1) The way the event was managed. The decision to have the training was decided in Feb. Materials to be used by the trainer were brought to the SAU in August.
Outside organization’s messaging was not thoroughly analyzed or presented to the School Board members for their approval. No survey of parents to determine if this was needed. Administration never told the provider what was required of them or needed. The materials were never supervised by district administrators. What are the main problems that warranted this training? What are the objectives?
2) Is this mandatory for teachers/staff or not? Article 5 NH Constitution [Religious Freedom Recognized.]
Every individual has a natural and unalienable right to worship God according to the dictates of his own conscience, and reason; and no subject shall be hurt, molested, or restrained, in his person, liberty, or estate, for worshipping God in the manner and season most agreeable to the dictates of his own conscience; or for his religious profession,sentiments, or persuasion; provided he doth not disturb the public peace or disturb others in their religious worship.
It marginalizes the faith community working in the school district. No other training scheduled that addresses the religious families in the school.
3) Hostile Work environment /LegalityThose who are required to attend may consider this a hostile work environment that brings up potential legal issues. Because the training does not take into consideration traditional religious families served in SAU21, if those who are participating do not agree with the viewpoints expressed by Seacoast Outright, will get the message that they cannot speak freely, even in a “safe place.” There is no diversity in the viewpoints that are conveyed by the trainer or Seacoast Outright. (Catholic Diocese on Gender Identity)(Video https://www.youtube.com/watch?v=NVhUoiXGWx8 )(FDA : Warning on puberty blockers) (Respect Project/ U.S. Dept of Ed: Guidance on Constitutionally Protected Prayer and Religious Expression in Public Elementary and Secondary Schools : January 16, 2020)(Orange County Department of Education: Religious Expression in Public School, 2 videos)
4) Content of the material Erik Erikson Stage 5: Critics of Erikson’s theory say that his theory is more applicable to boys than to girls, and that more attention is paid to infancy and childhood than to adult life, despite the claim to be a life-span theory. However, many have found Erikson’s theory offers a useful framework for analyzing developmental histories.**2 Videos Jessica said she’d be showing? Where are they?
( I did not bring this up during the meeting, but I felt it should be mentioned since Erikson is mentioned as a source from Seacoast Outright)
(B) What is mentioned in some of the slides from the Seacoast Training slideshow: My comments in red (notes)
What is Seacoast Outright: There is a call to allyship. Parents need to know that their morals and religious views, will be respected in this.
Today’s Agenda: Breaking down the binary of sex assigned at birth: is more of a political view and not based in scientific facts.
Understanding the role of privilege and stereotypes: Could violate the anti-discrimination law in NH, and is a political viewpoint that is not inclusive.
Group Norms: What is said here stays here, what is learned here leaves here: Leaves parents wondering what is hidden from them.
Foundational Concepts: The Gender Elephant : One political viewpoint, not inclusive of other views.
Gender Expression: Pronouns: No description of compelled speech which could open the district up to lawsuits.
Sexual and Romantic Orientation: US Holidays to consider: Halloween, Thanksgiving, Valentine’s Day, Mother’s Day, Father’s Day: Parents want to know what will be advised when it comes to US Holidays. Will they promote the elimination of holidays? Mother’s day? Father’s day?
Identity Development in Young Children: Many parents do not want any of these discussions with their young children. That needs to be respected and should be conveyed in this training.
Coming Out: There is nothing about the children who are dealing with underlying issues of self esteem, abuse or even sexual abuse, and may also be acting out. Teachers need to know that some of these kids have serious underlying mental health issues. It would be better to add something about these other cases that teachers may not be aware of, and that parents and mental health providers would be able to guide them.
LGBTQ+ Discrimination and Mental Health Outcomes : Statistics that leave out information because it’s coming from a political source rather than a non-biased source. See additional information on how these statistics are manipulated by political organizations below. (C)
Strategy 1: Acknowledge Privilege and Stereotypes: Provide details on Privilege. This will most likely be requested after the training in a 91-a/Right to Know Request. Have this information documented so it can be available to those seeking information through a 91-a.
Strategy 2: Utilize Gender Neutral Language: Using gender neutral terms is becoming the accepted way to make all people feel recognized and respected: This has actually angered mothers and fathers, so widely accepted may not necessarily be true. Address your classes with gender neutral greetings ex. “Good morning folks!”: This is a political agenda to move society to a genderless society. This is exclusive political jargon not inclusive at all.
Practice using they/them pronouns as singular terms during class: Nothing in here about respecting the conscience of your teachers who may hold sacred religious values. This is more of a political agenda that is exclusive versus inclusive.
Strategy 3 Ask and Tell Pronouns: Nothing in here about respecting the conscience of your teachers again, and is exclusive versus inclusive.
Empowering Your Students: Celebrate Pride Week in October, Ensure representation in books, PUt a few small LGBTQIA + flags or stickers in a visible spot on your desk or lanyard: This is exclusive and not inclusive unless this is advice to teachers so that they are doing the same for your Muslim, Jewish and Christian students. How many books on Christian, Jewish or Muslim Children are in the class?
Taking Action Beyond the Classroom: (Sports / Gender neutral and/or private bathrooms and changing areas: This is a political call to action for your teachers from an organization that we are told is not a political organization. How was this approved for the training?
Resources and Sources: Not diverse in any way. Nothing from the Jewish/Muslim/or Christian community that provide sources on the LGBTQ+ children. Statements, resources, ect.
5) Authority of the staff to execute: What authority will individual employees have going forward to implement these concepts? Open up liability. Will guidance counselors develop plans? Will all of this be made public and transparent? Board members can attend, but for transparency purposes, an audio or video tape should be made and posted on the website.
To the Board Chairs: (Notes)
Do you watch the enrollment numbers?
Do you ever survey parents on the culture/climate?
EXIT interviews of parents?
Bedford/TrinityAre there exit interviews of teachers and do you get ALL of those results?
Do you get a list of teacher training each year?
If not, that should be provided to you with a brief explanation on each training. That should include cost/time away from class. Is it focused on academics?
Do you authorize each training ?
Check registry is displayed on SAU25 website each month. Transparency on monthly expenditures
(C)***Additional information: A recent study, published in the Journal of Sex & Marital Therapy by Dr. Stephen B. Levine, found that transgender activists are misusing the issue of suicide for the purpose of pushing “gender affirmation”:
Suicide among trans-identified youth is significantly elevated compared to the general population of youth (Biggs, 2022; de Graaf et al., 2020). However, the “transition or die” narrative, whereby parents are told that their only choice is between a “live trans daughter or a dead son” (or vice-versa), is both factually inaccurate and ethically fraught. Disseminating such alarmist messages hurts the majority of trans-identified youth who are not at risk for suicide. It also hurts the minority who are at risk, and who, as a result of such misinformation, may forgo evidence-based suicide prevention interventions in the false hopes that transition will prevent suicide.
“The ‘transition or die’ narrative regards suicidal risk in trans-identified youth as a different phenomenon than suicidal risk among other youth,” Levine and his colleagues noted. “Making them an exception falsely promises the parents that immediate transition will remove the risk of suicidal self-harm.”
