The world's most comprehensive review of gender medicine for children was published in April 2024. The Cass Review

A selection of interesting and relevant videos, interviews and podcasts. Videos, Interviews and Podcasts C an Humans Change Sex? This is a new short and simple video explanation of why, when a person changes their outward gendered appearance, they have not changed their sex. Billboard Chris Click here to watch Stella O'Malley and Sasha Ayad talking with Billboard Chris about what led him to become a human billboard and some excellent tips on how to engage in honest conversations about gender ideology. Highly recommended viewing, especially from 8.35 to 17.50. Click here to watch Helen Joyce from Sex Matters speaking on Spiked. Click here to listen to this wide-ranging interview with Stella, the co-founder of Genspect. The Rising Tide of Transgender Identity - What's Going On? This video from Genspect explains the causes and effects of the transgender phenomenon in less than eleven minutes. A new organisation called Inflection Point organised a conference in Wellington on 18 May “for New Zelanders who want the Government to stop gender indoctrination and medicalisation of our children.” Attendees reported an invigorating afternoon with speakers as diverse as Jan Rivers, Ro Edge, Di Landy, Brian Tamaki and Bob McCoskrie from New Zealand, and Mia Hughes, Jennifer Bilek and Kellie-Jay Keen-Minshull speaking via Zoom. All of the speeches are now online here . In particular, we highly recommend the speeches of three of RGE’s supporters: Jan Rivers, Katherine Chua, and Ro Edge. Andrew Doyle's video explaining social contagion . Andrew is a UK journalist and the host of '"Free Speech Nation" on GB News. Interview on Reality Check Radio Maree Buscke spoke to Fern Hickson on 29 May about gender ideology in schools and how parents can counter it. A motion to implement the Cass Review in Scotland was debated in the Scottish Parliament on 8 May. Many excellent speeches are contained in this video of the debate. Interview on the Platform Leah Panapa spoke to Fern Hickson on 1 May about the RSE Guide and Resist Gender Education's Open Letter to the Minister of Education. In this interview on the Platform on March 27, Sean Plunket interviews Sunita Torrance, the founder of Rainbw Storytime in libraries, who admits that drag queens parody women and act as the clown in their events. In this 22 minute presentation, Professor Sallie Baxendale , a UK Consultant Neuropsychologist, describes the effect of puberty on the brain and cites studies showing lower IQ scores for participants who have taken puberty blockers. RGE on The Platform . Our spokesperson, Fern Hickson, was interviewed by Sean Plunket on 23 January about why RGE supports the government's plan to replace the RSE Guide and the major changes that are needed. [Correction: Rose Hipkins works for NZCER not The Education Institute.] Child Psychiatrist, Dr Miriam Grossman (author of 'Lost in Transnation') has excellent advice for parents in this interview by Matt Walsh . In this outtake from an upcoming series "Uncomfortable Truths: The Reality of Gender Identity Ideology", Helen Joyce comments on the "dishonest and irresponsible" parents quoted in the book, "The Transgender Child". In a BBC Newsnight report , a re-analysis of a landmark study about the efficacy of puberty blockers shows the mental health of 34% of the children deteriorated after 12 months of puberty blockers and 27% stayed the same. Helen Joyce speaks with Sean Plunket on the Platform. De-transitioning documentary . (link to full version) In what is billed as “the most controversial Spotlight story this year”, which aired on 3 September, Australian channel 7 News spoke to parents, doctors, and detransitioners and asked the question: “Is a generation being brainwashed?” In these two 5-10 minute interviews from the documentary, Dr Jillian Spencer and Dr Dylan Wilson decry the ‘gender affirmation only’ model of care. In this interview with Peter Boghossian , Helen Joyce discusses how trans identification is a culture-bound syndrome— created by one culture and not present in another. She also explained why parents who have transed their kids will be the ones who must keep fighting until their dying breath to destroy the recognition of the two sexes as legal categories, otherwise they must admit thay have done something terrible to their own children. Richard Dawkins interviews Helen Joyce . They discuss the influence of gender ideology on society and its implications for scientific facts. Jordan Peterson interviews Helen Joyce . This is the second time Peterson has interviewed her and Helen commented that "The pleasure was in being asked different questions to those that arise during my own self-interrogation and rumination, and that nobody I know personally thinks to ask me either." The Bad Law Project in the UK is suing the Department for Education for negligence for promoting gender ideology in schools despite its forseeable harms. It is calling for more parents, teachers and detransitioners to join the first ten litigants. The case also seeks to have gender ideology properly defined in law to expose its political extremism. Listen here to Marg Curnow on the Pendulum Channel on Voice Media. Brandubh a secondary school student, speaks out on gender ideology teaching in Ireland and is damning of her school and her fellow students. “I was not an activist when I started at that school, but I definitely am now,” she says. RGE’s spokesperson , Marg Curnow, spoke on our behalf at a rally outside Parliament on 8 June and on Reality Check Radio on 31 May. Stella O'Malley , psychotherapist and Director of Genspect provides an introduction to the issues for schools here. Genspect advocates for a "cautious, gentle, compassionate and understanding approach." Scott Newgent , a woman who has medically and surgically transitioned to a transman, speaks to a US press conference to “put an end to the idea that medically transitioning children is about human rights. It is not. It is about money.” How was I supposed to know? “How was I supposed to know?” This is the sorrowful question from Chloe Cole, an 18 year old from California who has reclaimed her womanhood after identifying as a male for six years. Unfortunately, those six years have left an indelible mark on her body - her voice is permanently deepened by the testosterone she started taking at the age of 13, she had her breasts removed at 15, and, at 18, she suffers from the sexual dysfunction that is normally associated with menopause. As with so many other trans-identifying teenage girls, Chloe’s normal adolescent struggles were diagnosed as gender dysphoria without proper investigation of other potential causes for her unhappiness, and hormones were prescribed immediately. In this informative interview with Chloe, Jordan Peterson says: Well consent has to be documented but it also has to be informed and informed means you have to understand what you are consenting to. You needed to be walked through in great detail all of the issues that were relevant to you on the psychological and medical front, all of the options that were available to you, and the pros and cons of all those options. I can’t see in any possible way that that could have been done with any degree of thoroughness in something under six months of weekly therapy and I would say that’s an absolute minimum to walk anyone through something as complicated as what you laid out. Detransition: The Wounds That Won't Heal | Chloe Cole | EP 319 This is a two hour