This letter would be much better if it came from a Psychologist or Psychiatrist, or was accompanied by a supporting letter from same. That opens up the school to liability for practicing medicine without a license if they refuse to follow it. If the school does IEPs (Individualized Education Plans in my state) or the equivalent and the child already has one, include this in it. If the child does not have one, request it. Take an empowered approach to the process, assume you are entitled to everything you ask for, and don't take no for an answer.
Remember that the school doesn't have the best interests of you or your child at heart, they have their own interests at heart. You cannot trust them.
Well done. This can serve as a loose template for many parents struggling to make school a truly "safe place" for their gender-confused children. I wish I had been as clued in as you are, back when my daughter was in middle school and high school. She is now 19 and on the verge of obtaining hormones under her college's mandatory medical coverage . . .
So good! Yes to speaking the truth, to reclaiming your voice as a parent, and to advocating for your daughter.
Some schools are starting to listen. The numbers of girls requesting alternate gender identities speak for themselves - anyone who works with teens can no longer claim it's "a tiny percentage". I have now had this conversation (I'm calling it "The Talk" now) with my daughter's school, a summer camp director, a teen safety program director, and a music school, with varied results. I wrote a letter - similar to your first one - to my daughter's high school. The principal replied that teachers would no longer be asking explicitly for pronoun identification. We have to keep this dialogue open, even when it's so hard.
Schools absolutely SHOULD avoid ever using third-person pronouns or talking about gender at this point. But they won't.
NEVER tell your school that you're "not transphobic." That just shows them that you're weak. Of course you hate that the school is doing this. Of course you fear what might happen. Hatred and fear are the normal parental response to child endangerment, necessary for the survival of our species.
If your school makes you feel defensive and unable to state your true opinions and feelings, then imagine how it must feel to be a child in their care. And act accordingly.
I agree phrases such as "I am not transphobic" "I am not a racist" and "I am not homophobic," etc. should be avoided, especially when a direct accusation of this didn't just happen, but "trans-skeptic" is great! I would not use it with a school, but it might be useful with other skeptics.
Unfortunately, I think many people will have to remove kids from these schools. You will never know exactly what crap they are being fed, in some places they are legally obliged to lie to you. Do you really want to leave your kids at such a risk? The threat if removing her from her friends might snap her out of it. I'd be very sceptical of exposing them to any psychologists too for the same reasons. Institutions have been subverted. They are not your friend, not in good faith, and don't give a shit about your kids. You are all they have to protect them
I like these. Rather than confront and put the child into a position to defend their delusion (which would strengthen it), these approaches sideline the gender delusion.
I do not agree. They are public schools and should serve the public. The old school district my daughter is in said outright that they do not care if people go to private schools or home school, they get most of the tax money anyway. Leaving will only leave parents who support these dangerous policies there and things will worsen.
You are correct that public schools should serve the public. They have not done that for a very long time and it's going to take far more than a strongly worded letter to change that.
"they do not care if people go to private schools or home school"
Uh huh. Right. That might be true if it's limited to a kid here or there who goes somewhere else. That's not what I'm talking about. I'm talking about 10% or 20% or 50% leaving. Or ALL the kids leaving.
Do you think any/all of those options would cause them to care?
Ultimately, I'm talking about getting rid the public school system as we know it and coming up with something better. There are better examples of public school systems in other parts of the world, but most Americans have no idea they exist.
Take Finland, for example. Read this and then tell me whether you think it sounds better or worse than the US public school approach:
"There are no mandated standardized tests in Finland, apart from one exam at the end of students’ senior year in high school. There are no rankings, no comparisons or competition between students, schools or regions...
Teachers in Finland spend fewer hours at school each day and spend less time in classrooms than American teachers. Teachers use the extra time to build curriculums and assess their students. Children spend far more time playing outside, even in the depths of winter. Homework is minimal. Compulsory schooling does not begin until age 7. “We have no hurry,” said Louhivuori. “Children learn better when they are ready. Why stress them out?”...
Finnish educators have a hard time understanding the United States’ fascination with standardized tests. “Americans like all these bars and graphs and colored charts,” Louhivuori teased, as he rummaged through his closet looking for past years’ results. “Looks like we did better than average two years ago,” he said after he found the reports. “It’s nonsense. We know much more about the children than these tests can tell us.”...
