After-School Game at Lyles Crouch Traditional Academy Takes Troubling Turn

An after-school game took a troubling turn last Tuesday at Lyles Crouch Traditional Academy in Alexandria, Virginia. According to Kathryn Kelley, a group of white students allegedly told her fifth-grade son, who is half Asian, that he couldn’t sit with them.

“[They were] saying that mixed race kids had to sit at a table that was away from the white kids, and then African American and Black kids had to sit even further,” Kelley told News4. “They said that they were segregated and that they couldn’t play with the white kids.”

Kelley reported that some students also teased the students of color based on race and class. Her son was particularly affected by the incident as he tried to understand and address the situation.

“It was of course very difficult, it was confusing. He was trying to understand what was going on while also trying to stand up for his friends and trying to interrupt the situation, but not really knowing what to do,” Kelley said.

School's Response

News4 obtained a letter sent by the school’s principal to parents last Friday, acknowledging an “inappropriate game” that caused some students to feel uncomfortable. The letter suggested that the incident occurred as part of a “role play of a social studies lesson.”

“Students often want to discuss troubling topics from class in a variety of ways, some of which may cause offense. This is certainly a challenge in educating our students and one that we must be keenly aware of when difficult topics are presented,” the letter stated.

Kelley expressed her concerns about the incident and emphasized the need for proper education on such sensitive topics.

“When kids are learning these things, like about segregation, learning about the history of white supremacy in the U.S. — they have to learn that, they need to learn that, but it’s not a game, and they need to learn the seriousness of these things,” Kelley said.

Steps Forward

In her letter to families, the school’s principal outlined plans to incorporate lessons into the curriculum on thinking before you speak and act. She also emphasized the collective responsibility of the school community to ensure all students feel valued and respected.

“I think we do it by perhaps starting with what children know,” said Greg Carr, an Afro-American studies professor at Howard University. Carr suggested that lessons on inclusion can begin with simple questions about how children feel when they see TV characters who look like them. He also recommended involving guest speakers, such as elders who experienced segregation, to provide personal insights.

“So a lesson on segregation could incorporate elders who lived through that period,” Carr said. “You know the implications of it now, from an elder who can tell you how much it hurt to be segregated.”

Community Reaction and Further Actions

The incident has sparked discussions among parents and educators about the best ways to teach children about difficult historical and social topics. Some parents have called for more comprehensive training for teachers on how to handle sensitive subjects in a manner that is both educational and respectful.

“I think it’s important for schools to have clear guidelines and training on how to approach these subjects,” said one parent. “It’s crucial that we teach our children about history, but we need to do it in a way that fosters understanding and empathy, not division.”

While it is not yet clear if any students involved in the game faced discipline, the principal indicated in her letter to parents that specific disciplinary actions could not be disclosed.

Ongoing Conversations and Community Support

The situation has also led to a broader conversation within the community about the importance of creating inclusive environments. Parents and teachers are collaborating to develop programs and activities that promote diversity and understanding. Community meetings and workshops are being planned to provide a platform for open dialogue and to address any concerns or questions.

Conclusion

The incident at Lyles Crouch Traditional Academy highlights the challenges schools face in teaching sensitive historical and social topics. As the school community works to address the situation, it serves as a reminder of the importance of thoughtful, inclusive education and the need for ongoing dialogue about race, history, and respect among students. The proactive steps being taken aim to ensure that all students feel valued and understood, fostering a more inclusive and supportive school environment. The school community’s commitment to addressing these issues reflects a dedication to promoting respect, understanding, and unity among all students.