video in which Peterson discusses Chloe’s case in depth. For shorter viewing, click on the link under the image for 25 key moments from the interview. What’s causing the trans explosion? In this hour long interview on Triggernometry, Helen Joyce explains why “Gender dysphoria is something that society creates” and what led her to write her book Trans: When ideology meets reality. RGE Presentation to CATA conference View the presentation made to the CATA conference in August 2022 on behalf of Resist Gender Education. Read the transcript. Sex education gets extreme This 25 minute Family First video analyses the MOE relationships and sexuality education guidelines, and takes a close look at Family Planning’s “Navigating the Journey” programme that is used in many NZ schools. The Trans Train and Transgender Regret Documentaries - Bayswater Support Investigative journalists in Sweden have now produced three reports looking at the treatment given to those who seek gender transition, and who later regret their decision. All three parts are in Swedish with English subtitles. Mission: Investigate: Trans Children In this 2021 Swedish documentary with English subtitles the investigative journalist finds “case after case of irreversible treatment of young people gone wrong”, including a 15 year old who has constant pain from severely reduced bone density after being on puberty blockers for four years. “Those with the ultimate responsibility blame each other.” Trans Kids: It’s Time to Talk In this acclaimed Channel 4 (UK) documentary, Stella O'Malley describes the reality of the trans craze that is afflicting a generation of teens who are simply uncomfortable in their bodies. Dysphoric: A Four-part Documentary Series - Bayswater Support This four-part documentary looks at the effect of gender identity ideology on women and girls. It includes interview with illustrative highlights from worldwide media coverage. What is particularly interesting, and discussed virtually nowhere else, is the rise of trans-identification in developing countries. Controversy brewing over transgender children’s access to puberty blockers A 2021 NZ documentary from TV3. Gender: A Wider Lens Podcast – Stella O’Malley and Sasha Ayed O’Malley and Ayed are two practising therapists who explore the concept of gender in a series of episodes with clinicians, academics, transgender people, parents and detransitioners. Calmversations on Apple Podcasts - with Benjamin A. Boyce

Here you will find resources created by Resist Gender Education and instructions for ordering them. Resources We have available business cards to give to interested aquaintances and a 10 page information booklet to take to principals or boards of trustees. Any donations to cover printing and postage costs will be gratefully received into the RGE account: ASB 12-3158-0186494-00. To order our resources , please send an email to info@resistgendereducation.nz with the resource you want in the subject line. Don’t forget to give us your name and address in the message box and how many of each resource you want. 'Sex cannot change" cards . These 21x10cm cards are useful for giving to friends or parents who are unaware of the reach of gender identity ideology in schools. The cards can be handed out at the school gate, in parents’ groups, given to teachers, left in cafes, and libraries etc, or posted to your local MP. To order 50, please deposit $10 for postage into the RGE account: ASB 12-3158-0186494-00 with your name in the reference field. Then email info@resistgendereducation.nz giving your name and address. If you want to leaflet letter boxes or cars, this black & white flyer is more suitable and is now available to download and print. RGE Flyer .pdf Download PDF • 1.07MB Speak up for Women has a coloured downloadable flyer on its website .

Parents have the right to opt their children out of specified parts of the health curriculum related to sexuality. Parents have the responsibility of making major decisions on behalf of their children. But some schools have policies and practices that evade these parental rights and responsibilities. Your Rights as a Parent Parents have the right to opt their children out of specified parts of the health curriculum related to sexuality. Many parents are surprised to learn that, by law, schools are required to provide a full consultation for parents on sexuality education every two years . This includes providing the curriculum content and adequate opportunity for parents to submit anonymous feedback. Consultation – use it or lose it . Here are the legal requirements for schools to consult with parents about the content of relationship and sexuality education and what parents can do if they are dissatisfied with the consultation offered. Some parents have advised that when they have requested the teaching materials, schools will only allow them to leaf through hard copy versions in the school office due to copyright issues (for example, Family Planning’s resource “Navigating the Journey"), thus creating a barrier for many busy parents. Schools are free to deliver the Relationship and Sexuality curriculum in their own ways, after consultation with their communities . Some may restrict the teaching to specific RSE classes, which parents can opt their child out of if they wish. Others may follow the recommendations from the Ministry of Education and ensure that gender theory and ideology is enmeshed throughout as many different areas of study as possible – English, Science, History, PRIDE week lessons, extra curricular rainbow groups and so on – thus restricting your ability as a parent to effectively withdraw your child from these topics. Individual teachers may develop their own curriculum for the year, using the Ministry of Education guidelines as just that – a minimum guide. So some teachers, who may be particularly passionate about gender theory, may teach more extreme or activist versions than a teacher who perhaps isn’t as convinced that sex is “on a spectrum”. All teachers, however, will be expected to teach the minimum concepts found in the curriculum (for example, that sex is assigned, not observed at birth, and that sex is on a spectrum, not binary). Schools should always seek to inform, involve, and respect parents when deciding what to teach their students. This is particularly important when those topics are of a sensitive or sexual nature. The teaching of gender ideology may directly go against the faith and culture of many students and families within the school community. Child safe-guarding, age appropriateness, and cultural or religious sensitivities are issues to be openly and readily discussed with parents – not avoided or actively hidden from parents. What duty does a school have to inform parents if their child socially transitions at school? The RSE guide encourages schools to support a child’s social transition without mentioning the need to consult parents. Social transition – where a child changes their name and wears clothing associated with the opposite sex – is not a benign act but the first extremely controversial step of a treatment pathway for gender dysphoria. When schools endorse social transition without explicit parental consent, they are depriving parents of the opportunity to fulfill their responsibilities under the Care of Children Act 2004 to determine the medical treatment of their child. We have received legal advice that confirms that, under the Education Act, principals are expected to inform parents of any matters that in the principal’s opinion “ are preventing or slowing