A class of first graders scampered among nearby pine and birch trees, each holding a stack of the teacher’s homemade laminated “outdoor math” cards. “Find a stick as big as your foot,” one read. “Gather 50 rocks and acorns and lay them out in groups of ten,” read another. Working in teams, the 7- and 8-year-olds raced to see how quickly they could carry out their tasks. Aleksi Gustafsson, whose master’s degree is from Helsinki University, developed the exercise after attending one of the many workshops available free to teachers. “I did research on how useful this is for kids,” he said. “It’s fun for the children to work outside. They really learn with it.”...
In another classroom, two special education teachers had come up with a different kind of team teaching. Last year, Kaisa Summa, a teacher with five years’ experience, was having trouble keeping a gaggle of first-grade boys under control. She had looked longingly into Paivi Kangasvieri’s quiet second-grade room next door, wondering what secrets the 25-year-veteran colleague could share. Each had students of wide-ranging abilities and special needs. Summa asked Kangasvieri if they might combine gymnastics classes in hopes good behavior might be contagious. It worked. This year, the two decided to merge for 16 hours a week. “We complement each other,” said Kangasvieri, who describes herself as a calm and firm “father” to Summa’s warm mothering. “It is cooperative teaching at its best,” she says....
Teachers from all over the nation contributed to a national curriculum that provided guidelines, not prescriptions. Besides Finnish and Swedish (the country’s second official language), children would learn a third language (English is a favorite) usually beginning at age 9...
By the mid-1980s, a final set of initiatives shook the classrooms free from the last vestiges of top-down regulation. Control over policies shifted to town councils. The national curriculum was distilled into broad guidelines. National math goals for grades one through nine, for example, were reduced to a neat ten pages. Sifting and sorting children into so-called ability groupings was eliminated. All children—clever or less so—were to be taught in the same classrooms, with lots of special teacher help available to make sure no child really would be left behind. The inspectorate closed its doors in the early ’90s, turning accountability and inspection over to teachers and principals."
It was in an area where ~40% of the kids did not go to public school where I heard this. They didn't go more for safety than ideological reasons. I think it may have to do with how the schools are funded. In some places schools get little money when students do not enroll and in some they get money regardless. The information about Finland was interesting. I have talked to Finns and they certainly seemed brighter and better informed than Americans, but they never mentioned the differences in the school systems and I didn't think to ask. Anyway, do what is best for your child, but what is going on in the schools must stop.
Ultimately, a major part of the problem is that FedGov and teachers' unions largely control the schools. There isn't that much local control anymore. The teachers' unions are VERY liberal and have a VERY strong lobby influencing government officials. And that is why all this B.S. is happening in schools.
The other major problem is that the public school system is a one size fits all approach that simply doesn't work well for a lot of kids. And that approach is to SCHOOL the kids, NOT to EDUCATE the kids. There's a big difference.
If you don't understand that difference, I'd recommend that you read some of John Taylor Gatto's work. He was a two time New York State Teacher of the Year. Yet in 1991, he wrote a letter announcing his retirement, titled "I Quit, I Think", to Wall Street Journal, saying that he no longer wished to "hurt kids to make a living."
You can get started with his work here, if you dare. Excerpts:
"In 1909 a factory inspector did an informal survey of 500 working children in 20 factories. She found that 412 of them would rather work in the terrible conditions of the factories than return to school. ~ Helen Todd, "Why Children Work," McClure’s Magazine (April 1913)
In one experiment in Milwaukee, for example, 8,000 youth…were asked if they would return full-time to school if they were paid about the same wages as they earned at work; only 16 said they would. ~ David Tyack, Managers of Virtue (1982)"
"The second lesson I teach kids is to turn on and off like a light switch. I demand that they become totally involved in my lessons, jumping up and down in their seats with anticipation, competing vigorously with each other for my favor. But when the bell rings I insist that they drop the work at once and proceed quickly to the next work station. Nothing important is ever finished in my class, nor in any other class I know of.
The lesson of bells is that no work is worth finishing, so why care too deeply about anything? Bells are the secret logic of schooltime; their argument is inexorable; bells destroy past and future, converting every interval into a sameness, as an abstract map makes every living mountain and river the same even though they are not. Bells inoculate each undertaking with indifference...
The fourth lesson I teach is that only I determine what curriculum you will study. (Rather, I enforce decisions transmitted by the people who pay me). This power lets me separate good kids from bad kids instantly. Good kids do the tasks I appoint with a minimum of conflict and a decent show of enthusiasm. Of the millions of things of value to learn, I decide what few we have time for. The choices are mine. Curiosity has no important place in my work, only conformity.
