Search Results

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 your child’s individual teacher’s stance. A school principal may be quite reserved about gender ideology, only to later realise that one teacher in their school is teaching the RSE guidelines using extreme activist resources direct from an activist group like “Inside Out.” Click here to read our critique Some schools may not have teachers instructing students on relationships and sexuality at all, but may instead outsource this teaching to various Rainbow organisations under the guise of ‘anti-bullying’ or ‘diversity’ classes. Be aware of these organisations (InsideOUT, Rainbow Youth, Rainbow Tick, Gender Minorities, Family Planning, Mates & Dates) and the content of the courses they provide. The school should provide advance notice of any such external lessons and their content so that you are able to opt your child out if you feel the content is inappropriate. To find out what your child’s school is teaching, we recommend emailing the principal to ask for the school policy, curriculum and lesson plans. You could also request a meeting where you can ask questions to better understand exactly what your child is being taught. A discussion with your child’s individual teacher is also recommended. See our Draft Curriculum Query letter. If you discover that your child’s school has not yet implemented the new RSE guide, let them know that you have some concerns about the curriculum and would like to be involved in the required consultation process. Now is the perfect time to send them some alternative information and resources on this topic, available under ‘Information’ on this website. If your child’s school is already using the new 2020 guidelines, you have the right to withdraw your child from relationship and sexuality lessons until further notice . See our Draft Withdrawal from RSE letter and this Sample letter to a teacher. We recommend, in both cases, that you explain your concerns by selecting the appropriate paragraphs from this draft letter, and include links to resources from this Resist Gender Education website. Whenever possible, replace the general statements from the draft letter with specific examples from your school’s policies, practices, or lessons. Letter of Concern Template Body Positive Policy Alternative RSE Guidelines How to get your child exempted from gender indoctrination Laura sent this request to the principal of her children’s school and received a polite and helpful response. She encourages parents to share the link and work with other concerned parents to tackle the issue. 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. ” Pride week propaganda Write to the principal or Board of Trustees to explain your concerns about pride activities in school. A template letter is here that you can adapt to suit your own school and the age of your children. Find other parents who hold the same concerns and approach the Board as a group. Ask to speak to them. Advice on speaking to a BOT is here. Here is a template letter about InsideOut and drag queens being promoted as role models to teenagers. Get informed Frequently asked questions Are schools required to teach about relationships and sexuality? Yes , but HOW schools teach the subject is decided by each school. Do schools have to follow the Relationships and Sexuality Education Guide ? No. These are guidelines only - schools can choose to teach the topic in their own way. Here is the Minister of Education, Jan Tinetti , in Parliament on 15 August 2023, confirming that schools can develop their own RSE curriculum content. Do parents have a say in what is taught? Yes. By law, schools must consult with their community every two years to decide the content of their RSE. More information about what is a meaningful consultation is here . A case study of a successful primary school consultation is here . Can parents withdraw their children from RSE lessons? Yes. Put your request for withdrawal in writing. A template letter is here . An example of a successful approach to a principal is here . Can parents speak at a Board of Trustees meeting? Yes, with permission. Advice on how to go about that is here . Should the school have written policies about RSE and gender practices? Yes. A list of things BOTs should consider and questions to ask them is here . Are all teachers, principals and BOTs in favour of the MOE guidelines for RSE? No. There is a general lack of knowledge, amongst teachers as well as parents, about the detail in the RSE curriculum. While some teachers (and parents) do agree with gender identity beliefs, many are alarmed by the ideas being promoted but are fearful of losing their jobs if they speak against the RSE guidelines or question social transitioning at school. Principals and BOTs are sometimes waiting for parents to speak up so that they have evidence that this teaching is not wanted by their community. You will achieve more if you treat teachers, principals, and BOTs as allies rather than adversaries, and work together to create an RSE curriculum that everyone can support. Can schools transition my child behind my back? Unhappily, yes. This has happened to parents in New Zealand. (See our testimonials . ) The Ministry of Education endorses the practice of hiding changed pronouns in its guide Supporting LGBTQIA Students . RGE has received legal advice that it is entirely dependent on the principal's opinion whether or not parents will be informed. 