the student’s progress... (or) harming the student’s relationships with teachers or other students.” Points to note are: This expectation is entirely dependent on the principal’s opinion and there is no case law to clarify the extent or limits of the principal’s decision. Whether the obligation to inform parents of any matter is triggered depends on the circumstances of a particular case . There ought to be no school policy or teaching practice that automatically decides to keep information from a parent. Each case must be considered on its merits and the decision made by the principal . Although parents have legal duties and responsibilities towards their children, as the children get older, the parents’ guardianship role changes to that of an advisor. The courts have previously found that a child of or over the age of 16 years in most cases is presumed to have sufficient maturity to make his or her own decisions. Conclusion In the absence of case law, whether or not you will be informed about your child socially transitioning at school wholly depends on the principal’s ideological view and the age of your child. If the principal is fully supportive of organisations like InsideOUT and follows its advice, you will not be informed . InsideOUT incorrectly asserts that schools are obliged by the Privacy Act not to tell parents and, in addition, from the age of 16 your child is considered old enough to instruct the school not to tell you. As you cannot be certain that you will be made aware of your child’s social transition at school , it is imperative that you become fully aware of what is being taught there regarding gender identity and which rainbow organisations or clubs the school hosts. Knowing what beliefs are being presented to your child as facts is the first step towards countering this damaging ideology. Make sure you are fully informed about the biennial consultations on the Health curriculum so that you are able to consider withdrawing your child from RSE classes if you think the content is unsuitable. Here are some further useful links: Stella O'Malley, psychotherapist and Director of Genspect provides an introduction to the issues for schools here . Genspect advocates for a "cautious, gentle, compassionate and understanding approach." We recommend this policy from a US school: " We believe in parental choice and that we are here to serve families. As we strive to build upon connections with our families, we leave the job of parenting to our parents. They are responsible for imparting morals and values taught in their homes including practiced political, religious, and social viewpoints. We trust that they know what is best for their student as the student grows and develops into an adult.” The gender affirmative model and social transition in schools (April 2023) Transgender Trend responds to the Department for Education draft transgender guidance proposals for schools in the UK. " The DfE must decide if schools are to follow either an activist approach or an approach in line with normal standards of safeguarding. It can’t be a bit of both." A Teacher’s Guide to Sex and Gender This UK website from Teachers for Evidence-based Education provides guidance and resources to help educational professionals navigate the issue of sex and gender identity in schools. The group believes that “sex matters and that to deny the importance of material reality will lead to inequality and conflict between people with different protected characteristics.” Guidance on supporting trans children in schools This new (Feb 2023) guidance is provided by UK education unions and sector bodies and aims to help schools meet their legal duties while supporting all children. Sex and Gender Identity This February 2023 revised and updated guidance for UK schools was jointly produced by Sex Matters and Transgender Trend. Brief Guidance for Schools Produced by Genspect, this guidance advises schools to develop a sex and gender policy and to take a "cautious, least-invasive- first approach" to gender issues. Brief Guidance on Social Transition Also produced by Genspect, the guidance includes several cautions, including one against allowing students to dictate other people's use of pronouns, saying "it is not acceptable to act as though it is an act of hostility to use the biologically correct pronoun." Saying no to school transition . In this article from the Critic, UK MP Miriam Cates, explains why new Education Department policy should ban schools from socially transitioning a child, even with parental consent. “ The need for guidance is indisputable, but anything other than a total ban on schools socially transitioning children will exacerbate [these] tensions. Not only is a ban the right ethical solution, it is also the only way to protect head teachers from being forced to make high stakes decisions for which they are unqualified. ”

Letter template for asking about Life Education Trust lessons Life Education Trust query Dear Principal, Would you please make the intended Life Education lesson plans available to parents who request them? I would like to make sure there is no gender ideology in there before I give permission for my children to attend. I think there will be other parents who will appreciate this too. I love the Trust's work in general but I would like to be forewarned if they intend to go into anything around ‘identity’ or ‘inclusivity’ in particular as I don’t trust that they won’t stray into confusing kids about biology in terms of sex and gender. It is very important to our family that our kids are not led up the garden path (or towards physically and psychologically debilitating gender medicalisation and modification) by gender ideologists. Life Education has been dabbling in this so please be wary. Thank you,

In the last few years, schools and teachers have found themselves in a gender minefield without the training or quality guidance they need on how to navigate through the demands being placed upon them by some very confused ideas about sex and gender. The Responsibilities of Boards of Trustees In the last few years, schools and teachers have found themselves in a gender minefield without the training or quality guidance they need on how to navigate through the demands being placed upon them by some very confused ideas about sex and gender. Among other things they are being asked to: teach gender identity beliefs as if they are facts use the pronouns and names chosen by individual students allow students who claim to be the opposite sex to use the toilets of that sex irrespective of any discomfort the other students may feel keep a student’s social transition to another gender a secret from their parents. Why is this a problem for Boards of Trustees? The stewardship role of Boards of trustees involves planning for, and acting in, the interests of the school and its community. Student learning, wellbeing, achievement, and progress are the board's main concern. (Ref Pg 2, ERO School Trustees Booklet 2017). Issues which affect student well-being affect their learning. The sudden rise in the numbers of students expressing gender identity beliefs - the idea that they can change their sex or be non-binary or have no sex at all - has serious implications for schools. When students assert that their feelings about their sex or gender are more important than their physical sexed bodies, and when school policies and practices support those beliefs, the well-being of everyone in the school is affected. The desires of some students should not be met at the expense of other students. School