Inclusivity or Indoctrination? One Mother’s Journey Through Gender Stereotyping Policies in PT Schools

Inclusivity or Indoctrination?
One Mother’s Journey Through Gender Stereotyping Policies in PT Schools

by | Jun 18, 2024 | General

 

Being an “old school” liberal, I had thought that the new ideology and its theories being taught in the schools — like Gender Identity — were just about respecting each other. Like most of our community, I tried to be inclusive by listening, learning, only asking a few questions using the new language, and keeping my opinions to myself.

I didn’t realize how much these new ideologies were affecting children and youth until 2017, when my daughter was in third grade.

She came home one day and asked if she was a boy.

Shocked and confused, I asked why she would think that. She told me that some of her peers thought she was a trans boy because she preferred to play with the boys and had a short haircut at the time. I found out that she wanted to play with the boys because the girls wanted to label themselves and others and talk about crushes. She just wanted to be a kid and play.

That became the first of many discussions explaining the difference between biological sex and stereotypes. Later, these conversations involved pressure she received from peers, and most recently adults, to self-label. She was even encouraged to become a trans boy to fit into her friend group better, which includes trans youth. By then, she knew herself better, but still wondered why they thought she was a boy.

From these discussions, I found out that many kids think that if you fit a gender stereotype then you are that gender, and that you can actually grow new genitals of that gender. Do kids who think this become teens who think they’re trans? I had more questions than answers.

This is when I started to pay full attention to what was going on in our community. I noticed children with no previous signs of gender dysphoria, but with a history of autism/neurodiversity, and/or trauma, become trans teens — some medically transitioning. They were all friends and some had multiple family members who were trans.

The adults they were close to seemed to ignore their comorbid issues and focused on supporting their trans identity instead. Why were they transitioning so fast? What would happen if they changed their minds? — a normal part of youth. None of this made any sense anymore.

I decided to do a deep dive into the origins of all of this and to see what has happened to other youth who transitioned years ago. I didn’t want to be part of something that may be hurting youth by remaining silent.

 

Detransitioners Raise Their Voices

Through researching all sides of this issue, I discovered the detransitioners: the growing number of former trans people who did change their minds, telling stories of regret and sometimes horror over their efforts to identify as the opposite sex. There are more than 53,000 detransitioners on Reddit alone, with more “coming out” every day.

In articles like To the ‘Gender-Affirming’ People Who Lied To Me, many detransitioners point to the false promises from people involved in this movement.

“You lied and said transitioning would make my pain go away. You lied and said changing myself was the only treatment for my gender dysphoria. You lied and said the solution was changing my body when the problem was in my mind.

 

You treated my gender dysphoria as the root cause of my pain instead of a symptom of my underlying core issues. You treated me as a boy trapped in a girl’s body instead of a traumatized child dealing with the aftermath of sexual, physical, and emotional abuse. You focused on the girl who wanted to be a boy and neglected to see the girl who was starving herself, self-harming, living in flashbacks, and actively suicidal.”

One detransioned woman describes how her undiagnosed autism was misinterpreted as Gender Dysphoria, the “clinical diagnosis received by transgender people.”

Elizabeth Hawker describes “unwittingly dressing up my Autism in the more fashionable clothing of Gender Dysphoria.”

“After six years of identifying as a trans man as a teenager, I desisted (stopped identifying as trans) at the age of 21. Since reclaiming my womanhood, I have been thinking long and hard about what exactly happened in my 15-year-old brain that made me feel I would only be stable and fulfilled if I took testosterone, changed my name and pronouns and socially became a man. The conclusion I have come to is that thinking I was trans was completely inseparable from my autism.”

Miriam Grossman, MD, is a child and adolescent psychiatrist whose practice consists of trans-identified youth and their families. After a decade in this field, in 2023 Dr. Grossman wrote Lost in Trans Nation: A Child Psychiatrist’s Guide Out of the Madness.

