As a Fort Montgomery resident, father of four children in the Highland Falls–Fort Montgomery Central School District, James I. O’Neill football coach, and West Point psychology professor, I care deeply about our schools. I also grew up in Sidney, New York, another community affected by the state’s Indigenous mascot regulations.

After speaking with both districts’ superintendents, I wrote to the New York State Education Department (NYSED), raising concerns about the scientific evidence, financial consequences, and fairness of its mascot mandate.

Highland Falls–Fort Montgomery had already replaced its former Native American imagery with a hawk. Nevertheless, NYSED required the district to abandon “Raiders.” Superintendent Michael McElduff estimates this transition will cost more than $200,000, without dedicated state financial assistance.

Even more troubling, the Tribal Council of the Stockbridge-Munsee Community, Band of Mohican Indians, provided a letter supporting continued use of “Raiders.” If Tribal consultation is meaningful, why was this support insufficient?

Sidney likewise removed Indigenous imagery but was required to abandon “Warriors.” Its superintendent estimates approximately $500,000 in transition-related work. Fortunately, existing projects and funding covered many expenses. But these are still public resources with other educational uses.

One of my greatest concerns, however, is the scientific justification for these decisions.

As a psychologist who conducts and publishes research, I believe public policy, particularly one carrying substantial financial consequences, should rest on rigorous evidence. NYSED cites research suggesting Native American mascots can produce psychological harm.

However, much of this research relies on small samples, often college students, and examines explicitly stereotypical imagery. Findings are mixed, and some studies report positive responses among Indigenous participants.

Importantly, these studies do not establish that names like “Raiders” or “Warriors,” absent Indigenous imagery, produce equivalent harm. Nor do they demonstrate that elimination produces better outcomes than Tribal consultation and education.

A 2022 review acknowledges important limitations, including insufficient research involving Indigenous youth and differences between mascot types.

Yet NYSED has applied broad conclusions to circumstances the underlying research has not adequately examined. New York’s own schools demonstrate that alternatives are possible. Salamanca retained its “Warriors” name and imagery with Seneca Nation endorsement, alongside commitments to Indigenous education. In Massena, the district reached an agreement with the Saint Regis Mohawk Tribe to remove “Red” while retaining “Raiders,” although state approval was reportedly pending.

Washington and Oregon also provide pathways for agreements between schools and Tribal Nations, pairing cultural representation with education and lasting partnerships. Why can’t New York adopt a similarly collaborative approach?

This is about responsible government, scientific integrity, educational priorities, and respect for local and Indigenous communities. We should demand stronger evidence before imposing costly mandates and prioritize education and collaboration over simply changing names.

For my complete letter to NYSED, including research analysis and references, contact rgerbe20@gmail.com. (These views are my own, not those of the U.S. Army, Department of War, West Point, or Highland Falls–Fort Montgomery Central School District.)