Strike looms as Fremont teachers, district remain at impasse

Following another round of failed negotiations, Fremont Unified School District (FUSD) educators say their last-resort option—a strike—is becoming increasingly likely. The Fremont Unified District Teachers Association (FUDTA) is calling for higher salaries, smaller class sizes, and improved healthcare benefits. But district officials argue that budget constraints and federal funding uncertainty are preventing them from meeting those demands.

“Nobody wants to strike,” said Nicole Black, FUSD teacher of 27 years. “We’d rather be at home grading papers. But we need change—for our students and for ourselves.” 

While no strike date has been set, 93% of teachers voted last month to authorize one if negotiations with the district continue to stall. According to FUSD data, during the 2023–2024 school year, 37 special education and 9 general education positions were staffed by teachers on emergency permits rather than fully credentialed educators—a symptom, union leaders say, of the district’s struggle to attract and retain qualified staff. FUDTA members argue that their contract proposals are key to reversing that trend.

Negotiations have been underway since January 2024. FUDTA is calling for a 5% permanent salary increase each year over three years—a 15% total raise—to help the district stay competitive in attracting qualified teachers. The union also wants FUSD to begin contributing $1,000 annually toward healthcare costs, up from nothing, and to enforce firm class size caps to improve instruction and ease teacher workloads.

“How are you supposed to meet the needs of students when it’s one of you and 40 of them?” Educator Nicole Black said.

FUSD Superintendent Zack Larsen said the district countered FUDTA’s salary proposal with a 3.5% one-time raise for one year, followed by a 1.5% ongoing increase. He cited uncertainty around federal education funding—fueled by threats from the presidential administration—as a reason for avoiding multi-year commitments. As for class size caps and healthcare contributions, Larsen pointed to cost constraints, emphasizing that the district’s financial limits are not a reflection of how it values its staff.

“Nobody feels that the teachers don’t deserve this or that they’re asking for too much,” said Larsen. “We value educators and the role they play in society. It’s not that we want to withhold the benefits, it’s simply an inability to pay.”

But district attempts to reassure educators have fallen flat. An estimated 1,500 teachers and supporters gathered outside the Fremont Unified District Teachers Association (FUDTA) office on Monday, April 7 to picket ahead of the failed negotiations that followed. FUDTA president Victoria Chan said it was one of their largest turnouts yet.

‘We’re fighting for what our students deserve. We’re here to show the community we’re here for our kids.’

FUDTA president Victoria Chan

Megaphone in hand, Chan led chants of “No contract, no peace!” and “Education is a right!” as union members marched in a tight line, drawing supportive honks from passing cars. Though she’s currently on leave from the classroom, Chan plans to return to teaching at Hopkins Middle School once her term ends.

Chan said she’s wanted to be a teacher for as long as she can remember, often pretending to run a classroom with her younger sister as a child. She never imagined the obstacles educators now face, but still sees teaching as her calling. For her, the current contract negotiations are critical—not just for fair pay, but to keep teachers in the district.

“We’re fighting for what our students deserve,” Chan said. “We’re here to show the community we’re here for our kids.”

Liara Norling, a fourth grader at Green Elementary, spoke about what a potential strike would mean for her. She remembers hearing the same conversations back in first grade, when she spoke at a school board meeting. Now, as she nears middle school, her mother recently sat her down for a difficult talk—explaining what a strike is and how it could be an unfortunate but potentially necessary disruption to her learning.

“I would be really sad if I don’t get to go to school and really sad if the teachers don’t get paid,” said Norling.