Bad kids fight against this, of course, trying openly or covertly to make decisions for themselves about what they will learn. How can we allow that and survive as schoolteachers? Fortunately there are procedures to break the will of those who resist.
This is another way I teach the lesson of dependency. Good people wait for a teacher to tell them what to do. This is the most important lesson of all, that we must wait for other people, better trained than ourselves, to make the meanings of our lives...
In lesson six I teach children that they are being watched. I keep each student under constant surveillance and so do my colleagues. There are no private spaces for children; there is no private time. Class change lasts 300 seconds to keep promiscuous fraternization at low levels. Students are encouraged to tattle on each other, even to tattle on their parents. Of course I encourage parents to file their own child's waywardness, too.
I assign "homework" so that this surveillance extends into the household, where students might otherwise use the time to learn something unauthorized, perhaps from a father or mother, or by apprenticing to some wiser person in the neighborhood.
The lesson of constant surveillance is that no one can be trusted, that privacy is not legitimate. Surveillance is an ancient urgency among certain influential thinkers; it was a central prescription set down by Calvin in the Institutes, by Plato in the Republic, by Hobbes, by Comte, by Francis Bacon. All these childless men discovered the same thing: Children must be closely watched if you want to keep a society under central control.
It is the great triumph of schooling that among even the best of my fellow teachers, and among even the best parents, there is only a small number who can imagine a different way to do things. Yet only a very few lifetimes ago things were different in the United States: originality and variety were common currency; our freedom from regimentation made us the miracle of the world; social class boundaries were relatively easy to cross; our citizenry was marvelously confident, inventive, and able to do many things independently, to think for themselves. We were something, all by ourselves, as individuals.
It only takes about 50 contact hours to transmit basic literacy and math skills well enough that kids can be self-teachers from then on. The cry for "basic skills" practice is a smokescreen behind which schools pre-empt the time of children for twelve years and teach them the six lessons I've just taught you."
If you honestly believe that a strongly worded letter is more likely to bring change than a significant number of kids leaving the schools... well, I have some ocean-front property in Ohio to sell you.
I think what is needed is awareness and serious political pressure. A letter is nice if respected, but I know full well it might not be. Like I said, if it was part of an IEP as a mental health measure it would have a lot more weight.
Dearest Felice, you have absolutely nailed it with this letter! You are shaking these pandering, smug, followers. How I pray for the end of this insanity. I pray for more parents, grandparents, family members and all people with a voice of authority (i.e.: teachers, counselors, doctors, lawyers, scientists, journalists, (yes,) politicians etc.) to begin to speak out as you have. I wish we all had your courage. Thank you, thank you! Love and prayers, Indio.
Thank you for this excellent piece. I'm sad for your family. I do believe lawsuits are on the way. Always follow the money, and the only thing that seems to slow the tide is making malpractice too expensive to continue it. In light of the possibility that you and/or anyone you know who is going through this contrived nightmare will get the chance to hold these people accountable in the future, document everything. I'm sure that's obvious to many/most/all of you who participate here, but I say it just incase there's someone who doesn't know. Document everything. Names, dates, times, location, contact method. Print it. Record conversations if you can. It's always better to have things you think you won't need than need things you could have had and don't. God bless you all.
I think it's going to take lawsuits to reverse any of this, which means there needs to be harm from this policy first before a claim can be filed. I know of a few cases, including one active one in CA. As you state in your letter, because of this policy schools are practicing medicine without a license. They are not trained therapists, psychologists, psychiatrists, or any type of medical professional who has the education and experience to understand what it means to begin social transition with a child. We need to continue shouting from the rooftops, speaking out at board meetings, AND pulling out vulnerable and impressionable kids out of public school. We can't wait on them to fix this, meanwhile our kids are suffering!!! Great job, mama! Keep fighting the good fight, we are with you!
This letter would be much better if it came from a Psychologist or Psychiatrist, or was accompanied by a supporting letter from same. That opens up the school to liability for practicing medicine without a license if they refuse to follow it. If the school does IEPs (Individualized Education Plans in my state) or the equivalent and the child already has one, include this in it. If the child does not have one, request it. Take an empowered approach to the process, assume you are entitled to everything you ask for, and don't take no for an answer.
Remember that the school doesn't have the best interests of you or your child at heart, they have their own interests at heart. You cannot trust them.
Well done. This can serve as a loose template for many parents struggling to make school a truly "safe place" for their gender-confused children. I wish I had been as clued in as you are, back when my daughter was in middle school and high school. She is now 19 and on the verge of obtaining hormones under her college's mandatory medical coverage . . .