policies and practices need to be respectful of the whole school community and facilities need to meet the needs of all students. In order to navigate the gender minefield, trustees and staff need to become fully informed about the concepts associated with gender identity theory and be aware that these concepts are heavily criticised by a wide range of international experts. This is a complex issue that has the potential for conflict in the community and even litigation against the school. In this video, Stella O'Malley , psychotherapist and Director of Genspect, provides an introduction to the issues for schools. Genspect advocates for a "cautious, gentle, compassionate and understanding approach." Relationship and sexuality education The Relationship and Sexuality Education Guide (RSE Guide) for NZ schools that was published in September 2020 not only accepts but actively promotes controversial gender identity beliefs as if they are fact. Schools are entrusted to educate children about controversial topics by providing students with both sides of a debate presented neutrally and objectively. This trust is being undermined by the MOE’s policies for teaching children that they can choose their sex and that embracing body dysmorphia as part of a trans identity is an easy, joyful, and authentic response to unhappiness. No alternative viewpoint is presented. Guidelines that recommend schools collude with students to keep their gender transition at school a secret from their parents are the ultimate betrayal of trust and are unprofessional in the extreme. Court cases have already been instigated overseas in relation to demands like those placed upon our teachers. Litigation has been brought by parents whose children have been socially transitioned at school without their consent; on behalf of girls who have been sexually assaulted in mixed-sex school facilities; and by teachers whose personal beliefs have been overridden by school policies that enforce gender ideology practices such as using preferred pronouns. The purpose of a school is not to provide a conduit for political or social ideologies. We recommend that Boards of Trustees remove gender politics from schools and focus on respecting the needs of all students and creating an environment of acceptance rather than one of exceptionalism. Concepts that everyone needs to fully understand: What is gender identity theory? Why do some people say it is fact when it is really a belief? What are the new definitions and language of gender theory and are they accurate? What is gender dysphoria and what are the differing explanations for it? Why are there suddenly so many students saying they are trans and what is the best evidence for how to support them? What is gender affirmation and what are the implications for schools when they automatically affirm students in an adopted gender identity? What is social transition and is it a harmful option for children with gender distress? What is the new evidence that puberty blockers are powerful drugs that are being used experimentally to disrupt puberty? Why are mental health outcomes better when children are allowed to mature naturally? What are the flow-on effects in a school when students claim they are the other sex or that they don’t have a sex? Why are transgender rights not an extension of gay rights? What are intersex conditions (DSD – differences in sex development) and what do they have to do with being transgender? For answers to these and other questions go to https://www.resistgendereducation.nz/faqs School Policies and practices School policies need to be based not on ideology but on facts, reality, and evidence. Safety and fairness fo r all students should be paramount and any political or ideological positions should be avoided. Social transition (the adoption of names, pronouns, and clothing of the opposite sex). Social transition is a process that schools do not have the knowledge or expertise to oversee. It can prematurely cement a life-altering decision and make it hard for a student to retract. Unambiguous policies are needed to enable schools to manage any student or parental requests to affirm a child in a chosen identity. Uniforms. It is appropriate for uniforms and hairstyles to be fluid. If students want to wear a different uniform, they should be able to without it being a major statement. Allowing students to express themselves as they choose does not make them the opposite sex. Names. While peers and teachers may choose to use nicknames, legal names should be used for all formal documents. Only when there has been a documented legal change of name should formal school records be altered. Pronouns. The use of ‘preferred pronouns’ is an unworkable concept in schools. Many neurodiverse and learning-disabled students, or those with speech and language difficulties, or with English as a second language, find the concept very confusing and difficult. It is also discriminatory to those who do not adhere to gender identity beliefs. It is not the responsibility of children or teachers to provide opposite sex affirmation to students in their classes. Toilets, changing rooms, and residential stays. Single-sex facilities at school and on residential stays are necessary for the safety and dignity of children of both sexes and should be protected. For the small number of children who find that challenging, separate single-occupancy facilities can be provided. No children should be asked to ignore their own need for privacy and dignity in order to validate another child’s self-perception. Sport. After puberty, for fairness and safety , all sports should be segregated by sex. Where it is safe, separate mixed-sex teams can be formed as optional extras. Birth Certificates. From June 2023 it will be possible for parents to change the sex marker on their child’s birth certificate. Very serious safe-guarding issues are raised if this change is not disclosed to the school. If the correct sex of a child is not known, the possibilities are open-ended for accusations of, or actual, sexual assaults. Keeping secrets provides a ripe environment for all sorts of bullying and emotional blackmail. If teachers do not know the actual sex of the children under their care, they cannot safely provide medical assistance, or plan for residential camps, or offer sex-specific advice. In order to implement the school's policies around gender that have been formed for the benefit of all, the biological sex of every student must be declared upon enrolment. Meaningful consultation By law, schools are required to provide full consultation for parents on sexuality education every two years and to be guided by community input. As parents may want to withdraw their children from particular RSE lessons, the consultation needs to be full and transparent. For parents to make fully-informed decisions, schools need to consult with them in good faith. There should be a consultation period of at least two months. All materials to be used with their children (including worksheets, videos, and graphics) should be readily available for parental assessment, without them having to go into the school. No materials should be withheld for copyright reasons. The school should confirm that all teaching of RSE content will be in dedicated lessons, and that RSE will not be embedded throughout the curriculum as recommended by the MOE . Embedding the content thwarts the parents’ right to withdraw their children from some or all lessons. Education about sex, gender, and sexuality should be age appropriate. Schools and