Supreme Judicial Court Issues Decision Which Clarifies Important Rules Governing Whistleblower Act Retaliation Claims By Public Employees

In an important decision, the Supreme Judicial Court has clarified the standards that apply to a claim made by a public employee under the Massachusetts Whistleblower Act (“MWA”), G.L. c. 149, § 185, that they have been unlawfully retaliated against for objecting to activities that they reasonably believe are unlawful.

In Galvin v. Roxbury Community College, No. SJC 13754 (January 27, 2026), the court addressed a claim by a state college employee who was the school’s compliance officer regarding the college’s obligation to report sexual offenses to the United States Department of Education under the federal Clery Act. While the facts in this case are specific to that activity and the procedural aspects are complicated, the principles that have been addressed and clarified by the court apply to all public employers covered by the MWA.

The court focused on two of the three essential elements of a MWA claim – (1) that the employee engaged in “protected activity” by objecting to or refusing to participate in an activity that he reasonably believes is a violation of the law; and (2) that his protected activity was the cause of an adverse employment action by the employer.[1] The court’s analysis was informed by two relevant facts. First, it was undisputed that the activity objected to by the employee – failure to make Clery Act reports – was unlawful. Second, the employer raised the issue that the employee himself had failed to make required reports in addition to claiming that the employer was culpable. The court addressed the case with these facts in mind.

First, the court held that because the activity objected to was undisputedly unlawful, the employee satisfied as a matter of law the requirement that he have an objectively reasonable basis for believing that it was unlawful. The court pointed out that in a case where the unlawfulness is disputed and the employee’s belief may be erroneous, the “factual inquiry” on this element of the claim “would be more complex.”

Regarding the employee’s own Clery Act failures, the court held that the MWA “does not exclude objections made by employees involved in the wrongdoing” and therefore did not bar the employee’s claim based on the first element “given that the activity he objected to was undisputedly unlawful.”

Since the employer had challenged the employee’s “good faith” in making the objection, the court addressed that issue, as well. It held that because the objected-to activity was undisputedly unlawful, there was no need to inquire further into his “good faith”. It added that “good faith” would be a relevant subject where the objections were “erroneous”, pointing out that erroneous objections may nonetheless still be protected.

Turning to the employee’s own Clery Act violations, the court held that this issue is relevant to the second required MWA element, i.e., that his protected activity was the cause of his termination. The court stated that “[a]lthough an employer cannot terminate an employee because the employee objected to the wrongdoing, an employer may of course terminate an employee for being responsible for the wrongdoing.” It noted that “[i]n the case of employees who both object to and are involved in the wrongdoing, the cause of the termination requires a difficult, fact-specific inquiry, …”.

This decision is an important explication of the elements of a MWA retaliation claim, especially claims in which the employee’s belief in illegality may be wrong or in which the employee may have been involved in the wrongdoing. Frequently, employees who are dismissed from employment claim retaliation for objecting to illegal conduct. It is essential that employers navigate these issues carefully and seek the advice of counsel.

We are pleased to advise public employers in all aspects of employment/labor relations, including claims of protected whistleblowing activity.

[1] The third element, proof of resulting damages, was not at issue in the decision.

Appeals Court Clarifies Military Service Leave for Public Employees

In a decision issued on November 21, 2025 the Appeals Court has interpreted a Massachusetts statute that governs the obligation of public employers to compensate employees who are on certain military leaves.

In Driscoll v. City of Melrose, No. 24-P-1114 (2025) the court interpreted the relevant provisions of G.L. c. 33, §59(a) in the context of a municipal firefighter whose regular work schedule was a twenty-four hour shift (consisting of a ten-hour day shift followed by a fourteen-hour night shift, followed by one day off, by another twenty-four hour shift, and by five days off). Section 59 applies to State employees but under §59(e) the statute can be accepted by a municipality. Section 59(a) provides that an employee is entitled to their full regular pay while on leave for certain military activities. The entitlement to leave without loss of pay covers service “not exceeding 40 days in any federal fiscal year”, which commences on October 1. The statute defines “day” as “any 24-hour period regardless of calendar day”.[1]

The firefighter filed a lawsuit because the City had asserted that (1) the 40 days during the federal fiscal year that are referred to in §59(a) must be “consecutive” and (2) the firefighter’s 24-hour shift covered two “days”. After the Superior Court agreed and entered summary judgment, the firefighter appealed.

