Victorian Schools to help children transition without parental consent

“Start children off on the way they should go, and even when they are old they will not turn from it.” (Proverbs 22:6)

As parents, Susan and I are regularly signing forms that have been sent home from school: there is an excursion to the zoo next Friday, please sign. The school camp is next month, please sign. Your child has been selected in the school’s athletics team and we need your permission for them to compete. Your child was absent yesterday, please notify us as to the reason.

Three months ago I received a call from school, “your son has been hurt while playing rugby. It looks as though he’s broken his arm, can you come to the school and take him to the hospital…”

While no one enjoys paperwork (perhaps with exception to accountants!), both schools and parents understand the importance of these forms. Parents are the primary carers and even educators for their own children, teaching them life skills, morality, religion.  It is the parents joy and responsibility to love their children and to see that they safe and healthy and maturing in life. It is one of the few innate truths that our society still holds, or so I thought.

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Today, someone brought to my attention the updated School Advisory Policy Guide for School Principals and Administrators (updated July 2017). Under the section titled, Gender Diversity, Principals are given the following instruction by the Victorian Education Department:

“Schools must work with students transitioning or affirming their gender identity to prepare and implement a student support plan.”

First of all, schools are not given the discretion to counsel against students transitioning from one gender to another, they are required to affirm the student’s chosen identity, and to prepare and implement a support plan.

“The plan should be developed in consultation with the student and their parents or carers, where possible, and should be reviewed periodically to ensure that it reflects the needs of the student at the different stages of their transition, and at the different stages of their education.”

Notice the qualification? “The plan should be developed in consultation with the student and their parents or carers, where possible.”

Surely, the Government is not giving schools permission to help children change their gender identity and even their name, without parental involvement and consent?

Let’s keep reading. Under the following section, titled, Parental Consent, we read,

“There may be circumstances in which students wish or need to undertake gender transition without the consent of their parent/s (or carer/s), and/or without consulting medical practitioners.

If no agreement can be reached between the student and the parent/s regarding the student’s gender identity, or if the parent/s will not consent to the contents of a student support plan, it will be necessary for the school to consider whether the student is a mature minor.

If a student is considered a mature minor they can make decisions for themselves without parental consent and should be affirmed in their gender identity at school. Department policy addresses situations in which students, though under the age of 18 years, may be sufficiently mature to make their own decisions, see Decision Making by Mature Minors

How old does a child need to be in order to be defined as mature? Luckily the Department don’t leave us in limbo. They explain,

“there is no specific age when a young person may be deemed sufficiently mature and capable of making his or her own decision”

In other words, school aged children, both secondary and primary, can decide to change their gender, and the school must support this transition and the school does not need to inform or gain parental consent. The policy is written in such a way as though parental consent is advantageous, but it is not necessary. If this is not sufficiently worrying, the school is also not required to gain professional medical advice prior to implementing a plan for gender transition for a child.

This is insane; a school cannot let my child attend a fun excursion without my consent, but they can prepare my child to change their gender and identity?

No one wants these children being bullied or sidelined and left to struggle alone. They are image bearers of God and therefore to be loved and protected. It is not however, the right of a Government or a school to proceed to change a child’s identity without the parents knowledge, consent, and without due medical and psychological assessments. We all understand that there is the rare situation where parents don’t act in the best interests of their children, but these guidelines don’t carefully limit parental exclusion for that specific scenario.

Children do not belong to the Government, and schools are but temporary caretakers who have the permission of the family to teach writing, reading, and counting. What we are again seeing in Victoria, is a Government forcing families to cross into a new world where Government takes control from loving parents, and gives schools freedom to navigate even critical decisions for a child.

Does the State love our children more than us? Do schools, even with their fantastic staff who care for our kids, do they understand them more than parents? This school policy is dangerous, and it will lead to damaging the lives of children and of their families. Not only that, this will create impossible scenarios for schools and their principals, whom I can imagine are rarely adept to make such decisions, and will feel incredibly concerned about about leaving parents in the cold and not enquiring from medical professionals, which is surely a sensible course of action.

Even then, research shows that the majority of children who experience gender dysphoria will grow out of it in their adolescence or early adulthood, thus delayed action is normally preferred. Research also indicates that transitioning does not necessarily alleviate the stresses associated with gender dysphoria. 

Victorian parents need to be aware of these policies, and others. If you are concerned concerned, please read the policy for yourselves, contact your local State member and share your concerns, graciously and clearly.

Safe Schools Update

The Safe Schools Coalition released a statement on July 31st, defending the program and denying recent allegations made against their curriculum.

They state, “Recent online discussion regarding the Safe Schools Coalition Australia (SSCA) program has spread a lot of misinformation, including claims about the content of SSCA resources. These claims have no basis.”