parents should reach a consensus about what topics will be covered at each level at school and which questions will be referred to parents for answering. Examples of good consultation practices, a body positive policy, and a policy about teachers answering questions are on the RGE website. https://www.resistgendereducation.nz/information/get-involved Some points for Principals and Boards to consider: What is the school’s definition of sex and gender identity? Is the school’s definition in keeping with the views of its community? Is the school teaching scientific facts or ideological beliefs about human sexuality, or is it avoiding the subject altogether? How does the school show respect to those who don’t believe in gender theory? How will the school ensure that no-one is pressured to endorse a belief they do not hold? Does the school have robust policies around gender identity? What evidence has been used to support those policies? Is the school gender identity policy consistent with the way it treats other religious or political beliefs? What school policies might need to change, be added, or be removed so that children can be free to explore their identities in a neutral space that neither celebrates nor shames them? How will the school manage requests to ‘affirm’ a student in beliefs that are not supported by scientific evidence and not held by the majority of families or staff? How will the school meet the needs and safety of all students (and staff) in a way that ensures everyone’s values and beliefs are respected ? Schools are required to have an 'Inclusive Education' policy but there can be fishhooks in the nice-sounding words. Read our substack on the subject here . We recommend this policy from a US school: " We believe in parental choice and that we are here to serve families. As we strive to build upon connections with our families, we leave the job of parenting to our parents. They are responsible for imparting morals and values taught in their homes including practiced political, religious, and social viewpoints. We trust that they know what is best for their student as the student grows and develops into an adult.” Useful guidance for schools from Sex Matters, Transgender Trend, and Genspect: Sex and Gender Identity This February 2023 revised and updated guidance for UK schools was jointly produced by Sex Matters and Transgender Trend. Brief Guidance for Schools Produced by Genspect, this guidance advises schools to develop a sex and gender policy and to take a "cautious, least-invasive-first approach" to gender issues. Brief Guidance on Social Transition Also produced by Genspect, the guidance includes several cautions, including one against allowing students to dictate other people's use of pronouns, saying "it is not acceptable to act as though it is an act of hostility to use the biologically correct pronoun." Saying no to school transition . In this article, UK MP Miriam Cates explains why new Education Department policy should ban schools from socially transitioning a child, even with parental consent. “ Not only is a ban the right ethical solution, it is also the only way to protect head teachers from being forced to make high stakes decisions for which they are unqualified.” Conclusion T eachers normally keep their religious and political beliefs to themselves and the same should apply to any beliefs they have about gender identity. It is not possible for humans to change sex and children should not be confused by being taught anything else. We recommend Boards of Trustees remove gender politics from the classroom and ensure schools are not centres of gender activism and children are not being used as foot soldiers for an activist agenda. Gender identity activism is not a school’s purpose and teaching gender identity ideology by disguising it as fact is not education. Further recommended reading: The Transgender Children’s Crusade by Kay S Hymowitz Time to Think by Hannah Barnes (review) Gender dysphoria is rising - and so is professional disagreement (British Medical Journal)

The teaching of gender identity ideology is a new practice in Aotearoa and raises many questions for teachers who do not subscribe to the belief. Under the NZ Bill of Rights Act, people have the right both to hold and not to hold a belief. In the United Kingdom, The Maya Forstater case upheld the right for people to hold and express gender critical views. Are teachers’ views protected in the same way in Aotearoa? To find out, we asked the Ministry of Education and the Teaching Council a series of questions: What are the rights of teachers or schools to decline to teach gender identity ideology if they don't subscribe to that belief system, even though teaching it is recommended in the Ministry of Education Relationship and Sexuality Guide ? Would it be against the law for a school to teach that sex is binary and cannot be changed but that people can change their gendered behaviour? Do students or staff have the right to ask others to use their preferred opposite sex or neo pronouns (as that is their protected belief) AND is there a matching right for students and staff to decline to do so (as that is their protected belief)? What are the employment rights of staff who decline to participate in social transitioning of both children and adults, for example by not using opposite sex or neo pronouns? How can teachers manage the expectation of the school that they must, at the same time , both keep confidential an adult or child’s gender identity and also affirm it? Would teachers who provided information about the negative consequences of gender transitioning to students be considered to have broken the Conversion Therapy Practices Prohibition Act? How does the Privacy Act fit with the Care of Children Act and the rights of parents to be informed and make decisions about their child’s care and education? Do parents, staff, and students in schools have the right to single-sex toilets and changing rooms that opposite sex people, including those with transgender identities, cannot access? We received only the briefest of answers to these and our other important questions: The Teaching Council The Teaching Council advised: “We have considered your request under the Official Information Act 1982 (OIA) and I can advise as follows. As we have neither sought or received any legal advice in relation to any of these questions, we must refuse your request under section 18(e) of the OIA - as the information sought does not exist.” The Council continued, “I can, however, advise that the professional expectations we have of teachers to maintain their practising certificates is to meet Our Code, Our Standards. The code sets out principles that are relevant to your questions to help teachers make sound judgements in supporting both children and their whanau.” One of the “sound judgements” expected, according to the Code, is for teachers to use a students’ preferred pronouns. (Our Code: Examples in Practice p13) However, in 2024 in response to a query from the Free Speech Union , the Teaching Council CEO, Lesley Hoskins, agreed that teachers do have the right to decline to use preferred pronouns, as long as they do so in a respectful way. The Ministry of Education The Ministry also does not know the answers to our questions and is unconcerned by them: “The Ministry has not sought any legal advice in relation to the specific questions mentioned in your request therefore your request has been refused under Section 18(e) of the Act, as the document alleged to contain the information requested does not