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. Can schools take my child to get a binder or puberty blockers without my permission? Possibly. (See previous answer above.) RGE has heard of schools discussing binders , puberty blockers, and cross sex hormones with secondary students but we have not had reports of these things being supplied via schools, possibly because they are easy to get elsewhere. Information about how to access these items is readily available from rainbow lobby groups like InsideOUT, Rainbow Youth, or Gender Minorities Aotearoa. Critique of the Relationships and Sexuality Guide Overview The Relationship and Sexuality Education Guide (RSE Guide) for teachers, school leaders, and boards of trustees, produced by the New Zealand Ministry of Education and published in September 2020, not only accepts but actively promotes the ideas of gender identity and gender diversity and encourages schools to focus on being a safe place for lgbtqi+ students. The authors of the guide reveal themselves to be totally captured by gender ideology, and the guide promulgates this ideology at every point. In this regard, it is a highly politicised document that is pushing an agenda with which the majority of the population is unfamiliar and for which there is no evidential basis. There is no recognition in the guide that there is a strongly critical international movement which completely rejects gender ideology. This movement includes academics, psychotherapists, social workers, scientists, doctors, teachers, parents, people who identify as transgender, and detransitioners. They all reject the notion that it is possible to change sex the idea that gender identity is real the language that says biological sex is “assigned” at birth the idea that there is a male brain and a female brain state schools promoting a belief system as if it is fact state schools forcing staff and students to acknowledge and affirm people’s self-identification of gender the deception involved in assisting school age children to socially transition and to keep this secret from their families the “affirm only” approach which leaves no room to encourage a child to explore their gender expression and any confusion they may feel when their feelings and preferred behaviour do not fit with sex role stereotypes outdated sex role stereotypes being used to encourage children to believe that they may have been born into the wrong body giving primacy to a concept (gender) over a reality (biological sex) children being set on a path of surgical intervention and lifelong dependence on pharmaceuticals before they are legally old enough to understand the consequences the proposition that ‘social transition’ is harmless and in a child’s best interests that there is ever a case for suggesting that permanently changing and damaging a healthy body is an acceptable response to any form of mental and emotional distress that it is ever acceptable to lie to a child and pretend that they are something they are not. Teaching gender identity across the curriculum The RSE guide encourages the teaching of gender ideology as fact from Year 1. Five year olds are to be taught to “Understand the relationship between gender, identity and wellbeing” and the concept of ‘gender identity’ and that people can change their sex is reinforced every single year thereafter. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 30) Level 2: Akonga can show that they: Are able to identify gender stereotypes, understand the difference between sex and gender, and know that there are diverse gender and sexual identities in society. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 31) Level 3: Akonga can show that they: Understand how communities develop and use inclusive practices to support gender and sexual diversity. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 32) Level 4: Akonga can show that they: Know about pubertal change (including hormonal changes, menstruation, body development, and the development of gender identities), and about how pubertal change relates to social norms around gender and sexuality; and can make plans to support their own wellbeing and that of others. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 33) Level 5: Akonga can show that they: Know about a range of cultural approaches to issues of gender and sexuality and how these relate to holistic understandings of wellbeing, eg, in terms of: varying perspectives on contraception and reproduction for different people, such as teens, heterosexual couples, same-sex couples, and single parents or cultural, generational, and personal values related to gender and sexual identities. (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 36) Level 6 : Akonga can show that they: Are able to examine how gender and sexual identities can shift in different contexts and over time, and understand how these identities can be affected by relationships, family, media, popular culture, religion, spirituality, and youth cultures. (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 37) Level 7 : Akonga can show that they: Understand how sex, gender, and sexuality might change across the lifespan (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 38) Schools are prompted to adhere to gender beliefs in everyday practices: Programmes should acknowledge gender and sexual diversity and make sure that a range of identities is visible in resources. Ākonga should be addressed by their preferred name and pronouns. Teachers can reflect on and change exclusionary practices such as lining up in girls’ and boys’ lines, requiring students to place bags in girls’ or boys’ categories, or organising class groups according to gender binaries. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 36) Further, the RSE Guide recommends embedding the concept of gender into all areas of the curriculum: While RSE concepts and content will be specifically taught in health education and supported in physical education, there are many opportunities for RSE across the New Zealand Curriculum. (Examples are given of how to do this in physical education, English, science, technology, social sciences, the arts, languages, and mathematics and statistics.) ( Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 28-29) The Guide does not draw attention to how the right of parents to withdraw their children from sexuality and relationship education classes will be impacted by this ‘embedding’ recommendation, and thus does not suggest how parents’ rights in this regard might be respected. Although the Guide correctly states that schools must consult parents about the content of relationship and sexuality lessons, there is no question that the practice of embedding the topics throughout the curriculum thwarts the ability of parents to opt their children out of specific lessons. [1] The Guide asserts that Many ākonga at primary and intermediate schools are thinking about their gender identities, and some are aware of their sexual orientation . (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 35) We would suggest that while awareness of sexual orientation is often (but not always) innate, children are only thinking about their gender identities because that is a concept that school