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This page documents observable conduct by Lisa Walker, in her role as teacher and cheer coach, as it affected our daughter during the fall semester. The purpose is not to speculate about intent or assign labels, but to describe repeated actions and patterns relevant to student boundaries, safeguarding, proportionality, and care.

This review is based on:

• Direct interactions involving Coach Walker and our daughter
• Communications with parents and students
• Actions taken during school hours and school activities
• The absence of disciplinary findings against the student

At no point was our daughter accused by Coach Walker of misconduct, dishonesty, or violation of school rules.

• Repeated removal of a minor from class for non-disciplinary matters
• Denial of requests to leave and to have a parent present
• Shifting expectations without written notice or policy reference
• Use of participation and academics as leverage in adult disputes
• A pattern of inaccurate or misleading statements to students regarding our daughter
• Direct communication to a minor that conveyed adult frustration
• Escalation without documentation, safeguarding review, or restorative options

As both a classroom teacher and cheer coach, Ms. Walker exercised authority over our daughter’s academic access and extracurricular participation. This dual role significantly amplified the impact of her decisions, communications, and conduct on a minor student.

From the outset of the season, Coach Walker was aware that our daughter was a dual-sport athlete and that volleyball was her primary sport and she plays year round. This understanding was discussed prior to the season with athletic leadership, and our daughter’s cheer role was limited to sideline participation rather than competition. That understanding remained in place throughout the fall semester and was never revised in writing.

Despite this, expectations later shifted abruptly, without reference to policy or advance notice, culminating in a rigid response to a single, one-time Saturday scheduling conflict in an eleven month season.

Before any administrative meeting could occur, Coach Walker pulled our daughter into a classroom with another staff member present. During this interaction, our daughter repeatedly asked to leave and requested that a parent be present. Those requests were denied for approximately ten minutes. She exited the classroom visibly distressed.

Throughout the semester, Coach Walker repeatedly removed our daughter from scheduled classes or study hall to address extracurricular matters that could have been handled through email or scheduled meetings. In at least one instance, our daughter was removed from a class taken for academic credit without disciplinary justification or documentation.

These actions resulted in emotional distress, anxiety, and a sense of instability for our daughter. Repeated removals from class, private confrontations, and shifting expectations made her feel singled out and unable to advocate for herself safely.

Over time, her role on the team became increasingly marginal. She received little to no coaching, was routinely separated from the competition group without constructive feedback, and was made to feel excluded and devalued. Ultimately, she resigned from cheer due to the cumulative emotional toll and being forced to choose between Volleyball and Cheer—not due to lack of commitment.   Mrs. Walker told her teammates that she  "kicked" our daughre off of the team for that lack of commitment.

No written notice, corrective plan, or safeguarding review accompanied these actions. Requests for parental presence during high-stress interactions involving a minor were denied. No de-escalation or restorative process was initiated.

Concerns regarding transportation safety, supervision at events, and contradictory directives to families were raised to athletic leadership and administration without documented inquiry or response.

Authority was exercised in ways that escalated conflict rather than de-escalated it. Our daughter’s ability to participate in class and team activities was repeatedly conditioned on immediate parental compliance, despite the absence of any allegation of misconduct.

No probationary plan, corrective pathway, or temporary accommodation was proposed at any point.

We became aware of multiple instances in which Coach Walker made inaccurate or misleading statements to students and parents regarding our daughter’s academic standing, commitment, and team status.

These included statements suggesting that our daughter was behind academically (She has a 4.4 GPA) or had been “kicked off” the cheer team—neither of which was true. Our daughter voluntarily resigned from cheer following medical concerns and the lack of flexibility offered.

These statements were not corrected and were allowed to circulate within the student community, resulting in reputational harm and denying our daughter the dignity of explaining her own situation.

Educators and coaches in Christian schools are often expected to model:

• Respect for student dignity
• Clear adult boundaries
• De-escalation in moments of conflict
• Restoration before exclusion
• Protection of minors from adult disputes

Taken together, the actions documented here reflect a pattern of escalating adult authority exercised over a minor without documentation, safeguarding review, or restorative intent.

At no point did our daughter violate policy, engage in misconduct, or fail to meet expectations. Yet she bore the emotional and educational consequences of adult conflict and unilateral decision-making.

This page exists to document that pattern and to ask a necessary question:

How should authority be exercised over a child—especially in a school that professes grace, care, and Christ-centered leadership?

