Chicago is facing a complex and high-stakes political dispute over whether its public schools will remain open on May Day, a day internationally recognized for labor rights demonstrations. This conflict has caused significant confusion and concern among the city's more than 315,000 public school students and their families, as well as their educators. At the heart of the disagreement are the Chicago Teachers Union (CTU), a powerful labor organization allied with Mayor Brandon Johnson, and the newly appointed leader of Chicago Public Schools (CPS), Macquline King.
May Day, also known as International Workers' Day, has deep historical roots in labor movements worldwide and is traditionally marked by large demonstrations, especially in union-friendly cities like Chicago. This year, various U.S. labor groups have planned coordinated actions, including boycotts of work, shopping, and school, in protest against policies they associate with the Trump administration's agenda. In some states, such as North Carolina, teachers have been encouraged to call off work on May 1 as part of these efforts.
The CTU is calling for Chicago's entire public school system to cancel classes on May Day, urging both teachers and students to join protests and rallies. The union argues that participating in these demonstrations is vital at a time when public education faces significant threats, including insufficient funding and broader political challenges such as immigration crackdowns. The CTU has also advocated for increased school funding and higher taxes on the wealthy to support public services.
Chicago Public Schools is the nation's fourth-largest district, serving predominantly low-income students, with over 70% qualifying for free or reduced-price lunch. Most students are Black or Latino. The CTU's statement emphasized that defending education and democracy requires solidarity among educators, labor unions, and community groups, insisting that government priorities must shift from wealthy interests to supporting families and communities.
However, Macquline King, who recently took over as CPS CEO, has declined to cancel classes on May Day. King, a longtime educator, stressed the importance of classroom time for students' learning and development. She acknowledged, though, that the school board could override her decision with a vote. The board's next meeting is scheduled for April 23, leaving the situation unresolved as May Day approaches.
The CTU has proposed designating May 1 as a professional development day for teachers, swapping it with a previously scheduled day on June 5, which is the first day of summer break for students. The union has filed a grievance over the issue, signaling ongoing tensions and disagreement within the district leadership.
The uncertainty surrounding the school day's status has created practical challenges for families. Parents are struggling with childcare arrangements and concerns about the disruption of test preparation and other academic activities. A recent district survey revealed that about 113 schools - roughly one-fifth of the district - had planned special activities on May 1, including field trips, sporting events, and makeup tests for Advanced Placement classes. Another 100 schools reported other important events on that day, such as prom and senior night.
In a memo to school board members obtained by The Associated Press, King highlighted the potential impact of any disruption on critical academic testing and milestone events, particularly for graduating seniors and eighth graders, who have limited options for rescheduling these experiences.
Parents reflect a range of views on the issue. Mariam Hafezi, a mother of a middle school student on Chicago's northwest side, supports teaching students about civics and appreciates the educational value of student-led walkouts. However, she notes that the May Day demonstrations are primarily adult-driven political actions. She suggested that May Day could be a "teachable moment" best handled within the classroom rather than by canceling school and sending students to outside protests.
The conflict over whether to hold classes on May Day highlights broader political dynamics for Mayor Brandon Johnson, who is serving his first term and may face reelection in 2027. Johnson, a former CTU organizer, was elected in 2023 with strong union backing. Although he supports the May 1 demonstrations, he has been less vocal about whether schools should close that day. His office did not respond to inquiries on the matter. Johnson's close relationship with the union has at times created friction, especially during last year's contentious contract negotiations and the removal of previous CPS CEO Pedro Martinez.
After a difficult search for a new chief executive, the school board appointed Macquline King, a district insider who had been serving as interim CEO. The board recently approved King's three-year contract. The dispute over May Day closures also offers a preview of the political battles expected on Chicago's evolving school board. The city is transitioning from a mayor-appointed board to a fully elected one, with the change scheduled for November.
Currently, the 21-member school board is a mix of appointed and elected members, and it frequently experiences internal conflicts. For example, Jennifer Custer, an elected board member, sharply criticized calls to keep students out of school, labeling them "reckless" and arguing that they disrupt families and hinder students' academic progress for political reasons.
In contrast, Emma Lozano, an immigrant rights activist appointed to the board by Mayor Johnson, expressed strong support for student participation in May Day marches. She pointed out that Chicago's May Day events have historically drawn hundreds of thousands of participants and emphasized that education extends beyond the classroom. "We don't just get educated in the classroom," she said. "We get educated in the world and have to learn how to fight for our rights."
As May Day nears, the debate over whether Chicago's public schools will hold classes remains unresolved, underscoring the complex interplay of education, labor rights, political alliances, and community interests in one of America's largest cities. The outcome will have significant implications for students, parents, educators, and city leaders as they navigate the competing demands of academic priorities and social activism.