introduces them to in their first year at school and continues to reinforce in all subsequent years. Teaching belief as fact The RSE Guide promotes as fact the idea that a person’s feeling of being masculine, feminine, or neither, is more important than their physical sexed body. The phrase “assigned sex at birth” is referred to multiple times and, along with the use of words such as “cisgender” and “gender fluid”, demonstrates how the Guide has completely adopted the language of gender Ideology, and uses words which are offensive to many people world-wide who do not share this ideological belief. The scientific evidence is very clear that there are two, and only two, distinct biological sexes. Sex is not an assumption and is not “assigned at birth” – it is observed and recorded. Teaching these falsehoods means children are learning to genuinely believe that it is possible to be born in the wrong body and that a person can actually – literally – change their sex. Schools should be promoting body positive messages, not the idea that non-conformity to gender stereotypes means that a child’s personality or body is wrong. Children should not be led to believe that they need to change their body, bind their breasts, or wear different clothes to match a regressive sex stereotype. Confusing and contradictory definitions The glossary for the RSE Guide for both Years 1-8 and Years 9-13 is confusing to say the least: (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 48-50) Sexual orientation: A person’s sexual identity in relation to the gender or genders to which they are attracted. Sexual orientation and gender identity are two different things. Sexual orientation can be fluid for some people. Lesbian: A woman who is emotionally and sexually attracted to other women. This is used as both a personal identity and a community identity. Gay: A person who is emotionally and sexually attracted to the same gender. This is more widely used by men than women and can be both a personal and community identity. Bisexual: A person who is emotionally and sexually attracted to more than one gender. According to this guide, sexual orientation is about which gender a person is sexually attracted to. Any adult and many children can see the contradiction in sexual orientation being described as attraction to a gender. We all know that sexual orientation refers to the sex one is attracted to. Gender is an irrelevant concept when talking about sexual orientation. There is no acknowledgement at all given to the clear and consistent opposition by lesbian and gay organisations to the idea of lesbians and gays being same gender attracted [2] . Nor is there any recognition that for young lesbians and gays the idea that they ought to be attracted to the males and females who identify as the opposite sex is distressing and confusing . Of course, in the gender identity world, gender is fluid and can change over one’s life as defined below: Gender: Gender is an individual identity related to a continuum of masculinities and femininities. A person’s gender is not fixed or immutable. Gender binary (male/female binary): The (incorrect) assumption that there are only two genders (girl/boy or man/woman) Gender fluid: Describes a person whose gender changes over time and can go back and forth. The frequency of these changes depends on the individual. Sex assigned at birth: All babies are assigned a sex at birth, usually determined by a visual observation of external genitalia. A person’s gender may or may not align with their sex assigned at birth. Transgender (trans): This term describes a wide variety of people whose gender is different from the sex they were assigned at birth. Transgender people may be binary or non-binary, and some opt for some form of medical intervention (such as hormone therapy or surgery). The writers of the glossary seem oblivious to the incoherence of saying that gender is not binary while at the same time believing trans people can change from one side of the binary to the other (multiple times) or can be non-binary. If there is no such thing as the gender binary, doesn’t that make everyone non-binary? Missing from the glossary are the definitions of words which reflect biology such as male and female. It is challenging to imagine how biology and reproduction will be taught in this brave new world! (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 48-49) & (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 53-54) Eroding parents' rights The RSE guide encourages schools to socially transition children without necessarily seeking parental consent. Socially transitioning a child is not an isolated act without consequence – it is the first step in a very serious, complex and life-changing process about which parents ought to be fully informed. Gender ideology supporters also specifically encourage gender-questioning children to speak to Rainbow organisations, peers, or an ‘online family’ rather than their parents. In some schools, advice about using binders or starting on hormones is being provided to students by teachers who are not medically qualified. The RSE guide appears to endorse this approach, not once stating that schools should inform or seek parental permission before using a student’s preferred name or pronouns. Where students need access to ‘support services’ and these cannot be accessed onsite, the guide specifies that students should be supported in seeking access to professionals outside of the school with no mention made of seeking parental consent. