per student per semester.

“Our Student Success Card also allows them to check out books at the Columbus Metropolitan Library and is in pilot mode to scan on our school buses,” Kline said. “The card also allows our youngest learners and those with disabilities to scan onto a computer. It acts as a student ID.”

Kline said the district is conducting an indepth analysis with COTA to see if it can eliminate ninth through 12th grade transportation as it is not required in Ohio.

In the Salt Lake City School District, district employees, students, and a parent or guardian from each student household can receive a free Utah Transit Authority (UTA) pass for unlimited access to buses, TRAX, UTA On Demand and S-Line.

Such passes are a “direct lever on attendance and student engagement,” Cole said. “Transportation access is one of the most practical, immediate levers districts can pull to improve attendance, tutoring participation, internships, after-school programs, and family engagement.”

Cole noted a universal ID improves equity “without making parents jump through hoops. A universal ID that works for lunch, library, login, transit can be a major equity upgrade because it reduces requirements like separate transit applications, separate library card sign-ups, multiple credentials/password resets, and reliance on a parent’s phone, credit card, and time to set things up.”

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Related: April 2026
Related: Where Is the Bus?
Related: Update: Tennessee Crash Kills 2 Students During Field Trip

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Ken Martinez, Salt Lake City’s transportation director, explained the school district implemented Zum technologies and student ID cards into the school bus fleet. “We are in the process of getting this one card to be used for tapping on and off the school bus,” he shared. “[The] same function on UTA utilizing their bus, TRAX [electric train] and on-demand services. The same card will be used for accessing the school library and student lunches.”

He added that this streamlined approach will help students keep track of their student ID card.

“When it is just their bus pass, they did not seem to care if they got damaged or lost and did not mind waiting to order a replacement,” he continued. “When the same card determines all the activities, including the ones they truly want to use, their level of concern will highly increase.”

Martinez said the goal is to fully implement the ID cards for the upcoming 2026-2027 school year.

The post Student ID Cards Present a Host of Transportation, Educational Opportunities appeared first on School Transportation News.

Findlay City Schools (OH) has faced its share of challenges in the past couple of years, from funding cuts to the tune of $6 million, key personnel departures in transportation and the ongoing driver shortage.

Superintendent Andy Hatton knew transportation would be one of the hardest areas to touch—and one of the most visible.

“We had to announce $6 million in cuts,” Dr. Hatton said. “Out of a budget of about $60 million to $65 million.”

Those reductions included roughly $820,000 from transportation alone, which led to significant alterations and hard choices.

“We eliminated high school busing,” he explained. “We went to a two-mile walk radius for all students, which is the state’s minimum requirement.”

For many superintendents, this would have been a crisis to survive. For Hatton, superintendent at the district for just under three years, it became a leadership test: How to protect families, support drivers, and still keep the system functional with fewer resources.

Turning to an Underutilized Partner: Transfinder

Findlay is a community of about 40,000 people located in the northwest of Columbus, about 40 miles south of Toledo. Its claim to fame is Marathon Petroleum, which traces its origins to the late 1880s, resulting in Findlay being a boomtown. Marathon Petroleum (NYSE: MPC) is still headquartered in Findlay today.

Findlay City Schools has 5,000 students attending two primary schools, three intermediate schools, two middle schools, and the high school. Also on the central office campus is the Career Center which serves 14 school districts across four counties.

As the district was learning of the funding shortfall it was facing, Hatton was also learning that the transportation department had a solution it wasn’t fully using: Routefinder PLUS.

“What we discovered was we were not leveraging this really powerful, amazing tool to help us route our district efficiently,” he said. “We found out that we had not updated our maps in 10 years.”

Hatton and Kelly Cheney, Findlay’s director of communications, are quoted saying in The Courier story how Transfinder’s solutions would play a role in helping the transportation navigate the challenges and get back on course. Cheney noted, before Transfinder, “our transportation department was hand-routing every single student who rode the bus, manually inputting the information for each student and then tweaking it as the year went on … again manually,” according to coverage in the local newspaper, The Courier. “Adjustments were not able to be made quickly for special circumstances, like construction, for example, so buses were delayed.”

Cheney said Transfinder’s technology was playing a key role in not just modernizing its transportation operation but solving critical issues and supporting drivers.

“This program will allow us to immediately message parents of any and all buses as soon as it is needed,” Cheney told The Courier. “Substitute drivers will have turn-by-turn directions to follow as they drive a new route, and student stop information will be updated daily.”

Hatton, in an interview with Transfinder following that meeting, said there were other challenges the transportation department was facing, such as losing key transportation staff.

“In early June, we realized we lost our router,” Hatton said. “She had been routing our district for like a decade.”

The combination of funding cuts, staff turnover, and a driver shortage could have pushed the department into chaos. But Hatton reframed the challenge as an opportunity to update the operation and increase efficiency.

“We had literally stacks of 500 pages of paper all over tables all summer long,” he said. “And then ‘sort of’ using Transfinder.” The district rebuilt its routing process inside Transfinder’s award-winning Routefinder PLUS routing software, cleaned up rider data, and upgraded GPS so routes were no longer guesswork.

He also reorganized leadership needs in the transportation department. Rather than refilling a high-cost director role, Hatton created a transportation manager position with deep system expertise.

“We decided not to replace our director of transportation position,” he said. “We went with a transportation manager and she’s been amazing.”

For Hatton, this wasn’t just about efficiency—it was about accountability to the community.

“We feel this responsibility to live up to the expectations that the community has with a high level of service,” he said. “One of the things that the Board of Education then put together for us was a set of goals that they would like to see implemented. I’m calling it our Path to Progress as we rebuild our district.”