exist.” Its response continued: “It should be noted that The Education and Training Act 2020 requires a school’s board to provide a safe environment for students and to ensure that their school is inclusive of, and caters for, students with differing needs. This means that we expect school policies and practices to protect and promote the safety and inclusion of all students, including transgender and non-binary students. Schools can do this by: Supporting transgender students to use the facilities (e.g. bathrooms and changing rooms) they feel safe and comfortable using; (That’s a ‘no’ to our last question.) Ensuring transgender and non-binary students are supported to engage in sport and other physical activity in a way that is safe and inclusive; and (Safe and inclusive for the other students as well?) Upholding transgender, intersex and non-binary students’ privacy by confirming the student’s wishes around what name and gender identity they would like used at school and in communication with parents and whānau. (That’s a blanket endorsement of keeping secrets from parents.) The Ministry’s response then became patronising – assuming that our questions were prompted by our not understanding the curriculum or by being prudish about sexuality. We were advised to educate ourselves: The Ministry of Education provides guidance to teachers who may feel uncomfortable with topics in relationship and sexuality education. We suggest that it may be useful for teachers to support each other (or seek extra support from others) if needed to reflect upon teaching practice in relation to feeling uncomfortable or being in conflict with their values, attitudes and beliefs. This will help teachers to think critically about the questions and responses they are providing in class when these feelings arise.” The advice from the Teaching Council and the Ministry of Education is full of double-speak. Although the Council’s Code of Professional Responsibility requires teachers to “respect the diversity of the heritage, language, identity and culture of all learners”, the views and values of those who don’t believe in gender identity theory are officially repudiated. Although the Ministry says about RSE education, “It is good practice to communicate with whanau prior to let them know that the learning is coming up...” it also advises: “Schools do not need to seek permission from parents, caregivers or whanau for akonga to participate in RSE.” Teachers are in a dilemma. The Ministry of Education endorses the idea that being transgender is a positive and ‘authentic’ choice for children to make, even at a very young age. As a teacher, if your own school’s Board of Trustees and principal hold the same ideological view, what can you do if you disagree and don’t want to teach children that sex is on a spectrum and can be changed at will? The choices are stark: 1. Keep your head down and hope you can avoid the topic and that no trans or non-binary students appear in your classes. (This is becoming an increasingly unrealistic hope.) 2. Comply with school policy to the minimum required, trying not to compromise your own values at the same time. 3. Raise the issues you have with gender theory and try to change the school’s gender identity policies. (It is best to collaborate with parents on this.) 4. Resign before you are compelled to leave. (Some NZ teachers have already been forced into this position.) We hope that the fourth option does not become necessary for any more teachers. Instead, we want to support teachers to pursue option three. If you are interested in this option, please email resist@resistgendereducation.nz and ask for the school gender policy information pack that we are currently preparing. Here are some further useful links: Stella O'Malley, psychotherapist and Director of Genspect provides an introduction to the issues for schools here . Genspect advocates for a "cautious, gentle, compassionate and understanding approach." Saying no to school transition . In this article from the Critic, UK MP Miriam Cates, explains why new Education Department policy should ban schools from socially transitioning a child, even with parental consent. “ The need for guidance is indisputable, but anything other than a total ban on schools socially transitioning children will exacerbate [these] tensions. Not only is a ban the right ethical solution, it is also the only way to protect head teachers from being forced to make high stakes decisions for which they are unqualified. ” We recommend this policy from a US school: " We believe in parental choice and that we are here to serve families. As we strive to build upon connections with our families, we leave the job of parenting to our parents. They are responsible for imparting morals and values taught in their homes including practiced political, religious, and social viewpoints. We trust that they know what is best for their student as the student grows and develops into an adult.” The gender affirmative model and social transition in schools (April 2023) Transgender Trend responds to the Department for Education draft transgender guidance proposals for schools in the UK. " The DfE must decide if schools are to follow either an activist approach or an approach in line with normal standards of safeguarding. It can’t be a bit of both." A Teacher’s Guide to Sex and Gender This UK website from Teachers for Evidence-based Education provides guidance and resources to help educational professionals navigate the issue of sex and gender identity in schools. The group believes that “sex matters and that to deny the importance of material reality will lead to inequality and conflict between people with different protected characteristics.” Guidance on supporting trans children in schools This new (Feb 2023) guidance is provided by UK education unions and sector bodies and aims to help schools meet their legal duties while supporting all children. Sex and Gender Identity This February 2023 revised and updated guidance for UK schools was jointly produced by Sex Matters and Transgender Trend. Brief Guidance for Schools Produced by Genspect, this guidance advises schools to develop a sex and gender policy and to take a "cautious, least-invasive- first approach" to gender issues. Brief Guidance on Social Transition Also produced by Genspect, the guidance includes several cautions, including one against allowing students to dictate other people's use of pronouns, saying "it is not acceptable to act as though it is an act of hostility to use the biologically correct pronoun." I’m a teacher and I will not be complicit https://open.substack.com/pub/pitt/p/im-a-teacher-and-i-will-not-be-complicit?r=24091f&utm_campaign=post&utm_medium=web In this article a teacher from Chicago describes the insidious spread since 2015 of gender theory in schools, culminating now in its compulsory inclusion in lesson content. The teacher has resigned, saying: “ I am going to do my best to blow the whistle and restore sanity to my once honorable profession.” Get informed Frequently asked questions Critique of the Relationships and Sexuality Guide Your rights as a parent Template letter to withdraw your child from RSE Critique of InsideOUT Critique of Navigating the Journey Law takes precedence over policy The Responsibilities of Boards of Trustees School policies and practices Question flowchart Speaking to the school Board of Trustees Community consultation Case study of a primary school consultation (2021) School body positive policy