Nowhere does the statement mention which particular allegations are being denied, and neither do they offer any evidence to counter the ‘misinformation’.

It would have been helpful had SSCA clarified what exactly they are repudiating, because as it stands, their statement raises questions rather than answering them.

I am aware of one video that has been shared on social media recently, which has now over 3 million views. The video shows a mother describing her children’s story of how Safe Schools is being taught at their school. Some of her comments relate to facts that can be easily accessed either on the Safe Schools website itself or in media reporting from the last 2 years. Other comments relate to specific activities in the classroom which I can’t personally verify and therefore I’ll suspend judgment. I have no reason to doubt her and her children’s truth telling, but one also needs to be careful about conflating accounts with facts. It is unclear however whether SSCA is referring to this video or to something else. This has an unfortunate effect, a public statement that is designed to be clarifying is in fact just creating ambiguity.

The spokesperson for SSCA ask people to read the information that is available online for teachers, students, and parents. I thought, what a great idea. I hadn’t seen the material for sometime and assume that it may have been updated. So I did check it out, and sadly all the concerns that I have previously expressed have been reinforced.

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One statement I do agree with relating to Safe Schools, is found on the Victorian Education Department website, “All students should be safe from bullying and feel included at school. Students who don’t feel safe or included at school cannot learn effectively.”

Unfortunately though, Safe Schools is creating unsafe schools. In the year since the Federal review, concerns have not been alleviated.  It is becoming clearer that the authors of Safe Schools have taken one issue, but in the attempt to address it positively they have in fact created many more issues.

Facts:

  • What was first promoted as an anti-bullying program, was soon explained by founder Roz Ward, as a program designed to persuade children of socialist ideologies. Interestingly, the anti-bullying rhetoric is less prominent now, and the program is more clearly marketed as one of supporting LGBTI sexualities.
  • Safe Schools will be compulsory in all Victorian State secondary schools in 2018. It is also encouraged for Primary Schools.
  • Safe Schools is no longer allowed in NSW, and in South Australian it is being heavily revised.
  • Two studies have been conducted into Safe Schools by leading educational experts in Australia. The first was headed by Professor Bill Louden (of the University of Western Australia), and the other by Professor Professor Patrick Parkinson AM. Both studies demonstrate that Safe Schools is built upon misleading information and is unsuitable learning material. Prof Parkinson said that the curriculum is  ‘dubious’, ‘misleading’, and ‘containing exaggerated claims’.
  • Safe Schools relies on theories of gender and sexuality that have been deemed dangerous, and is now banned from schools in NSW.
  • Safe Schools depends on pseudo-science, relying on LGBTI statistics that have been shown to be false.
  • Safe Schools material is to be integrated throughout school subjects: “This material can be interspersed throughout school subjects, “Schools may also choose to adapt and use the videos and teaching activities in other areas of the curriculum such as English, History, Humanities, Legal Studies, Civics and Citizenship, and applied learning curriculums (e.g. VCAL, TAS) where the exploration of LGBTI people and topics allows.”
  • Despite the Federal Government calling for the removal of third party websites such as Minus 18, Victoria continues partner with Minus 18, and the material encourage teachers to refer students to the Minus 18 website.
  • The curriculum is designed to alter the way children think about sexuality and gender, and to change their behavior. Safe Schools is not mere information, but it is aiming for change how children think and relate. One of the dominant themes is that heteronormacy is wrong and immoral, and instead we need to embrace the ‘fact’ that biology doesn’t determine gender, but instead we are what we feel we are
  • Exercises and questions given to 11-13 year old children are at times staggering in their inappropriateness. For example,
      • ‘Would you invite your partner home with you to meet your family?’
      • ‘If you were in a sports team, would you confidently tell your teammates about your sexuality?’
      • “Tell students on the left-hand side of the room that their character is going out with someone of the same sex, while the character of those on the right-hand side of the room is going out with someone of the opposite sex…”

 

There is tremendous pressure on students to conform to the new state quo. Students are not only participating during class, but they are given homework, and are encouraged to share their answers with teachers and with the class. Can you imagine the pressure on those kids who don’t subscribe to the views being taught? Can you imagine the pressure on a child who believes sex is only for a man and a woman in marriage, and to tell the class this? What about children who are same sex attracted but don’t wish to live a gay lifestyle? There is nothing to support them. And what about children who are experiencing some form a gender dysphoria? While best medical research urges delayed action (because the majority of kids no longer suffer dysphoria by the time the reach the end of adolescence), Safe Schools encourages schools to help them transition.

The teachers at my children’s schools are fantastic, and I greatly value their input into our children’s education. Say, though that one of my children came home and told me that their science teacher didn’t believe dinosaurs ever existed; I’d be a tad concerned. If my children’s history teacher taught revisionist history, I’d be keen to chat with the school.

