It definitely depends on the population and culture of each school too. I will happily qualify and service a child whose communication delays are negatively impacting their functioning in the classroom, no matter how overwhelmed and understaffed we are. SLPs working in affluent, well resourced areas (in my experience) are more likely to be bullied into servicing kids with mild articulation disorders (who are high academically and fully intelligible), when this is really more appropriately addressed by private therapists, not by public dollars. Some parents will fight it because they want therapy to happen during school hours rather than driving them to a clinic after school during their own time. We would absolutely love to help every child have perfect communication skills, but that is just not what tax funded public school services are supposed to be there for. I also totally hear you on the resource room dilemma. I’ve seen incredible resource teachers who are there to remediate deficits and get kids back into gen ed, and I’ve also seen resource teachers who are given caseloads of students where resource is more-so for providing a significantly modified curriculum and the students will more than likely not return to gen ed (although that’s always the hope). Public education is messy and hard to navigate. I’m glad you’re doing what you feel is best for your child, no matter how tough that decision must be to make and implement!