Pam Long has taken over a district small enough that its size is part of the job description.

The Illinois Report Card lists Long as current superintendent of Brussels CUSD 42^↗ET, and Long confirmed in a written response to EdTribune that she would step into the superintendent role on July 1. Her June 23 email signature identified her as incoming superintendent and elementary principal.

"Brussels has been my professional home for many years," Long said. "What drew me to the superintendent position was the opportunity to build on the district's strong foundation and help shape its future."

As suggestive context, that continuity matters in a district where leadership is close to daily school life. The district's staff page lists Long as elementary principal, special education coordinator and athletic director, while the same page identifies Lori Franke-Hopkins as superintendent and junior high-high school principal.

Listening First

Long described the transition less as a change of direction than as a continuation of work inside a community she already knows.

"As both an educator and community member, I care deeply about our students and believe in the unique opportunities that a small school district can provide," she said.

Her first priority, she said, is listening. Long said she wants to keep gathering input from students, staff, families and community members as the district moves forward.

"I remain focused on providing a safe and supportive learning environment for students, supporting and valuing our staff, maintaining strong communication with families, and ensuring we continue to offer high-quality academic and extracurricular opportunities for all students," Long said.

That focus echoes a May district message from Long, in which she wrote that she was looking forward to the year ahead as incoming superintendent and to building relationships with students, families and staff.

A District Where Scale Is Personal

Brussels enrolled 85 students in 2026. That was down 39 students from 2015, a 31.5% decline. The statewide comparison over the same years was an 11.4% decline.

From 2025 to 2026, enrollment rose 1.2%. As suggestive context, in a district this size, even single-student shifts can change percentages, which makes Long's emphasis on relationships part of the operating reality of the district.

"One of the greatest strengths of Brussels is our size," Long said. "Our staff know students personally, build meaningful relationships, and provide individualized support that helps students thrive."

The district's current-year school-level rows show 44 students at Brussels High School and 41 at Brussels Grade School. The student-group data also show a district with 37.6% of students identified as economically disadvantaged and 15.3% identified for special education.

Service-population categories can overlap, so those shares should not be added together. As suggestive context, they show why a small district leader's work often moves across academics, student support, staffing and family communication at the same time.

The School as Community Center

Long's answer to what readers should understand about Brussels came back to the district's role beyond the classroom.

"Our school is also the heart of the community," she said. "It brings people together, preserves local traditions, and creates opportunities for students, families, and community members to connect."

She closed that answer with a phrase that fits the tone of the transition: "While we may be a small district we are mighty, and are rich in commitment, pride, and support for one another."

The operating context is practical. Long has taken on the superintendent role in a district split between Brussels High School and Brussels Grade School, with fewer than 100 students in the 2026 enrollment file and a long-running decline from its 2017 high point. But her stated priority is not a turnaround slogan. It is listening, communication and keeping the district's small scale close enough to students to matter.

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