So good! Yes to speaking the truth, to reclaiming your voice as a parent, and to advocating for your daughter.
Some schools are starting to listen. The numbers of girls requesting alternate gender identities speak for themselves - anyone who works with teens can no longer claim it's "a tiny percentage". I have now had this conversation (I'm calling it "The Talk" now) with my daughter's school, a summer camp director, a teen safety program director, and a music school, with varied results. I wrote a letter - similar to your first one - to my daughter's high school. The principal replied that teachers would no longer be asking explicitly for pronoun identification. We have to keep this dialogue open, even when it's so hard.
This is great! For children with IEPs, I would try to get this language written into the IEP, then it is not just a polite suggestion, but the law.
Love it--thanks for sharing.
Schools absolutely SHOULD avoid ever using third-person pronouns or talking about gender at this point. But they won't.
NEVER tell your school that you're "not transphobic." That just shows them that you're weak. Of course you hate that the school is doing this. Of course you fear what might happen. Hatred and fear are the normal parental response to child endangerment, necessary for the survival of our species.
If your school makes you feel defensive and unable to state your true opinions and feelings, then imagine how it must feel to be a child in their care. And act accordingly.
I agree phrases such as "I am not transphobic" "I am not a racist" and "I am not homophobic," etc. should be avoided, especially when a direct accusation of this didn't just happen, but "trans-skeptic" is great! I would not use it with a school, but it might be useful with other skeptics.
Unfortunately, I think many people will have to remove kids from these schools. You will never know exactly what crap they are being fed, in some places they are legally obliged to lie to you. Do you really want to leave your kids at such a risk? The threat if removing her from her friends might snap her out of it. I'd be very sceptical of exposing them to any psychologists too for the same reasons. Institutions have been subverted. They are not your friend, not in good faith, and don't give a shit about your kids. You are all they have to protect them
I like these. Rather than confront and put the child into a position to defend their delusion (which would strengthen it), these approaches sideline the gender delusion.
https://fedsoc.org/commentary/fedsoc-blog/hhs-s-proposed-nondiscrimination-regulations-impose-transgender-mandate-in-health-care-1
I think there is still time to comment.
Excellent.
I mean... that's a good letter, but if parents started pulling their kids out of these schools, that would speak a lot louder than a letter.
I do not agree. They are public schools and should serve the public. The old school district my daughter is in said outright that they do not care if people go to private schools or home school, they get most of the tax money anyway. Leaving will only leave parents who support these dangerous policies there and things will worsen.
You are correct that public schools should serve the public. They have not done that for a very long time and it's going to take far more than a strongly worded letter to change that.
"they do not care if people go to private schools or home school"
Uh huh. Right. That might be true if it's limited to a kid here or there who goes somewhere else. That's not what I'm talking about. I'm talking about 10% or 20% or 50% leaving. Or ALL the kids leaving.
Do you think any/all of those options would cause them to care?
Ultimately, I'm talking about getting rid the public school system as we know it and coming up with something better. There are better examples of public school systems in other parts of the world, but most Americans have no idea they exist.
Take Finland, for example. Read this and then tell me whether you think it sounds better or worse than the US public school approach:
"There are no mandated standardized tests in Finland, apart from one exam at the end of students’ senior year in high school. There are no rankings, no comparisons or competition between students, schools or regions...
Teachers in Finland spend fewer hours at school each day and spend less time in classrooms than American teachers. Teachers use the extra time to build curriculums and assess their students. Children spend far more time playing outside, even in the depths of winter. Homework is minimal. Compulsory schooling does not begin until age 7. “We have no hurry,” said Louhivuori. “Children learn better when they are ready. Why stress them out?”...
Finnish educators have a hard time understanding the United States’ fascination with standardized tests. “Americans like all these bars and graphs and colored charts,” Louhivuori teased, as he rummaged through his closet looking for past years’ results. “Looks like we did better than average two years ago,” he said after he found the reports. “It’s nonsense. We know much more about the children than these tests can tell us.”...
A class of first graders scampered among nearby pine and birch trees, each holding a stack of the teacher’s homemade laminated “outdoor math” cards. “Find a stick as big as your foot,” one read. “Gather 50 rocks and acorns and lay them out in groups of ten,” read another. Working in teams, the 7- and 8-year-olds raced to see how quickly they could carry out their tasks. Aleksi Gustafsson, whose master’s degree is from Helsinki University, developed the exercise after attending one of the many workshops available free to teachers. “I did research on how useful this is for kids,” he said. “It’s fun for the children to work outside. They really learn with it.”...