This page documents observable conduct by Lisa Walker, in her role as teacher and cheer coach, as it affected our daughter during the fall semester. The purpose is not to speculate about intent or assign labels, but to describe repeated actions and patterns relevant to student boundaries, safeguarding, proportionality, and care.

This review is based on:

• Direct interactions involving Coach Walker and our daughter
• Communications with parents and students
• Actions taken during school hours and school activities
• The absence of disciplinary findings against the student

At no point was our daughter accused by Coach Walker of misconduct, dishonesty, or violation of school rules.

• Repeated removal of a minor from class for non-disciplinary matters
• Denial of requests to leave and to have a parent present
• Shifting expectations without written notice or policy reference
• Use of participation and academics as leverage in adult disputes
• A pattern of inaccurate or misleading statements to students regarding our daughter
• Direct communication to a minor that conveyed adult frustration
• Escalation without documentation, safeguarding review, or restorative options

As both a classroom teacher and cheer coach, Ms. Walker exercised authority over our daughter’s academic access and extracurricular participation. This dual role significantly amplified the impact of her decisions, communications, and conduct on a minor student.

From the outset of the season, Coach Walker was aware that our daughter was a dual-sport athlete and that volleyball was her primary sport and she plays year round. This understanding was discussed prior to the season with athletic leadership, and our daughter’s cheer role was limited to sideline participation rather than competition. That understanding remained in place throughout the fall semester and was never revised in writing.

Despite this, expectations later shifted abruptly, without reference to policy or advance notice, culminating in a rigid response to a single, one-time Saturday scheduling conflict in an eleven month season.

Before any administrative meeting could occur, Coach Walker pulled our daughter into a classroom with another staff member present. During this interaction, our daughter repeatedly asked to leave and requested that a parent be present. Those requests were denied for approximately ten minutes. She exited the classroom visibly distressed.

Throughout the semester, Coach Walker repeatedly removed our daughter from scheduled classes or study hall to address extracurricular matters that could have been handled through email or scheduled meetings. In at least one instance, our daughter was removed from a class taken for academic credit without disciplinary justification or documentation.

These actions resulted in emotional distress, anxiety, and a sense of instability for our daughter. Repeated removals from class, private confrontations, and shifting expectations made her feel singled out and unable to advocate for herself safely.

Over time, her role on the team became increasingly marginal. She received little to no coaching, was routinely separated from the competition group without constructive feedback, and was made to feel excluded and devalued. Ultimately, she resigned from cheer due to the cumulative emotional toll and being forced to choose between Volleyball and Cheer—not due to lack of commitment.   Mrs. Walker told her teammates that she  "kicked" our daughre off of the team for that lack of commitment.

No written notice, corrective plan, or safeguarding review accompanied these actions. Requests for parental presence during high-stress interactions involving a minor were denied. No de-escalation or restorative process was initiated.

Concerns regarding transportation safety, supervision at events, and contradictory directives to families were raised to athletic leadership and administration without documented inquiry or response.

Authority was exercised in ways that escalated conflict rather than de-escalated it. Our daughter’s ability to participate in class and team activities was repeatedly conditioned on immediate parental compliance, despite the absence of any allegation of misconduct.

No probationary plan, corrective pathway, or temporary accommodation was proposed at any point.

We became aware of multiple instances in which Coach Walker made inaccurate or misleading statements to students and parents regarding our daughter’s academic standing, commitment, and team status.

These included statements suggesting that our daughter was behind academically (She has a 4.4 GPA) or had been “kicked off” the cheer team—neither of which was true. Our daughter voluntarily resigned from cheer following medical concerns and the lack of flexibility offered.

These statements were not corrected and were allowed to circulate within the student community, resulting in reputational harm and denying our daughter the dignity of explaining her own situation.

Educators and coaches in Christian schools are often expected to model:

• Respect for student dignity
• Clear adult boundaries
• De-escalation in moments of conflict
• Restoration before exclusion
• Protection of minors from adult disputes

Taken together, the actions documented here reflect a pattern of escalating adult authority exercised over a minor without documentation, safeguarding review, or restorative intent.

At no point did our daughter violate policy, engage in misconduct, or fail to meet expectations. Yet she bore the emotional and educational consequences of adult conflict and unilateral decision-making.

This page exists to document that pattern and to ask a necessary question:

How should authority be exercised over a child—especially in a school that professes grace, care, and Christ-centered leadership?

