Building Bridges in Brooklyn: How PS 225 Uses Pocketalk to Strengthen School-Family Connections

At PS 225 in Brooklyn, a K–8 school in the heart of New York City’s diverse public school system, communication is key to student success. With a vibrant community of families who speak Spanish, Russian, Urdu, Georgian, Greek and more, school leaders knew they needed a solution that could help staff connect with every family member, regardless of the language they spoke.

PS 225 began using Pocketalk in the 2023–24 school year after teachers sought a better way to communicate with young students and to connect with parents without relying on another person to translate, which can take time, or on Google Translate, which presented concerns around accuracy, security, and ease of use in a school environment. Emily McCormick, an ENL (English as a New Language) teacher for 2nd grade, had heard about Pocketalk before, and when they discovered that Pocketalk devices offer secure, accurate, on-demand translation, it quickly became a meaningful bridge between students, families, and school staff.

Empowering Every Conversation Across the School Day

Assistant Principal Dr. Barbara Pelegrinis shared, “In 20 years, I have seen almost every language come through this building, and that is both the difficult part and the beauty of this community. While it’s a very diverse place, sometimes we’ll have students who speak a language we haven’t encountered before, and no one else in the school speaks it. That means the student cannot lean on a peer for help. Everyone’s included now.”

From morning drop-off to classroom instruction and parent-teacher meetings, Pocketalk has become part of the daily rhythm at PS 225. Its portability means it’s not just limited to the front office, students and staff use it in hallways, outdoor spaces, and anywhere a conversation might otherwise go untranslated. Teachers say it helps students make essential requests, such as asking for water, finding the bathroom, or visiting the nurse, without confusion.

“It gives them a little more autonomy. Every entering and emerging student above kindergarten is given their own device, which they can use in and out of the classroom,” Dr. Pelegrinis explained. Previously, these students might have been isolated during free time or between classes. Now, they can join in conversations, form bonds with classmates, and feel less pressure in social settings. Teachers have also seen students use the device to look up vocabulary and better understand class content without interrupting a lesson. One teacher who works exclusively with MLL students noted that it has even helped improve their English skills by reinforcing vocabulary through both audio and visual cues, supporting clearer pronunciation and stronger comprehension. Another said she’s even noticed students rely less and less on the device because it’s helped build their confidence using English.

Unlocking Relationships Across the School Community

Pocketalk has boosted staff confidence and helped them engage families who may have previously stayed on the sidelines. “When a parent comes in to register their MLL student, you can see the relief in their eyes as soon as they realize they will be able to easily communicate about their child’s future,” said Emily. “A lot of parents who do not speak English are also not comfortable asking for help. Pocketalk empowers our school aides and parent coordinators to be the connection.” Some parent conversations can be challenging, and bringing in another person to translate can add stress to already sensitive discussions about behavioral concerns. With Pocketalk, these conversations feel less daunting and can be handled privately.

“In class, we had one student who did not speak any English when he started school. His behavior was inappropriate in the school setting. Once we began using Pocketalk, his behavior instantly changed. He began communicating with the teachers and also began to learn the English language.” The teacher observed a direct link between introducing Pocketalk and a decrease in disruptive behaviors. Several educators echoed that the device had transformed their ability to connect with students in all aspects of their education. It has also given students the ability to advocate for themselves. After an incident between two students, a teacher was able to hear both sides of the story instead of only one. These moments reveal barriers for MLL students that might otherwise go unnoticed.

Staff shared that even basic interactions have become easier. “When we did writing, my students would speak into the Pocketalk in their home language, and it would translate it into English. Then they would write the English words for their work,” said Phyllis Mignone, a 4th and 5th grade teacher. Others appreciated that the device eliminates delayed translations, making communication spontaneous and timely.

A Tool That Fits Every Classroom and Student

Unlike phone-based apps or improvised solutions, Pocketalk’s standalone design has made translation feel more professional and secure. Staff valued not having to use personal phones and appreciated having a tool built specifically for the classroom. Teachers noted that features like image translation and voice playback enhanced usability across subject areas and skill levels. When Ukrainian students arrived at PS 225 for their first school experience, the variety of translation options offered more flexibility. Students who had not yet learned to read could translate text into voice, making communication more accessible.

Several team members were surprised by the wide range of features available, noting that tools like image-based text translation could open even more possibilities for classroom use. As one educator explained, “The more we discover what Pocketalk can do, the more ways we find to use it.” Students have been so quick to master the devices that they have even taught their teachers new tricks. “That’s how we learned about the image translation feature, a student showed us,” said Emily.

Pocketalk’s introduction to PS 225 reflects the school’s commitment to creating an inclusive environment where every family feels heard and respected. Staff see the device as an investment in trust, connection, and opportunity to improve student academic success and well-being and to continue growing parent engagement. They look forward to expanding its use to help students and families thrive, one conversation at a time.