We all agree that young people need truthful and positive education about their bodies, sexuality, reproduction and contraception. But lately many parents have become concerned about the content of some of the health lessons being provided to their tamariki. Relationship and Sexuality Education – an Alternative We all agree that young people need truthful and positive education about their bodies, sexuality, reproduction and contraception. But lately many parents have become concerned about the content of some of the health lessons being provided to their tamariki. Parents have noticed that beliefs and values they do not subscribe to are being taught to their children as facts. Some of the topics, although important for children to know as they mature, are being taught at a disturbingly young age. Also, some content coaches children to take part in actions for social change, without reference to the wide range of values in the community. It is important that young children are taught to be accepting of difference but there is no need to mention gender identities or transgenderism at an early age. Discussion of such ideas properly belongs with older students, near or during puberty, and then they should be presented in a balanced way, as with any subject that is contentious, with the beliefs and values of parents being equally respected. Young children do not need lengthy expositions about gender identity. This resource, adapted from the Ministry of Education’s Relationship and Sexuality Guidelines (2020), provides an outline of age-appropriate relationship and sexuality education that is respectful of the values of all individuals and whānau. Key learning at Curriculum Level 1 - Years 1 & 2 (5 - 7 years old) Our suggested Level 1 Lesson plans can be found here Key learning at Curriculum Level 2 - Years 3 & 4 (8 – 9 years old) Our suggested Level 2 Lesson plans can be found here Key learning at Curriculum Level 3 - Years 5 & 6 (10 - 11 years old) Our suggested Level 3 Lesson plans can be found here Key learning at Curriculum Level 4 - Years 7 & 8 (12 - 13 years old) Our suggested Level 4 Lesson plans can be found here Key learning at Curriculum Level 5 - Years 9 & 10 (14 - 15 years old) Our suggested Level 5 Lesson plans can be found here

This website is for everyone, especially parents and teachers who are concerned about the promotion of gender identity ideology in New Zealand schools. On this site you will find information, research and resources for parents and teachers as well as links to other related websites. All our Articles Our content is divided into Information, Schools and Take Action - this page contains it all... A letter to the teacher Articles Become a Parent Advocate Books to avoid Changes to Relationships and Sexuality Education Comprehensive Websites Emeritus Professors endorse our Guidelines for schools FAQs about RSE in schools Flying Blind For Parents Gender Minorities Aotearoa Gender policies for schools Get Involved Human rights for everyone Index to Substack InsideOUT Law takes precedence over policy Lesson Plans Letter templates Life Education Trust query Manual for Parents NZ Schools Guidelines Navigating the Journey News Archive Positive books for primary students Positive books for secondary students Press Release 8 May 2023 Primary OIA Rainbow Teaching in Schools Read, watch, and listen

Click here to listen to Helen Joyce talking on Free Speech Nation about policy changes for UK schools in 2024 and Sex Matters' new model policy for schools - Sex-based rules and record-keeping. When kindness becomes cruelty. March 2024 substack from RGE explaining our policies against allowing social transition and preferred pronouns in schools. Press statement 8 May 2023. Resist Gender Education and an increasing number of parents are challenging the way children as young as five are being taught that they can choose their sex; that sex is determined by how well they fit into sex stereotypes; and that it's easy, joyful, and authentic to embrace body dysmorphia as a way of coping with unhappy feelings. Stella O'Malley , psychotherapist and Director of Genspect provides an introduction to the issues for schools here . Genspect advocates for a "cautious, gentle, compassionate and understanding approach." The gender affirmative model and social transition in schools (April 2023) Transgender Trend responds to the Department for Education draft transgender guidance proposals for schools in the UK. " The DfE must decide if schools are to follow either an activist approach or an approach in line with normal standards of safeguarding. It can’t be a bit of both." A Teacher’s Guide to Sex and Gender This UK website from Teachers for Evidence-based Education provides guidance and resources to help educational professionals navigate the issue of sex and gender identity in schools. The group believes that “sex matters and that to deny the importance of material reality will lead to inequality and conflict between people with different protected characteristics.” Guidance on supporting trans children in schools This new (Feb 2023) guidance is provided by UK education unions and sector bodies and aims to help schools meet their legal duties while supporting all children. Sex and Gender Identity This February 2023 revised and updated guidance for UK schools was jointly produced by Sex Matters and Transgender Trend. Brief Guidance for Schools Produced by Genspect, this guidance advises schools to develop a sex and gender policy and to take a "cautious, least-invasive- first approach" to gender issues. Brief Guidance on Social Transition Also produced by Genspect, the guidance includes several cautions, including one against allowing students to dictate other people's use of pronouns, saying "it is not acceptable to act as though it is an act of hostility to use the biologically correct pronoun." Resist Gender Education supports the right of schools to teach according to their special character and we certainly support them in choosing not to teach belief systems as though they are fact. Read our statement here . Safe Schools Alliance UK Although this website refers to the legalities and education guidelines in the UK, it also contains helpful advice on how to talk to schools that is applicable to Aotearoa. I’m Local This is a NZ site with a downloadable “Queer & Trans 101” comic that shows how gender ideology is presented and taught to children. Gender Curriculum Rejected, Support For Opt-In Sex Ed – Poll - Family First NZ A NZ Poll regarding views on the recently updated “Relationships & Sexuality Education Guide”. {Link to our critique of the RSE Guide.} Get informed Frequently asked questions Critique of the Relationships and Sexuality Guide Your rights as a parent Template letter to withdraw your child from RSE Critique of InsideOUT Critique of Navigating the Journey Law takes precedence over policy The Responsibilities of Boards of Trustees School policies and practices Question flowchart Speaking to the school Board of Trustees Community consultation Case study of a primary school consultation (2021) School body positive policy

The NZ National Guidelines on Sex and Gender in Schools - a research-based and compassionate roadmap to support schools to develop a respectful school climate that meets the needs of their community. NZ Schools Guidelines Independent NZ Guidelines on Sex and Gender in Schools We have developed this guidance to help New Zealand educators build an understanding of new developments in sex, gender, and identity, to ensure that all students are safe at school. We present research-based evidence and a compassionate roadmap to support schools to develop a respectful school climate that meets the needs of their diverse communities and is in alignment with globally-recognised best practice and pedagogy. Our guidelines are endorsed by Emeritus Professor Sue Middleton and Emeritus Professor David Gerrard. NZ Schools Guidelines .pdf Download PDF • 6.08MB

