Harm Testimonials

A racial slur with a degrading definition was found in a 1995 French-English classroom dictionary. Some students reported it to their teacher, who allegedly dismissed their concerns. Later, a white student read the slur aloud to Black classmates. The following day, several students raised the issue with a trusted teacher, who escalated it to the principal.

The school reportedly initiated disciplinary procedures and sent a letter to grade 5 French Immersion families focusing on the dictionary. The family indicated that initial communications did not address the incident as they expected. They later removed their child from the French Immersion program and requested the records of all three children.

This incident preceded the Milton Reckoning campaign and was a recent example among several previously reported similar events.

A Black student was targeted in the classroom reading area. The student who caused harm also used a racial slur. The family notified the principal of the incident. The school responded by speaking with the student who caused harm and offering a restorative justice circle. No additional action was reported. The family stated that the same student remained in the same class as their child.

"The repeated use of racial slurs by the same students may continue or escalate as students grow older." Family statement

Several families reported that one student repeatedly displayed racial aggression and caused physical harm from second grade onward. During this time, at least nine reports were submitted to the school administration. The student was not suspended and remained in classes with Black peers. Families reported that the incidents continued after the reports were made.

This example highlights a recurring gap between the district's actions and families' reported experiences.

Families described a repeated verbal tactic used by some white students. These students reportedly encouraged a classmate to say a word or phrase quickly so it resembled a racial slur. This was reported on several occasions. Community members provided specific examples and the names of the involved parties.

A family raising both a racial incident and a disability accommodations matter alleges that when they sought further accountability, school leadership responded with documentation that characterized the parent as a source of concern. The family described the experience as retaliatory. A formal record of this exchange from April 2026 exists, approximately two months before the June dictionary incident.

We include this account as reported by the family to demonstrate that the pattern of formal complaints followed by defensive school responses existed before the June incident. This account also involves both disability accommodations and a racial issue, further connecting it to concerns presented throughout this document.

A teacher separated the class by race, even though three students shared the same first name. When students expressed concerns, the teacher did not respond. Later, the teacher was reassigned to other grades but remained at Tucker Elementary School. The principal's communication to the family did not mention racism.

"Ignoring racism allows it to persist. Honest and challenging conversations are necessary for change." Family statement

Several families stated their children heard anti-Asian comments at school and were unsure how to respond or report them. One family indicated the school did not have a clear procedure for handling bias incidents affecting Asian students.

While a student talked about his Jewish faith with classmates, another student told him that being Jewish means being greedy. The student told his teacher, who brought it to the principal that same day. The principal called the family, met with them, and followed up. The family thanked the teacher and principal for responding quickly and with care in this case.

"No antisemitism education or protocol currently exists in Milton Public Schools. While this incident was handled well, the lack of broader education means similar harm could recur." Family statement

Longtime community members say that equity measures added after 2020 were later reduced, echoing concerns raised in previous family accounts. The equity coach position was cut, the DEIB Coordinator role was almost halved, and the equity audit report led to little visible action. These changes help explain how families view current commitments.