The Appeals Court reversed. First, the court held that the plain meaning of the language used in the statute is that the firefighter must be compensated regardless whether the 40 days are consecutive or not. It noted that by contrast two other paragraphs in §59 use the word “consecutive”, that the Legislature chose not to use that term in §59(a), and that it was “beyond [the court’s] authority to “add” a word to the statute”. As further support the court pointed out that two types of covered service for National Guard members in the Reserve – “annual training” and “drills and parades” – would cumulate throughout a calendar year. Finally, the court rejected the City’s argument that its 2000 decision in Glass v. Lynn, 49 Mass.App.Ct. 352 (2000) controlled. The court held that at the time that case was decided, the statute used the term “annual tour of duty”, which connotes “consecutive” calendar days, but that the Legislature eliminated that term when it amended §59(a) in 2014.

Turning to the City’s argument that the firefighter’s 24-hour shift should count as two calendar days toward the 40-day fiscal year limit, the court succinctly rejected that argument. It noted that the statute expressly states that “day” is defined as “any 24-hour period regardless of calendar day”. The court ruled that the firefighter’s twenty-four hour shifts each constituted only one day towards the total of 40.

Driscoll provides important updated guidance from the court regarding how the statute must be read following its post-Glass amendment.

For those municipalities which have accepted §59 or which incorporate it into collective bargaining agreements, correct application of its several provisions to the different types of military service covered can be complicated. We are pleased to advise public employers on issues arising under chapter 33 and under USERRA.

This update is provided for informational purposes only and should not be considered legal advice.

 

[1] Sections 59(b) – 59(d) provide different entitlements for categories of military service not covered by §59(a). These categories were not at issue in the Driscoll case.

Three VDH Attorneys Named 2025 Massachusetts Super Lawyers and Rising Stars

Robert D. Hillman has been named Massachusetts Super Lawyers for 2025 and Jennifer F. King and Matthew P. Milward have been named Massachusetts Rising Stars. Super Lawyers is a rating service of outstanding lawyers from more than 70 practice areas who have attained a high-degree of peer recognition and professional achievement. This selection process includes independent research, peer nominations and peer evaluations. Rising Stars are chosen by their peers as being among the top up-and-coming lawyers and must be 40 years old or younger, or in practice 10 years or less.

Jen King to Present at 2025 Massachusetts Association of School Business Officials (“MASBO”) Professional Development Program

On Thursday, October 9, 2025 Jen will be presenting at the MABO Professional Development Program in Milford.  Jen will be presenting on Strategies for Working with PTOs, Boosters, and Donors.

DESE Issues Guidance for the Use of AI in K-12 Schools

Earlier in August VDH posted an advisory regarding the July 22, 2025 “Dear Colleague” Letter issued by the U.S. Department of Education (“DOE”). That advisory generally outlines the permissible uses of federal grant funds when state and local education agencies utilize artificial intelligence (“AI”). One permissible use is “training of educators, providers, and families to use AI tools effectively and responsibly.” The Massachusetts Department of Elementary and Secondary Education (“DESE”) through its Office of EdTech now has issued guidelines in its publication Massachusetts Guidance for Artificial Intelligence In K-12 Education related to this use. The publication can be accessed and downloaded at https://www.doe.mass.edu/edtech/ai/ai-guidance.pdf.

Under the topic “Academic Integrity”, the Guidance urges school districts to help students “reflect on their process, make intentional choices, and take ownership of their learning—even when AI is part of it”; “to create cultures where honesty [about use of AI] is normalized and met with trust—not suspicion” and that “reward transparency”; and to minimize the use of AI detection tools, which are “often inaccurate, reinforce punitive mindsets, and undermine a culture of learning.”