This page documents observable conduct by Lisa Walker, in her role as teacher and cheer coach, as it affected our daughter during the fall semester. The purpose is not to speculate about intent or assign labels, but to describe repeated actions and patterns relevant to student boundaries, safeguarding, proportionality, and care.

This review is based on:

• Direct interactions involving Coach Walker and our daughter
• Communications with parents and students
• Actions taken during school hours and school activities
• The absence of disciplinary findings against the student

At no point was our daughter accused by Coach Walker of misconduct, dishonesty, or violation of school rules.

• Repeated removal of a minor from class for non-disciplinary matters
• Denial of requests to leave and to have a parent present
• Shifting expectations without written notice or policy reference
• Use of participation and academics as leverage in adult disputes
• A pattern of inaccurate or misleading statements to students regarding our daughter
• Direct communication to a minor that conveyed adult frustration
• Escalation without documentation, safeguarding review, or restorative options

As both a classroom teacher and cheer coach, Ms. Walker exercised authority over our daughter’s academic access and extracurricular participation. This dual role significantly amplified the impact of her decisions, communications, and conduct on a minor student.

From the outset of the season, Coach Walker was aware that our daughter was a dual-sport athlete and that volleyball was her primary sport and she plays year round. This understanding was discussed prior to the season with athletic leadership, and our daughter’s cheer role was limited to sideline participation rather than competition. That understanding remained in place throughout the fall semester and was never revised in writing.

Despite this, expectations later shifted abruptly, without reference to policy or advance notice, culminating in a rigid response to a single, one-time Saturday scheduling conflict in an eleven month season.

Before any administrative meeting could occur, Coach Walker pulled our daughter into a classroom with another staff member present. During this interaction, our daughter repeatedly asked to leave and requested that a parent be present. Those requests were denied for approximately ten minutes. She exited the classroom visibly distressed.

Throughout the semester, Coach Walker repeatedly removed our daughter from scheduled classes or study hall to address extracurricular matters that could have been handled through email or scheduled meetings. In at least one instance, our daughter was removed from a class taken for academic credit without disciplinary justification or documentation.

These actions resulted in emotional distress, anxiety, and a sense of instability for our daughter. Repeated removals from class, private confrontations, and shifting expectations made her feel singled out and unable to advocate for herself safely.

Over time, her role on the team became increasingly marginal. She received little to no coaching, was routinely separated from the competition group without constructive feedback, and was made to feel excluded and devalued. Ultimately, she resigned from cheer due to the cumulative emotional toll and being forced to choose between Volleyball and Cheer—not due to lack of commitment.   Mrs. Walker told her teammates that she  "kicked" our daughre off of the team for that lack of commitment.

No written notice, corrective plan, or safeguarding review accompanied these actions. Requests for parental presence during high-stress interactions involving a minor were denied. No de-escalation or restorative process was initiated.

Concerns regarding transportation safety, supervision at events, and contradictory directives to families were raised to athletic leadership and administration without documented inquiry or response.

Authority was exercised in ways that escalated conflict rather than de-escalated it. Our daughter’s ability to participate in class and team activities was repeatedly conditioned on immediate parental compliance, despite the absence of any allegation of misconduct.

No probationary plan, corrective pathway, or temporary accommodation was proposed at any point.

We became aware of multiple instances in which Coach Walker made inaccurate or misleading statements to students and parents regarding our daughter’s academic standing, commitment, and team status.

These included statements suggesting that our daughter was behind academically (She has a 4.4 GPA) or had been “kicked off” the cheer team—neither of which was true. Our daughter voluntarily resigned from cheer following medical concerns and the lack of flexibility offered.

These statements were not corrected and were allowed to circulate within the student community, resulting in reputational harm and denying our daughter the dignity of explaining her own situation.

Educators and coaches in Christian schools are often expected to model:

• Respect for student dignity
• Clear adult boundaries
• De-escalation in moments of conflict
• Restoration before exclusion
• Protection of minors from adult disputes

Taken together, the actions documented here reflect a pattern of escalating adult authority exercised over a minor without documentation, safeguarding review, or restorative intent.

At no point did our daughter violate policy, engage in misconduct, or fail to meet expectations. Yet she bore the emotional and educational consequences of adult conflict and unilateral decision-making.

This page exists to document that pattern and to ask a necessary question:

How should authority be exercised over a child—especially in a school that professes grace, care, and Christ-centered leadership?