Why then is it ok for our children to be forced to sit in classes that teach sex material based on dubious, misleading, and dangerous ideas? We are not talking about debating palaeontology or what really happened in 1066, but the health and wellbeing of our children, which of course includes children who do not identify as heterosexual.

Building school curriculum on flawed studies ends up hurting students, including those whom its meant to help. For the sake of all our children, we must do better than this. We want to see all children doing well and flourishing, not being bullied, but loved and supported. Safe Schools is continually showing that it isn’t the answer.

I would urge all parents to read the material for themselves. Ask yourself, are you happy for your child(ren) to be taught this in the classroom?

Study shows huge flaws with Safe Schools

Where are we leading our children?

The Safe Schools Program made the front page of my local newspaper this week. One of the local councillors, Paul Peulich, raised concerns over the program at a recent Council meeting. He proposed a motion to bring attention to the issues with Safe Schools, but it was met with ‘silence’ from his fellow councillors.

Following the failed motion, another Councillor,  Steve Staikos, referred to Mr Peulich’s comments as ‘disgraceful’, and Kingston Mayor, Tamsin Bearsley, said no local resident had raised Safe Schools with her as an issue.

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The lack of letters and phone calls to the Mayor’s office is probably due to the fact that Safe Schools is a State and Federal issue, rather than one for local Council, but we are  mistaken if we believe that Kingston City residents are not profoundly concerned with Safe Schools.

While the Federal Government has proposed revisions to the program, parental concerns have been repeatedly ignored by the Victorian Government. Disappointingly, rather than responding to questions with reasoned argument, Government members persist with name calling and accusations of phobia and bigotry.

It is one thing to discount the views of opposition politicians, and even to spurn the concerns of families; but it will be interesting to see what will happen in light of an academic  paper that was published last week, The Controversy over the Safe Schools Program – Finding the Sensible Centre.

Professor Patrick Parkinson AM is one of the nation’s most respected legal academics. He has been researching Safe Schools and has deemed it ‘dubious’, ‘misleading’, and ‘containing exaggerated claims’. 

To be begin with, I fully affirm Professor Parkinson’s words, “it is axiomatic that children and young people should be protected from bullying.” As a parent (and as a Pastor), I do not wish to see any child suffering from bullying. Our schools, churches, and communities ought to be safe places for children.

Throughout the 32 page paper, Professor Parkinson gives detail of the research used by La Trobe University to form the basis of Safe Schools, and what he reveals is shocking.

First of all, the numbers don’t add up. Safe Schools material claims that 10% of the population is same-sex attracted, 4% are transgender or gender diverse, and 1.7% are intersex. None of these statistics are true, in fact all these numbers of wild exaggerations.

For example, when it comes to transgenderism, if 4% was true, it would mean that 1 in every 25 students (approximately one child per classroom) would be transgender. We know anecdotally this is not the case. Where does this number come from? The only citation offered by Safe Schools is from a New Zealand study, which, when read, does not purport that 4% of people are transgender.

Professor Parkinson then quotes the actual report, which says,

“About 1% of students reported that they were transgender (a girl who feels like she should have been a boy, or a boy who feels like he should have been a girl…). Ninety-six percent were not transgender and approximately 3% were not sure.”

Parkinson then states, ‘To count the 3% who answer ‘not sure’ as being ‘gender diverse’ is academically irresponsible. People who answer ‘not sure’ in surveys do so for a variety of reasons, one of which is that they don’t understand what the questioner is asking.’

He then follows to summarise a series of notable studies, none which found more than 0.52% of people are to some extent transgender.

He concludes the section with this damning assessment:

“A likely explanation for the exaggeration of transgender and intersex conditions is that it is regarded as necessary to support the authors’ belief system to show that gender is “fluid” and can even be chosen.”

This is not science, this is uncontrolled ideology, and one that is aimed at our children.

Professor Parkinson also demonstrates how Safe School’s depends on theories of sexuality that counter best knowledge and practice in psychology and medicine, how it offers flawed legal advice, and how it is creating unsafe environments for children and families who don’t adhere to the program’s contentious views. He even argues that Safe Schools poses genuine risk to students who are struggling with aspects of their psychosexual development.

Safe Schools must be challenged, because our children matter and because truth matters. No doubt a reader will inevitably mis-hear and accuse me of hating LGBTI people; for their good and the sake of all children, should not our education programs be grounded in proven research? Should we not frame school curricula with the best available research, rather than ‘erroneous information’?

Mr Peulich’s concerns have been substantiated, and rather than being met with silence, we must speak and address this, and we must resolve these issues before we abuse a whole generation of children with unscientific pop-psychology. We want effective anti-bullying programs in our schools, but Safe Schools is not it.