Among other suggested steps, the Guidance encourages districts to “[e]stablish a district-wide expectation around when to disclose the use of AI”; promote use of AI “tools rather than as sources of knowledge or facts that are referenced”; “[c]ommunicate expectations in student handbooks, academic integrity policies, syllabi, and classroom norms”; and “[h]elp educators model disclosure by explicitly identifying how they use AI in their own work.” The Guidance also urges measures that foster appropriate learning about how to use AI, including “[e]mbed AI integrity, authorship, and citation topics in ELA, social studies, science, digital citizenship, and other curricula” and “[p]rovide teachers with lessons and materials on how to contrast student vs. AI-generated work.” Finally, the Guidance suggests steps that can foster a culture of “safe disclosure”, including “publicly adopt a district stance that supports honest disclosure and discussion.”

Under the topic “AI Literacy: Teaching With AI”, the Guidance contains a similar list of steps by which a district’s educators can effectively and responsibly teach students using AI.

DESE’s website provides access to a number of related resources as well as links to available trainings during the 2025-2026 school year at https://www.doe.mass.edu/edtech/ai/default.html.

As school districts navigate the development of policies governing the appropriate use of AI in education, questions will undoubtedly arise. We are pleased to provide advice to districts in this and in related areas.

This update is provided for informational purposes only and should not be considered legal advice.

Department of Education Distributes “Dear Colleague” Letter Discussing AI And Use of Federal Funds by Schools

In a “Dear Colleague” letter dated July 22, 2025, the U.S. Department of Education (“DOE”) issued guidance on the use of federal grant funds to improve education outcomes using artificial intelligence (“AI”).  The letter articulates the DOE’s commitment to educational excellence, innovation, and opportunity for every learner and encourages federal grantees to explore how AI can enhance teaching and learning, expand access, and support teachers without replacing the critical role played by educators in the American school system.

The letter affirms that AI may be used so long as the uses are allowable under existing federal education programs and align with applicable statutory and regulatory requirements.  The first applicable guidance addresses the allowable uses of funds and grants for instructional materials. These uses include: (1) development or procurement of AI-powered instructional tools that adapt to learner needs in real time; (2) expansion of access to high-quality, personalized learning materials across all subjects, grade levels, and learning environments; and (3) training of educators, providers, and families to use AI tools effectively and responsibly.

The second set of guidelines authorize the use of funds and grants for high-impact tutoring options, such as: (1) intelligent tutoring systems that provide individualized academic support with real-time assessment; (2) hybrid models where human tutors are complemented by AI-based learning platforms; and (3) diagnostic and scheduling tools that use AI to match learners with tutoring services based on need.

The final category outlines authorized uses of AI for college and/or career pathway exploration, advising, and navigation, including: (1) platforms that leverage AI to help students identify career interests, explore pathways, and make informed choices; (2) virtual advising systems that guide students through course planning, financial aid, and transitions to postsecondary education or careers; and (3) predictive models that support educators in identifying students in need of additional advising or support services.

The letter affirms “principles for responsible use” involving AI-related educational initiatives. Those initiatives must be educator-led, ethical, accessible, transparent, explainable, and data-protective; should support teachers, providers, tutors, advisors, and education leaders and that educators should help students navigate AI to evaluate validity and understand the appropriate use of AI; should ensure that all AI tools or systems utilized in the education system are accessible for those who require digital accessibility accommodations; and should be transparent for stakeholders, especially parents, so that they understand how the systems function and can participate meaningfully in decisions about the adoption/development of new technologies in the classroom.  Finally, the letter reminds school districts that all AI systems must comply with federal privacy laws including the Family Educational Rights and Privacy Act (FERPA).

In the context of federal funding and grants, the DOE letter outlines how school districts may utilize those funds and grants regarding AI.  Other than authorizing recipients for training families to “use AI tools effectively and responsibly”, it does not explicitly address how school districts may respond to incidents of student conduct involving their use of AI to generate classroom work.  That is the subject of ongoing development by school districts. Last Fall, the United States District Court in Massachusetts rejected a claim for an injunction based on allegations that a school district had violated the Fourteenth Amendment’s Due Process Clause when it penalized a student for cheating by submitting AI-generated material as his own work.  Harris v. Adams, 757 F. Supp. 3d 111 (D. Mass. 2024).

We are pleased to advise Massachusetts school districts on issues related to the application of federal and state funding and grants, as well as on the proper role of AI in schools.