From the book jacket:

“She implores parents to reject the advice of gender experts and politicians and trust their guts—their parental instincts—in the face of an onslaught of ideologically driven misinformation that steers them and their children toward risky decisions they may end up mourning for the rest of their lives.

 

Don’t be blindsided like so many parents I know,” warns Grossman, “be proactive and get educated. Feel prepared and confident to discuss trans, nonbinary, or whatever your child brings to the dinner table.” Whether it’s the “trans is as common as red hair” claim, or the “I’m not your son, I’m your daughter” proclamation, or the “do you prefer a live son or a dead daughter” threat, says Grossman, no family is immune, and every parent must be prepared.”

Why am I so concerned and determined to share this information? My research uncovered the link between all these theories and the policies in place for years now in our schools that encourage labeling and division. This is why I WILL NOT stay silent any longer.

Here are three key policies in Port Townsend schools and how they affect families:

 

Equity, Race, & Identity (Policy 0100)

This is part of Diversity, Equity, & Inclusion (DEI) training and related to Critical Race Theory (CRT) through the concept of Intersectionality. “Equity” does not mean equality — instead it involves holding back the oppressors and boosting the oppressed.

DEI divides persons into identity groups based on whether they are the oppressed (aka victim) or they are the oppressor. Individuals are not important. The identity groups are divided by race, gender, and sexuality. Economic class is ignored.

Here’s an example of what this looks like in action:

At the PT Schools Equity Forum we were divided into the following groups: people of the global majority (oppressed), white parents of students of the global majority (oppressed allies), and white people (oppressors). We were not allowed to talk to persons from other groups to solve problems.

 

Social Emotional Climate (Policy 3113/3113P)

Social Emotional Learning (SEL) is supposed to create “a positive classroom climate” that “feels safe, respectful, welcoming, and supportive of student learning.” This “Equity-focused” practice assumes a child may have had a history of trauma and focuses on helping a child analyze their feelings. This can be in the form of frequent lessons exploring emotions and values or having students fill out questionnaires that ask questions like if they’re feeling depressed.

When The Benji Project visits a class to “teach proven mindfulness and self-compassion tools to young people,” along with meditation they also practice SEL — sometimes taking up more class time with SEL than academics. This is supposed to “create space for student voice and agency.”

However, when a student doesn’t find these practices helpful or doesn’t want to participate, they may be socially pressured by the adults to participate anyway. This is strange, since “student opinion … is considered a valuable part of the educational environment.”

An excellent resource on this subject is Bad Therapy: Why the Kids Aren’t Growing Up by Abigail Shrier. It talks about what I have seen in schools regarding SEL, how it impacts families, and how it, and related practices, increase anxiety and hurt kids’ mental health and development.

 

Gender-Inclusive Schools (Policy 3211/3211P)

This policy involves the first step in Gender Affirming Care — social transition. Gender affirmation has been proven to be damaging to young children, unhelpful to teens, and it doesn’t prevent suicide. The latest report on Gender Affirming Care is the 2024 Cass Review, an independent evaluation of gender identity services for children and young people, led by Dr. Hilary Cass, a retired consultant paediatrician and the former president of the Royal College of Paediatrics and Child Health in the UK.

This thorough analysis found that insufficient evidence was available to assess whether social transition in childhood has positive or negative effects on mental health, and that there was weak evidence for efficacy in adolescence. It questioned the reliability of international guidelines and advised caution in approaching social transition.

In Port Townsend, if a student of any age wishes to change their gender identity publicly, they can do this without their parent/guardians knowledge or permission and the school staff will socially affirm them.

A student can declare that they are the opposite of their biological sex and use the bathroom and locker room of their stated gender. Although “any student — regardless of gender identity — who requests greater privacy should be given access to an alternative restroom,” that is not always available when they need one. I’m not sure how this works in locker rooms.