This page documents observable conduct by Lisa Walker, in her role as teacher and cheer coach, as it affected our daughter during the fall semester. The purpose is not to speculate about intent or assign labels, but to describe repeated actions and patterns relevant to student boundaries, safeguarding, proportionality, and care.

This review is based on:

• Direct interactions involving Coach Walker and our daughter
• Communications with parents and students
• Actions taken during school hours and school activities
• The absence of disciplinary findings against the student

At no point was our daughter accused by Coach Walker of misconduct, dishonesty, or violation of school rules.

• Repeated removal of a minor from class for non-disciplinary matters
• Denial of requests to leave and to have a parent present
• Shifting expectations without written notice or policy reference
• Use of participation and academics as leverage in adult disputes
• A pattern of inaccurate or misleading statements to students regarding our daughter
• Direct communication to a minor that conveyed adult frustration
• Escalation without documentation, safeguarding review, or restorative options

As both a classroom teacher and cheer coach, Ms. Walker exercised authority over our daughter’s academic access and extracurricular participation. This dual role significantly amplified the impact of her decisions, communications, and conduct on a minor student.

From the outset of the season, Coach Walker was aware that our daughter was a dual-sport athlete and that volleyball was her primary sport and she plays year round. This understanding was discussed prior to the season with athletic leadership, and our daughter’s cheer role was limited to sideline participation rather than competition. That understanding remained in place throughout the fall semester and was never revised in writing.

Despite this, expectations later shifted abruptly, without reference to policy or advance notice, culminating in a rigid response to a single, one-time Saturday scheduling conflict in an eleven month season.

Before any administrative meeting could occur, Coach Walker pulled our daughter into a classroom with another staff member present. During this interaction, our daughter repeatedly asked to leave and requested that a parent be present. Those requests were denied for approximately ten minutes. She exited the classroom visibly distressed.

Throughout the semester, Coach Walker repeatedly removed our daughter from scheduled classes or study hall to address extracurricular matters that could have been handled through email or scheduled meetings. In at least one instance, our daughter was removed from a class taken for academic credit without disciplinary justification or documentation.

These actions resulted in emotional distress, anxiety, and a sense of instability for our daughter. Repeated removals from class, private confrontations, and shifting expectations made her feel singled out and unable to advocate for herself safely.

Over time, her role on the team became increasingly marginal. She received little to no coaching, was routinely separated from the competition group without constructive feedback, and was made to feel excluded and devalued. Ultimately, she resigned from cheer due to the cumulative emotional toll and being forced to choose between Volleyball and Cheer—not due to lack of commitment.   Mrs. Walker told her teammates that she  "kicked" our daughre off of the team for that lack of commitment.

No written notice, corrective plan, or safeguarding review accompanied these actions. Requests for parental presence during high-stress interactions involving a minor were denied. No de-escalation or restorative process was initiated.

Concerns regarding transportation safety, supervision at events, and contradictory directives to families were raised to athletic leadership and administration without documented inquiry or response.

Authority was exercised in ways that escalated conflict rather than de-escalated it. Our daughter’s ability to participate in class and team activities was repeatedly conditioned on immediate parental compliance, despite the absence of any allegation of misconduct.

No probationary plan, corrective pathway, or temporary accommodation was proposed at any point.

We became aware of multiple instances in which Coach Walker made inaccurate or misleading statements to students and parents regarding our daughter’s academic standing, commitment, and team status.

These included statements suggesting that our daughter was behind academically (She has a 4.4 GPA) or had been “kicked off” the cheer team—neither of which was true. Our daughter voluntarily resigned from cheer following medical concerns and the lack of flexibility offered.

These statements were not corrected and were allowed to circulate within the student community, resulting in reputational harm and denying our daughter the dignity of explaining her own situation.

Educators and coaches in Christian schools are often expected to model:

• Respect for student dignity
• Clear adult boundaries
• De-escalation in moments of conflict
• Restoration before exclusion
• Protection of minors from adult disputes

Taken together, the actions documented here reflect a pattern of escalating adult authority exercised over a minor without documentation, safeguarding review, or restorative intent.

At no point did our daughter violate policy, engage in misconduct, or fail to meet expectations. Yet she bore the emotional and educational consequences of adult conflict and unilateral decision-making.

This page exists to document that pattern and to ask a necessary question:

How should authority be exercised over a child—especially in a school that professes grace, care, and Christ-centered leadership?