This update is provided for informational purposes only and should not be considered legal advice.

Federal Court Clarifies When Contract Negotiations May Establish a “Property Right” in Employment That is Protected by the Due Process Clause

On July 14, 2025 the United States District Court of Massachusetts issued a decision that clarifies past rulings holding that public employees in particular circumstances have a “property right” in their employment under the Fourteenth Amendment’s procedural due process guarantee. The plaintiff sued the City of Easthampton, the Easthampton School Committee, several individual Committee members, and the City’s Mayor. The complaint alleged several claims based on the Committee’s refusal to hire the plaintiff as Superintendent of Schools, including one based on the Fourteenth Amendment’s Due Process Clause.

In February 2023, the plaintiff had been interviewed by the School Committee for the job and then voted to offer the job to him. The plaintiff was informed of the Committee’s decision; was told that the position had a yearly salary of $151,000; and was informed that the contract would be for a period of three years. The plaintiff verbally indicated that he would accept the job, and the Committee responded that it would send him a written employment contract with minor details to be further negotiated.

A proposed contract was emailed to the plaintiff the following day by a School Committee member’s assistant and he responded to the email by addressing the recipients as “Ladies.” His email requested changes related to compensation, vacation, and sick time.

During its discussion of his response, members asserted that the plaintiff’s use of “Ladies” in his email was “unprofessional and dismissive.” A Committee member added that she was “insulted” and “terrified of [Plaintiff’s] behavior” and suggested that the Committee should rescind the employment offer as opposed to having to go through a termination procedure at a later date. The Committee voted five to one (with one abstention) to rescind the decision to hire the plaintiff. He was told that his use of the term “Ladies” was unprofessional and dismissive, and constituted a microaggression. Although he apologized, he was informed that a vote had already been taken and that he would not be hired.

In the lawsuit the defendants filed a motion to dismiss and the court addressed the Due Process claim. Applying the lenient standard for a plaintiff at the pleadings stage, the court assumed that the alleged facts were true. It also took into account the Committee’s meeting minutes because they are a matter of public record, were fairly incorporated into the complaint, and were produced in their entirety by the defendants as attachments to their motion.

The court noted that the plaintiff’s Due Process claim requires that he establish that (1) he was deprived of a protected property interest under State law; and (2) the deprivation occurred without adequate procedural due process. While a simple breach of contract does not amount to an unconstitutional deprivation, in the context of public employment an employee may possess a property interest in continued employment that is created by contract. The court ruled, however, that the contract did not yet exist. The plaintiff had argued that although he had not signed the employment contract that was sent to him, his ensuing communications with the Committee constituted a counteroffer that created a valid contract. The court noted that under Massachusetts law a counteroffer can constitute an executed agreement if all material or essential terms of the employment contract are agreed to by both parties but that the parties must have progressed “beyond the stage of imperfect negotiation.” Because they had not yet agreed on the material terms the court decided that a valid contract was never created. It emphasized that the plaintiff’s requested salary increases actually showed that the agreement’s most essential term – compensation – had not yet been established and that his email was insufficient to create an enforceable contract.

The court further pointed to established Massachusetts policy that a party seeking to enforce a contract with a governmental entity must comply with statutory contracting requirements. It observed that G.L. c. 71 §§ 41 and 59 require that the School Committee fix the superintendent’s salary and formally offer an approved contract.

The Court therefore dismissed the Due Process claim. Because the other claims were brought under Massachusetts state law and were subject to the federal court’s discretionary supplemental jurisdiction, it dismissed those without prejudice to their being re-filed in State court should the plaintiff choose.

While this decision is highly fact-specific, it illustrates the care with which public employers should carry on contract negotiations with non-union employees.

We are pleased to represent public employers in all aspects of entering into and enforcing employment contracts.

This update is provided for informational purposes only and should not be considered legal advice.

VDH Attorney Contributes to American School Board Journal

The August 2025 edition of the American School Board Journal (ASBJ) features an article by VDH attorney Jennifer King regarding student discipline practices. Ms. King’s article, “Rethinking Student Discipline” is available in the print edition and online here: https://www.nsba.org/resources/asbj/asbj-august-2025/august-2025-school-law-rethinking-student-discipline

ASBJ is an award-winning education magazine founded in 1891 providing nearly 100,000 school board members and administrators with practical advice and updates on school matters.