How did Transfinder play a key role in meeting those goals? Continue reading the rest of the story below.

Not Just a Bird’s Eye View but a Windshield View

Hatton doesn’t want just a “bird’s eye view” of transportation but wants to see how things are really working. Last year, he said, “I jumped on a bus on the second to last day of school. It was Miss Tammy’s bus and she was showing me how she used the tablet.”

Hatton said the driver app installed on the tablet combined with the parent app Stopfinder has done wonders for the transportation operation.

“She’s one of those drivers who has incredible relationships with her kids,” Hatton said. “That was the first time I really got to see it and some of the potential that we have behind it.”

Transfinder technology and the support provided became a way to stabilize operations under pressure.

“When we had a really rough start to the year, we had this amazing client success manager who jumped on calls with us at the ready – like daily,” Hatton said. “He showed us little shortcuts and tweaks… and that will solve this issue.”

He said as the district looked route by route, often challenging a driver’s perspective of the best way to drive a route, efficiencies surfaced immediately.

For example, Hatton said, on Day 1 the driver would travel his or her usual route. “And then Day 2 we’d say, let’s run this route exactly the way Transfinder’s mapped it out.” The result?

“It actually saves three minutes here, two minutes there, a minute there,” Hatton said. “And then they (the drivers) start to believe, ‘Wow! This is actually going to be better!’”

Communication also changed for the better. Instead of broad, districtwide alerts, tools now allow precise updates.

“Almost instant communication is expected,” Hatton said. “If we’re not communicating with our families within five to 10 minutes of something happening on that bus… that’s just not acceptable in this day and age.”

Hatton’s approach resonates with other district leaders because it blends realism with vision. He does not promise quick fixes.

“I anticipate efficiencies in our routing,” he said. “I anticipate efficiencies with not having to hire as many drivers because I think we’re going to have fewer bus stops and we’re going to be much more efficient with our routes. … I think we’re going to see savings in the efficiencies of the routing.”

But he also ties technology to human impact.

“The power of what Transfinder can bring allows that driver to focus on the road,” Hatton said. “Take their anxiety and stress down and build those relationships with kids.”

For superintendents and business managers watching state dollars shrink, Hatton’s lesson is clear: leadership is not just about absorbing cuts—it is about using the right tools and people to keep services intact.

“We’re really proud of that,” he said.

In Findlay, funding cuts forced change. Leadership—and smart use of technology—made stability possible.

Hatton’s goal is to restore the service his community received prior to the funding cuts. He is approaching that goal methodically. Certain checkpoints have to be met before making major changes, such as increasing the number of drivers to cover routes.

“We’re just looking forward to maximizing the technology,” he said. Then, referencing the movie The Matrix, he added: “Never send a human to do a machine’s job. But also, never send a machine to do a human’s job. I firmly believe that even though we need to leverage AI and prepare children for their future, the classroom teacher is never going to be replaced and I think should never be replaced. The same with the bus driver. I think that relationship is so important.”

Transfinder technology is at the intersection.

“I think the power of what Transfinder and the resources it can bring to bear allows the driver to focus on the road, take their anxiety and stress down and build those relationships with kids,” Hatton said. “And then in terms of the parents, they feel safer. They can look at their phones and see exactly where the bus is.”

To learn more, visit transfinder.com/solutions, call 800-373-3609 or email solutions@transfinder.com.

Key Takeaways from Findlay’s Experience

• Leverage technology fully before cutting service further. Findlay discovered it had powerful tools in place with Transfinder but wasn’t using them to their potential. Updating maps, data, and routing inside the system created immediate efficiencies when funding was reduced.
• Use disruption as a catalyst to modernize. The loss of state funding and key staff forced the district to abandon paper-based processes and rebuild routing digitally, improving accuracy, visibility, and long-term sustainability.
• Pair software with the right people. Leadership restructured transportation staffing around system expertise, ensuring the technology was supported by someone who could actively manage and optimize it.
• Efficiency protects students and drivers. More precise routing reduced unnecessary stops and confusion, helping drivers focus on safety and relationships with students while maintaining service under tighter budgets.
• Strong vendor partnership matters in crisis. Access to hands-on support and problem-solving from the Transfinder team helped stabilize operations quickly during a difficult transition period.

The views expressed are those of the content sponsor and do not reflect those of School Transportation News.

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This month’s issue features the leadership perspectives from superintendents on the importance of student transportation on educational access for students and how they’re navigating in the educational world. The other features look at school transportation mobility models and factors to consider when upgrading current school buses or purchasing new ones. Also, learn more about the intricacies of addressing safety issues, fresh ideas for staff recruitment and training with AI.

Read the full April 2026 issue.

Cover Story

What’s Trending?
Superintendents share how they’re navigating some of the challenges impacting not only education but also transportation operations.

Features

Something Old vs. Something New
Other factors besides cost are considered when districts decide to either upgrade their current school buses or purchase new ones.

How Do Your Kids Arrive at School?
A child can get to school in a variety of ways. Operations discuss how they are ensuring a safe route to school regardless of the mode.

Special Reports

Safety Upgrade Complexities
State laws are normally reactive to various safety related incidents, and Texas and Maine are no different. But experts say that solving one safety issue could create others when retrofitting a fleet.

Conversations
Trends
Ad Index

Editor’s Take by Ryan Gray
You Can’t Spell Training Without AI

Publisher’s Corner by Tony Corpin
Fresh Ideas: Recruitment, Retention

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