In 2020, the Ministry of Education released a new ‘Relationships and Sexuality Education’ curriculum guide for all students from Year 1 through to Year 13. Read our critique here. This guide introduces students as young as five years old to the concept and topics of sexuality and gender and teaches them that sex is a spectrum and not binary. Schools have a lot of flexibility in how they can teach the content in this guideline, however it frequently references and steers teachers towards organisations that are quite extreme in their beliefs about sex and gender. We believe that this subject matter is not age-appropriate for young children and has the potential to cause harm. Many schools may adopt these guidelines without understanding the full implications of the gender theory they are based on. Resist Gender Education In 2020, the Ministry of Education released a new ‘Relationships and Sexuality Education’ curriculum guide for all students from Year 1 through to Year 13. Read our critique here. This guide introduces students as young as five years old to the concept and topics of sexuality and gender and teaches them that sex is a spectrum and not binary. Schools have a lot of flexibility in how they can teach the content in this guideline, however it frequently references and steers teachers towards organisations that are quite extreme in their beliefs about sex and gender. We believe that this subject matter is not age-appropriate for young children and has the potential to cause harm. Many schools may adopt these guidelines without understanding the full implications of the gender theory they are based on. Even more concerning, schools are increasingly feeling entitled to affirm a child’s gender transition, sometimes without informing parents or seeking their consent and sometimes in spite of parents’ objections. Manual for Parents One click for all the information you need! Our most useful information for parents is collected here onto one page. (November 2023 - to be updated after the new Minister of Education clarifies how she will review the RSE Guide.) Read More Letter templates Templates to assist parents in writing to the school. Read More Your Rights as a Parent Parents have the right to opt their children out of specified parts of the health curriculum related to sexuality. Parents have the responsibility of making major decisions on behalf of their children. But some schools have policies and practices that evade these parental rights and responsibilities. Read More Become a Parent Advocate Firstly, find out what your child is being taught about relationships and sexuality. It is important to read the school’s policy, and also understand the individual stance of your child’s teacher. Where schools have engaged an outside organisation to provide the lessons, parents should ask to view the content. Read More Get Involved While it is important to engage with your child’s school, it is also important to talk to other parents about your concerns. You will be surprised how many parents are unaware that gender theory is being taught in NZ schools from the age of five. Read More The Responsibilities of Boards of Trustees In the last few years, schools and teachers have found themselves in a gender minefield without the training or quality guidance they need on how to navigate through the demands being placed upon them by some very confused ideas about sex and gender. Read More Your Rights as a Teacher The Ministry of Education endorses the idea that being transgender is a positive and ‘authentic’ choice for young children to make. As a teacher, what can you do if you disagree and don’t want to teach children that sex is on a spectrum and can be changed at will? Read More Law takes precedence over policy Ministry of Education and school guidelines sometimes clash with established NZ law. Where there is a conflict, the law is paramount. Read More Resources Here you will find resources created by Resist Gender Education and instructions for ordering them. Read More Resist Gender Education In 2020, the Ministry of Education released a new ‘Relationships and Sexuality Education’ curriculum guide for all students from Year 1 through to Year 13. Read our critique here. This guide introduces students as young as five years old to the concept and topics of sexuality and gender and teaches them that sex is a spectrum and not binary. Schools have a lot of flexibility in how they can teach the content in this guideline, however it frequently references and steers teachers towards organisations that are quite extreme in their beliefs about sex and gender. We believe that this subject matter is not age-appropriate for young children and has the potential to cause harm. Many schools may adopt these guidelines without understanding the full implications of the gender theory they are based on. Even more concerning, schools are increasingly feeling entitled to affirm a child’s gender transition, sometimes without informing parents or seeking their consent and sometimes in spite of parents’ objections. Manual for Parents One click for all the information you need! Our most useful information for parents is collected here onto one page. (November 2023 - to be updated after the new Minister of Education clarifies how she will review the RSE Guide.) Read More Letter templates Templates to assist parents in writing to the school. Read More Your Rights as a Parent Parents have the right to opt their children out of specified parts of the health curriculum related to sexuality. Parents have the responsibility of making major decisions on behalf of their children. But some schools have policies and practices that evade these parental rights and responsibilities. Read More Become a Parent Advocate Firstly, find out what your child is being taught about relationships and sexuality. It is important to read the school’s policy, and also understand the individual stance of your child’s teacher. Where schools have engaged an outside organisation to provide the lessons, parents should ask to view the content. Read More Get Involved While it is important to engage with your child’s school, it is also important to talk to other parents about your concerns. You will be surprised how many parents are unaware that gender theory is being taught in NZ schools from the age of five. Read More The Responsibilities of Boards of Trustees In the last few years, schools and teachers have found themselves in a gender minefield without the training or quality guidance they need on how to navigate through the demands being placed upon them by some very confused ideas about sex and gender. Read More Your Rights as a Teacher The Ministry of Education endorses the idea that being transgender is a positive and ‘authentic’ choice for young children to make. As a teacher, what can you do if you disagree and don’t want to teach children that sex is on a spectrum and can be changed at will? Read More Law takes precedence over policy Ministry of Education and school guidelines sometimes clash with established NZ law. Where there is a conflict, the law is paramount. Read More Resources Here you will find resources created by Resist Gender Education and instructions for ordering them. Read More