In another classroom, two special education teachers had come up with a different kind of team teaching. Last year, Kaisa Summa, a teacher with five years’ experience, was having trouble keeping a gaggle of first-grade boys under control. She had looked longingly into Paivi Kangasvieri’s quiet second-grade room next door, wondering what secrets the 25-year-veteran colleague could share. Each had students of wide-ranging abilities and special needs. Summa asked Kangasvieri if they might combine gymnastics classes in hopes good behavior might be contagious. It worked. This year, the two decided to merge for 16 hours a week. “We complement each other,” said Kangasvieri, who describes herself as a calm and firm “father” to Summa’s warm mothering. “It is cooperative teaching at its best,” she says....
Teachers from all over the nation contributed to a national curriculum that provided guidelines, not prescriptions. Besides Finnish and Swedish (the country’s second official language), children would learn a third language (English is a favorite) usually beginning at age 9...
By the mid-1980s, a final set of initiatives shook the classrooms free from the last vestiges of top-down regulation. Control over policies shifted to town councils. The national curriculum was distilled into broad guidelines. National math goals for grades one through nine, for example, were reduced to a neat ten pages. Sifting and sorting children into so-called ability groupings was eliminated. All children—clever or less so—were to be taught in the same classrooms, with lots of special teacher help available to make sure no child really would be left behind. The inspectorate closed its doors in the early ’90s, turning accountability and inspection over to teachers and principals."
https://www.smithsonianmag.com/innovation/why-are-finlands-schools-successful-49859555/
It was in an area where ~40% of the kids did not go to public school where I heard this. They didn't go more for safety than ideological reasons. I think it may have to do with how the schools are funded. In some places schools get little money when students do not enroll and in some they get money regardless. The information about Finland was interesting. I have talked to Finns and they certainly seemed brighter and better informed than Americans, but they never mentioned the differences in the school systems and I didn't think to ask. Anyway, do what is best for your child, but what is going on in the schools must stop.
Ultimately, a major part of the problem is that FedGov and teachers' unions largely control the schools. There isn't that much local control anymore. The teachers' unions are VERY liberal and have a VERY strong lobby influencing government officials. And that is why all this B.S. is happening in schools.
The other major problem is that the public school system is a one size fits all approach that simply doesn't work well for a lot of kids. And that approach is to SCHOOL the kids, NOT to EDUCATE the kids. There's a big difference.
If you don't understand that difference, I'd recommend that you read some of John Taylor Gatto's work. He was a two time New York State Teacher of the Year. Yet in 1991, he wrote a letter announcing his retirement, titled "I Quit, I Think", to Wall Street Journal, saying that he no longer wished to "hurt kids to make a living."
You can get started with his work here, if you dare. Excerpts:
"In 1909 a factory inspector did an informal survey of 500 working children in 20 factories. She found that 412 of them would rather work in the terrible conditions of the factories than return to school. ~ Helen Todd, "Why Children Work," McClure’s Magazine (April 1913)
In one experiment in Milwaukee, for example, 8,000 youth…were asked if they would return full-time to school if they were paid about the same wages as they earned at work; only 16 said they would. ~ David Tyack, Managers of Virtue (1982)"
https://www.lewrockwell.com/2010/09/john-taylor-gatto/the-psychopathology-of-everyday-schooling/
"The second lesson I teach kids is to turn on and off like a light switch. I demand that they become totally involved in my lessons, jumping up and down in their seats with anticipation, competing vigorously with each other for my favor. But when the bell rings I insist that they drop the work at once and proceed quickly to the next work station. Nothing important is ever finished in my class, nor in any other class I know of.
The lesson of bells is that no work is worth finishing, so why care too deeply about anything? Bells are the secret logic of schooltime; their argument is inexorable; bells destroy past and future, converting every interval into a sameness, as an abstract map makes every living mountain and river the same even though they are not. Bells inoculate each undertaking with indifference...
The fourth lesson I teach is that only I determine what curriculum you will study. (Rather, I enforce decisions transmitted by the people who pay me). This power lets me separate good kids from bad kids instantly. Good kids do the tasks I appoint with a minimum of conflict and a decent show of enthusiasm. Of the millions of things of value to learn, I decide what few we have time for. The choices are mine. Curiosity has no important place in my work, only conformity.
Bad kids fight against this, of course, trying openly or covertly to make decisions for themselves about what they will learn. How can we allow that and survive as schoolteachers? Fortunately there are procedures to break the will of those who resist.
