Parents must hold their local school systems accountable for what is taught to their children.

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Everything has a price.

Like every American family, our family runs a constant cost/benefit analysis on our lives. There are the small decisions: is it worth the time to drive to Target for the cheaper diapers? Or should I just get the pricier ones at the grocery store? And there are the bigger ones: like, should I live in the suburbs and pay lower taxes but more for car expenses and gas? Or flip that decision?

For our family, one of the toughest decisions was where to send our kids to school. We could send them across the street to the poorly performing public school for free. They’d meet a wide variety of kids and learn some valuable self-advocacy skills, but they would not be academically challenged. For $30k, I could send them to the nearby private school, where they’d benefit from engaged teachers, kids, and families. We’d have to drop the music lessons and fancy trips, but hey — I don’t like Disneyland anyway.

So, with some scholarships, sacrifices, and family assistance, we made the choice to send our kids to a fancy private school. The benefits have been great: warm, caring, patient teachers; outstanding academics; beautiful buildings; even a pretty good lunch. But there’s been a hidden cost, beyond the incredibly painful tuition bills: my kids can’t tell the difference between a boy and a girl.

This seems shocking, I know. How can a concept so obvious, so instinctual that nearly every 2-year-old on the planet can master it, be an idea that my very expensively-educated children don’t understand?

Simple-minded educators

Because some teachers don’t understand it. Because some administrators don’t understand it. And this is where I have to remind myself of something true: half the world is dumber than average.

I know this sounds incredibly snobby. I know this sounds judgmental and awful, but this is true. And this fact helps me take a breath, find some compassion, and slow down.

These teachers are good people. They are kind. They like kids, and want the best for children. They believe that education can make the world a better place. And additionally, they were hired for their people skills: they are empathetic, good communicators, patient, and open-minded. Those are exactly the skills my tuition dollars are paying for.

But these teachers are not well-trained critical thinkers. They were not hired for their ability to analyse complex research studies, nor to follow the various paths of different complex scenarios. They are not philosophers, ethicists, or religious scholars. They are not lawyers or developmental psychologists. They are not endocrinologists or pediatricians. They are experts at connecting to kids and explaining the types of K-12 content that kids should learn. Thank god for teachers and their talents and skills. Our society needs them. But they are not the experts here. They are just trying to do their jobs.

So when faced with the concept of “gender identity” — the idea that “people have an innate feeling of being female or male,” the typical teacher will say “Sure — that makes sense. I’m female, I know it. That’s not a controversial idea.”

When faced with the diagnostic definition of “gender dysphoria”, the idea that “some people have great distress with their biological sex, and wish they were the opposite sex,” these teachers say, “Sure — I know about Jazz Jennings and Caitlyn Jenner. That’s a real thing.”

When faced with the fact of “Disorders of Sexual Development” (formerly known as Intersex conditions), the scientifically observed and natural phenomena of various biological sexual characteristics and markers, teachers say, “Yep — I learned about that once.”

And when urged to consider the negative impacts of the difficulty of being an outlier, and the impacts of social isolation and/or ostracism, the teachers say, “Not on my watch. My cousin was gay and poorly treated. I won’t let any of my kids be bullied or left out.”

So when teachers combine all these ideas and impressions and blend them into their natural “be nice” personalities and “open-minded” natures, they are primed to become believers and advocates of transgender ideology. If Johnny likes skirts and thinks he’s really a girl inside, who are we to judge? We really can’t blame the teachers. They were born this way.

So our society has laid yet another burden of expectation on teachers. They must educate kids, they must socialise kids, they must address and resolve the emotional and behavioural dysfunctions of these kids. And now they must be responsible for nurturing, protecting, and advocating for the “internal feeling of being female or male” for a kid, otherwise they’ll be held responsible for the kid’s ostracism.

This is nuts. These teachers don’t stand a chance.

To the top

So we can’t fight the teachers. We’ve got to get the administrators and school boards to stop, listen, and think. These people were hired to be critical thinkers, to balance different opinions, to consider the different consequences of different choices. They still aren’t likely to read the studies or think through the ethical or philosophical consequences of different complex scenarios, but they are primed to consider one thing above all: legal threats.

Right now, principals and school boards are hiding behind the guidelines that WPATH (an activist-led organisation), the American Psychological Association, the National Association of School Psychologists, and the National Association of Secondary School Principals have created. These organisations have good intentions, but they are also human and flawed (and remember — half their members are below average). Even the ACLU seems to have lost its mind on this topic.

I suggest American parents adopt the “Maya Forstater Approach.” This strategy, based on the case in England, relies on fundamental and constitutional American legal rights: free speech and free religion. I don’t care if you haven’t been to church ever. This is what you say to your school board:

“For scientific, religious, and social reasons, I do not believe that you can change your sex, and I do not want my children to be taught “gender identity”, the belief that you have a gendered soul, and that your gender soul feelings trump your biology. How is your school protecting my family’s religious beliefs and our right to be free from compelled speech?”

Ask your school’s principal this question every Fall. Send it as a statement to your kids’ teachers every fall. Tell them to inform you of any lesson on gender identity before it happens so that your children can have a substitute lesson. Ask them what their policy on requesting pronouns is, so that your child does not feel compelled to use certain speech. Ask them how they balance different opinions on this topic in the community.

I can guarantee you they do not see this as a religious issue, but as a social justice issue. Say the magic words “freedom of religion/freedom from religion” and “freedom of speech” and see if that works. We’ve got a long history of protecting underdogs in this country, and right now the culture glorifies the status of victim. Use this knowledge wisely.

And here’s the thing: this is going to cost you. Be ready. Do the cost/benefit analysis. Whether your kids are getting a free public education or an expensive private one, when you ruffle the feathers of the principal, the winds blow. Then again, if you remain silent, your kid may not understand that sex never changes. Be prepared. Everything has a cost.

This article has been republished from Parents with Inconvenient Truths about Trans (PITT).

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