Children thirteen years and older can see a gender affirming therapist for consultations without parents knowledge or permission. This can be done/started at the Port Townsend High School health clinic and soon will be available at Blue Heron (middle) School’s new health clinic for grades 6-8. Gender Affirming medical treatments (hormones, surgeries) need parental permission. However, kids who run away from home can receive Gender Affirming Care while in foster care if their parents refuse to affirm their new gender and cooperate with their transition (it can be considered emotional abuse per WA law ESSB 5599).

Gender Identity (a part of Gender theory which is a part of Queer theory) is a strong focus in SEL and Equity lessons. Students can be socially pressured by the adults to state their pronouns. Many young children believe that they can actually change their biological sex. I have learned that this is a frequent conversation amongst kids at Salish Coast Elementary. They are getting biological sex mixed up with gender stereotypes.

When kids are the age likely to believe in Santa and are taught starting in pre-kindergarten — through social media, kids TV shows, some adults, and their peers — that they can pick their gender, the confusion we are seeing makes sense. It took me one thoughtful conversation to tell my kids the truth about Santa, but it took many conversations to explain that they can’t change their bodies from boy to girl (and vice versa). The actual facts about this theory are clearly summarized in the article The Ideological Subversion of Biology.

This is especially hard to explain to neurodiverse children, like my own, who already struggle with identity and fitting in. Trans youth are mostly neurodiverse. This is why Seattle Children’s Autism Center has a partnership with their Gender Clinic.

 

Is encouraging gender transition “education” or indoctrination?

After I learned about the theories behind these policies and their wider impacts, I decided to look closer at how these ideas spread through our Port Townsend community. I discovered that 2017, the year my daughter and I had our first talk, was an impactful year for Gender Affirming Care in Port Townsend. Some of the youth I have mentioned, along with trans activist adults in our community, had put on a “legislative theater” performance called “Queer Youth Survival Quest.” A feature story in YES! Magazine explained that the interactive technique the production used was designed “to make concrete policy changes around a community justice issue.”

I noticed that community leaders, including those from Jefferson Healthcare and the Port Townsend School District, were in attendance.

It was that school year that the Gender-Inclusive Schools Policy was first created. There are now more than 20 books at Salish Coast Elementary, 35 books at Blue Heron School, and 30 books at Port Townsend High School that encourage gender transition.

Jefferson Healthcare started Gender Affirming Care training in 2017 as well (see Jefferson Healthcare’s Trans Mission). Since that year, more and more local youth have “come out” identifying as being part of the trans umbrella community — perhaps dozens. I’m finding out that many more youths that I had known as kids are choosing this identity. How many will medicalize due to this activism?

All of the theories that these policies are based on are part of Social Justice Activism. This movement was started by elite intellectuals who wanted to apply Postmodernist principles to society. They started actively teaching these practices in colleges starting in the 2010s. This is still taught today to all students in college.

This utopian theoretical ideology encourages the deconstruction of all parts of society including the way we communicate (that’s why language is always changing now). It emphasizes group identities, celebrates victimhood, and ignores the fact that people are individuals. This ideology especially despises science and reason. When this is taught to kids, it can lead to confusion regarding facts, loss of self-worth, and other mental health problems.

My journey to this discovery started more than six years ago. Now I’m a mom trying to share the truth about what kids are being taught in our community. So far, besides talking to friends, I’ve been to the Port Townsend Schools Equity Forum, the PTA, and have written a couple of letters to the Port Townsend Leader. I’m heading to the School Board next.

School Policy 2340 states that “materials and activities should be sensitive to America’s pluralistic society and should educate rather than indoctrinate.” Is the intensive pressure in our schools which encourages gender transitioning a form of education? Or are the policies described above — along with the flood of reading materials in school libraries plus the prominent display of the Trans Pride flag in every classroom celebrating this ideology — indoctrinating our kids?

I believe this is indoctrination. Schools should teach facts and how to think — NOT what to think. Families can handle the rest.

 

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Additional Resources:

Available through the library system –

Available online –

All Port Townsend school policies can be found here.