This is another way I teach the lesson of dependency. Good people wait for a teacher to tell them what to do. This is the most important lesson of all, that we must wait for other people, better trained than ourselves, to make the meanings of our lives...
In lesson six I teach children that they are being watched. I keep each student under constant surveillance and so do my colleagues. There are no private spaces for children; there is no private time. Class change lasts 300 seconds to keep promiscuous fraternization at low levels. Students are encouraged to tattle on each other, even to tattle on their parents. Of course I encourage parents to file their own child's waywardness, too.
I assign "homework" so that this surveillance extends into the household, where students might otherwise use the time to learn something unauthorized, perhaps from a father or mother, or by apprenticing to some wiser person in the neighborhood.
The lesson of constant surveillance is that no one can be trusted, that privacy is not legitimate. Surveillance is an ancient urgency among certain influential thinkers; it was a central prescription set down by Calvin in the Institutes, by Plato in the Republic, by Hobbes, by Comte, by Francis Bacon. All these childless men discovered the same thing: Children must be closely watched if you want to keep a society under central control.
It is the great triumph of schooling that among even the best of my fellow teachers, and among even the best parents, there is only a small number who can imagine a different way to do things. Yet only a very few lifetimes ago things were different in the United States: originality and variety were common currency; our freedom from regimentation made us the miracle of the world; social class boundaries were relatively easy to cross; our citizenry was marvelously confident, inventive, and able to do many things independently, to think for themselves. We were something, all by ourselves, as individuals.
It only takes about 50 contact hours to transmit basic literacy and math skills well enough that kids can be self-teachers from then on. The cry for "basic skills" practice is a smokescreen behind which schools pre-empt the time of children for twelve years and teach them the six lessons I've just taught you."
https://www.cantrip.org/gatto.html
https://www.uvm.edu/~rgriffin/GattoDumb.pdf
https://www.lewrockwell.com/2010/06/john-taylor-gatto/why-government-schools-dont-educate/
https://www.lewrockwell.com/2010/08/john-taylor-gatto/public-schools-have-wrecked-america/
https://www.lewrockwell.com/2010/09/john-taylor-gatto/the-prussian-connection/
https://www.lewrockwell.com/2010/09/john-taylor-gatto/the-psychopathology-of-everyday-schooling/
If you honestly believe that a strongly worded letter is more likely to bring change than a significant number of kids leaving the schools... well, I have some ocean-front property in Ohio to sell you.
I think what is needed is awareness and serious political pressure. A letter is nice if respected, but I know full well it might not be. Like I said, if it was part of an IEP as a mental health measure it would have a lot more weight.
I agree. They can't take what they can't get their hands on!
I was so sad to have lost this letter when you closed your site - thanks for having it reposted via PITT
Going to save a copy this time :)
❤️❤️❤️
Dearest Felice, you have absolutely nailed it with this letter! You are shaking these pandering, smug, followers. How I pray for the end of this insanity. I pray for more parents, grandparents, family members and all people with a voice of authority (i.e.: teachers, counselors, doctors, lawyers, scientists, journalists, (yes,) politicians etc.) to begin to speak out as you have. I wish we all had your courage. Thank you, thank you! Love and prayers, Indio.
thank you!
Thank you for this excellent piece. I'm sad for your family. I do believe lawsuits are on the way. Always follow the money, and the only thing that seems to slow the tide is making malpractice too expensive to continue it. In light of the possibility that you and/or anyone you know who is going through this contrived nightmare will get the chance to hold these people accountable in the future, document everything. I'm sure that's obvious to many/most/all of you who participate here, but I say it just incase there's someone who doesn't know. Document everything. Names, dates, times, location, contact method. Print it. Record conversations if you can. It's always better to have things you think you won't need than need things you could have had and don't. God bless you all.
Bless you too and thank you 🙏🏼
Excellent, impressively firm but calm, letter. Perfect title too.
I think it's going to take lawsuits to reverse any of this, which means there needs to be harm from this policy first before a claim can be filed. I know of a few cases, including one active one in CA. As you state in your letter, because of this policy schools are practicing medicine without a license. They are not trained therapists, psychologists, psychiatrists, or any type of medical professional who has the education and experience to understand what it means to begin social transition with a child. We need to continue shouting from the rooftops, speaking out at board meetings, AND pulling out vulnerable and impressionable kids out of public school. We can't wait on them to fix this, meanwhile our kids are suffering!!! Great job, mama! Keep fighting the good fight, we are with you!
👊🏼