Gender Identity Ideology in Schools

Download a printable pamphlet on gender ideology in Canadian schools here:

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WHAT IS RADICAL GENDER IDEOLOGY?

Queer theory, gender ideology, and radical gender activism presume that sex and gender are socially constructed human inventions that are solely used as instruments of power. The goal is to deconstruct “heteronormativity” and “cisgenderism” in order to replace notions of biological sex, the male-female binary, and the nuclear family with queer alternatives, synthetic sexual identities, and neopronouns.(1)

RADICAL GENDER IDEOLOGY IN CANADIAN SCHOOLS

If your school administration or teachers have been captured by this radical activist agenda, then you will hear excuses such as “this is an anti-bullying day” or “it’s important for students to learn about others” or “this is about diversity and inclusivity and making sure the LGBTQ community feels safe.” But schools are going far beyond these laudable goals.(2)

Consider These Two Different Teaching Strategies:

IDEOLOGICAL: Teacher declares: “Gender and sex exist on a spectrum and you can feel like or identify as a man or woman or anything in between.”

Not evidence-based (biological sex is binary, intersex is almost always sex based)(3)
Promotes a new and unproven theory of personal identity as a universal truth

RESPECTFUL: Teacher says: “Some people feel their gender is different from their sex and request different pronouns.”

Recognizes the reality in our society that some people identify differently
Does not push a new identity theory on all children but does teach respect
Not all people believe in gender ideology nor wish to share their pronouns(4)

Ask your school how it will be teaching your child about gender.

WHY IS RADICAL GENDER IDEOLOGY A PROBLEM?

Identity formation in children and adolescents is a developmental process that occurs through age 25.(5) The process depends on personal makeup and the influences individuals are exposed to. Autism, ADHD, anxiety, depression, neurodiversity, or struggling to fit in socially can lead young people to adopt a gender identity that may not be a lasting reflection of “who they are” but a coping mechanism during a difficult period or phase of personal exploration.(6) Many who experience gender dysphoria are gay.(7)

IS SOCIAL GENDER TRANSITION HARMFUL?

Social transition is the process of adopting a new name and/or pronouns. The UK government’s independent Cass Review (8) of gender transition services for young British people notes that social transition is “not a neutral act” but a powerful psychosocial intervention. Psychologist, transwoman, and former USPATH president Dr. Erica Anderson recommends that “a child or adolescent who exhibits a desire to change name and pronouns should receive a careful professional assessment prior to transitioning.” (9)Research notes that what is most important for a child’s well-being is a strong relationship between parent and child.(10)

WHY ARE SCHOOLS KEEPING SECRETS FROM PARENTS?

Sadly, many schools have adopted “secrecy policies” under the guise of compliance with privacy legislation and the human rights code that prevent staff from informing parents of a social transition without permission from the child. This can sever/damage the parent/child relationship and presumes the school is the only “safe space” for gender-questioning children. Most schools also do not inform parents that gender ideology will be taught. It also presumes every parent is an abuser first, rather than reporting abuse when actually witnessed or suspected. (11,12)

SAMPLE SECRECY POLICY (SIMILAR THROUGHOUT CANADA):

“There is no age limit on making an accommodation request, and young students have the same rights to privacy and to have accommodations made on their behalf with or without their guardians’ knowledge.”
TORONTO DISTRICT SCHOOL BOARD (13)

DOES SOCIAL TRANSITION LEAD TO MEDICAL TRANSITION?

Social transition can solidify an otherwise transient developmental phase and is usually the first step to medicalization, (14) which puts a child on a pathway to sterility; (15) life-long dependence on artificial hormones; extreme health risks such as heart disease, liver failure, and bone fragility; and reduced or absent sexual function. (16) According to Dr. Anderson, “a school policy that involves school adult personnel in socially transitioning a child or adolescent without the consent of parents or over their objection violates widely accepted mental health principles and practice.” (17)

HOW CAN SCHOOLS PROTECT THE VULNERABLE?

ALL students should be protected from harassment and bullying. We would like to see schools adopt balanced gender policies and ensure parents are not excluded from their children’s upbringing. (18) Schools should stop teaching a new, unproven theory of personal identity and publish clear guidance for teachers. Also, schools should vet third-party groups to ensure the content and message is appropriate and does not influence children to believe they may have a gender identity that is different from their sex based on their interests or personality, or that their body is wrong and in need of changing. Body-positive messages should be encouraged that recognize sex as an unchanging and important characteristic of the human person.

DO SCHOOLS REFER STUDENTS FOR MEDICAL TRANSITION?

In Ontario and some other provinces, schools are able to refer children directly for medical gender transition services. Canadian research indicates that school guidance counselors are now referring students to gender clinics.(19) Canadian research also indicates that gender clinics refer 62% of children for low-evidenced puberty blockers at their first visit. This number is growing because safeguarding and assessments are being phased out at the urging of activist groups in favour of quicker access to medicalization.

WHAT ARE OTHER PROGRESSIVE COUNTRIES DOING?

Sweden, Finland, Norway, and the UK (20, 21, 22, 23) have all conducted non-partisan systematic reviews of their gender services for young people and are now re-introducing safeguarding and standardized assessments to ensure that medicalization is necessary and to prevent serious and irreversible medical harm. Several of these countries are prioritizing neutral psychotherapy as a first-line approach. (24) Canada is moving in the opposite direction, with quicker access to puberty blockers and other low-evidenced medical interventions as the goal of radical activists.

IS TRANS THE SAME AS GAY?

For children and young people, being gay and being trans have very different consequences. (25) Being gay never requires any medicalization at all. Conversely, gender identity often changes and may be influenced by a complex and poorly understood mix of psychological and social factors. Youths who express cross-gender identities are frequently socially transitioned without expert guidance and are often put on a track to medical transition with lifelong consequences. Many youths who would likely grow up to be gay are now identifying as trans and medicalizing. (26)

WHO ARE DETRANSITIONERS?

Detransitioners (27) are people who medically transitioned but stopped, often due to adverse side effects or realizing they’re not trans. Radical activists claim a low rate of “regret,” but current estimates show a detransition rate of close to 30%. (28) Past research shows that 65-80% of young children desist (29) from a trans identity if not socially transitioned and given a neutral space for identity development (“watchful waiting”). Adolescent girls now vastly outnumber young boys, for unknown reasons. (30) In medical terms, the cohort of people seeking gender transition has changed, which would normally call for an independent review of treatment methods to ensure they are appropriate, but this is not happening in Canada like it is in other progressive countries.

References

Version in Chinese

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