Nick Dominello Presents at 2025 Massachusetts Association of School Committees (“MASC”) Summer Institute

On Saturday, July 19, 2025 Nick presented at the MASC Summer Institute in Springfield.  Nick gave a presentation on public sector collective bargaining.

Supreme Court Holds that Educational Service Based Claims Filed under the ADA and Section 504 by Disabled Students Should not be Held to a Higher Standard

On June 12, 2025 the Supreme Court issued an important decision deciding the standard of proof a student/family must in order to establish a claim for damages under the Americans With Disabilities Act (“ADA”) or under Section 504 of the Rehabilitation Act alleging that they have been unlawfully denied educational services. In A.J.T. v. Osseo Area Schools, Independent School Dist. No. 279, No. 24-249 (June 12, 2025), the Court held that these educational services claims should be subject to the same standards that apply to other disability discrimination claims – “deliberate indifference” by the school – and are not subject to a heightened standard requiring proof that the school acted with “bad faith or gross misjudgment”.

A.J.T. is a teenage girl who suffers from a rare form of epilepsy that severely limits her physical and cognitive functioning. She requires assistance with everyday tasks like walking and toileting and suffers from seizures throughout the day. Her seizures are so frequent in the morning that she can’t attend school before noon; however, she is alert and able to learn from noon to about 6 p.m.

For the first few years of her schooling, A.J.T.’s parents and educators accommodated her condition by allowing her to avoid activities before midday and to receive evening instruction at home. A.J.T. moved to Minnesota in 2015 and enrolled in the Osseo Area Public Schools. Osseo denied her parents’ accommodation request that under A.J.T.’s IEP she receive evening instruction. After Osseo proposed that the length of A.J.T.’s school day be reduced further A.J.T.’s parents filed a claim alleging that the school’s decision denied A.J.T. a free appropriate public education under the IDEA, 20 U.S.C., § 1400. An administrative law judge determined that the District had violated the IDEA and the District Court and Court of Appeals each affirmed this decision.

A.J.T. and her parents then sued Osseo for damages alleging violations of Title II of the ADA and Section 504 of the Rehabilitation Act. The District Court entered summary judgment against them after ruling that they had failed to satisfy a standard requiring “bad faith or gross misjudgement” and the Court of Appeal affirmed.

The Supreme Court granted certiorari and held that ADA and Section 504 damages claims based on denial of educational services are subject to the same standards that apply in other disability discrimination cases. The Court reasoned that there was no language in either the ADA or Section 504 suggesting that these claims are subject to a different and more demanding level of proof.

The Court pointed to the substantive provisions of both Title II and Section 504, which by their plain terms, apply to “qualified individual[s]” with disabilities. The Court’s analysis found there is no textual indication that the protections of either disability discrimination statute apply with lesser force to certain qualified individuals bringing certain kinds of claims. In other words, the law does not distinguish based on the context in which a claim is brought under either statute.

The Court further explained that there also is nothing in the IDEA, 20 U.S.C. §1415(l), which states that it “shall be construed to restrict or limit the rights, procedures, and remedies available under the Constitution, the ADA, title V of the Rehabilitation Act, including §504, or other Federal laws protecting the rights of children with disabilities, except that before the filing of a civil action under such laws seeking relief that is also available under the IDEA, the IDEA’s administrative procedures shall first be exhausted.” The Court stated that the plain text of §1415(l) makes it clear that a plaintiff who seeks relief available under the IDEA is also entitled to independent ADA and Rehabilitation Act claims for damages.

In summary, where a school district is found to have violated a student’s right to receive educational services under IDEA, a claim for damages under the ADA or Section 504 is subject to the same standard of “deliberate indifference” as applies to other ADA and 504 discrimination claims.

This case is simply another illustration of the care which is required by federal law of school officials in addressing the educational services needs of students with disabilities and the potential consequences of not doing so.

We are pleased to provide legal guidance to school districts in this highly nuanced and complex area of the law.

This update is provided for informational purposes only and should not be considered legal advice.