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 19; Pg 22) The question of pronouns A child changing pronouns is the beginning of social transition. Asking students and teachers to use ‘preferred pronouns’ may appear to be kind and inclusive, but in reality is forcing other people to adhere to a belief system they may not agree with. Preferred pronouns can cause tension and conflict through the fear, or in the event, of someone making a mistake. They cement the social transition of a child, making it harder for them to later change their mind. Some gender non-conforming children may feel forced to choose different pronouns to avoid scrutiny from bullies. Preferred pronouns reinforce the incorrect idea that people can change their sex. When the school encourages their use, they are promoting gender ideology as fact rather than belief. It is difficult to see this as anything other than ideological indoctrination. Safe-guarding issues The RSE guide recommends, “Ideally, schools will have at least one gender-neutral toilet available for akonga, but trans, non-binary, and intersex akonga should not be required to use this rather than male or female toilets.” This is an extraordinary double standard and creates a significant safe-guarding issue. Trans, non-binary, and intersex children can choose which toilets and changing rooms they use but girls are forced to accept males (who say they are really girls) in their toilets and changing rooms. Teaching girls that a boy really can become a girl trains them to suppress their instinctual caution and override their embarrassment and natural discomfort with having boys in their single sex spaces. It says that what girls want or feel doesn’t matter, and that they have no right to set their own boundaries. Absolutely no consideration is given to the comfort or dignity of girls who do not want to share intimate spaces with male-bodied people and who have the right to set such boundaries. This statement clearly prioritises the needs of children who believe they are trans over those who don’t. Gender questioning children need privacy and dignity just the same as other students. To that end, the school should ensure there are some unisex facilities for these students to utilise, but they should continue to offer single sex facilities as well. Boys and girls alike deserve a single-sex shared space where they can get changed and be comfortable together. Students are entitled to sex-segregated changing rooms, especially when some children, in particular those who are beginning puberty, are experiencing significant bodily changes. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 20- 22) Outside providers The Guide is clear that it is not considered best practice to hand over the responsibility for RSE programmes to outside providers and there are a number of questions they suggest should be asked such as “ How is this provider funded and what is its purpose for existing? What is its agenda? ” And “ Schools should evaluate the programmes and services provided by outside agencies alongside their in-school learning programmes” . (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 34 & Refer Relationships and Sexuality Education Guide: Years 9-12 Pg 40) Despite these previous cautions, In April 2022 the Ministry of Education issued new resources designed to provide further support for teaching relationships and sexuality education in schools. As part of this update schools are urged to “use resources from trusted organisations like InsideOUT or RainbowYOUTH”. Many of the third party activist groups that are endorsed by the Ministry have links on their pages that lead children to ever more extreme versions of gender ideology. These rainbow lobby groups universally glamourise the concept of being trans and convince children it is possible and even easy and desirable to change sex. (Refer Relationships and Sexuality Education Guidelines: Years 7-10 Pg 21) Conclusion The RSE guide sets out many values with which most New Zealanders will agree, in terms of inclusiveness, safety and respect, and it deals with issues such as pornography and online abuse that are unfortunately highly relevant in today’s world. However, its heavy focus on gender theory is hazardous for children. Many schools are now constantly promoting, in every facet of school life, the disorder of body dissociation as an ideal, chosen identity. Gender ideology communicates to children that some identities are more or less fashionable or desirable. Children who adopt a gender identity are constantly praised, put on a pedestal and celebrated; whilst lesbian, gay or heterosexual children are painted as privileged, boring, or undesirable. Placing so much significance on gender identity creates a breeding ground for social contagion and a consequent sharp increase in students developing gender dysphoria. Affirmation of a trans identity is not kind. On the contrary it confirms to a child that they are the wrong sex and encourages their belief that their body needs to be changed. Medical intervention can only ever effect cosmetic change; the child’s sex remains the same. Other children should not be coerced into expressing a belief in ‘gender identity’ through the threat that not to do so is ‘unkind’ or ‘transphobic’. Schools should be teaching that no child is born in the wrong body and that children can reject gender stereotypes and be their authentic selves without discrimination, labelling, or medical intervention to ‘fix’ them. [1] https://parents.education.govt.nz/primary-school/learning-at-school/sexuality-education/ [2] https://lgballiance.org.uk/about/ https://www.lesbians-united.org/about.html https://lesbianalliance.org.uk/ Your rights as a parent Legal rights 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. 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 fulfil 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. Template letter to withdraw your child from RSE Suggested email to your school principal Subject: Exemption from specific elements of Relationships and Sexuality Education Kia ora xxx, I have some concerns about the Ministry of Education’s current suggested RSE content. Please exempt my children from any instruction, in the context of any school subject: Regarding theories of gender identity. Regarding preferred gender pronouns. Promoting the use of puberty blockers, cross-sex hormones, gender change surgery, or the idea that human beings can change their biological sex. Encouraging students to consider stopping the normal menstrual cycle for non-medical reasons (e.g. the Education Outdoors New Zealand programme “Going with the flow”). Promoting the belief that people other than women can menstruate, become pregnant, or give birth. Implying that there are more than two sexes in humans or that there is a “continuum” of femaleness and maleness. Promoting the idea that adherence to gender stereotypes or the expression of personality can determine whether someone is male or female. Encouraging students to keep information about their well-being and/or identity secret from parents. Based on materials sourced from the activist groups Minus 18 or InsideOut, or any similar LGBT+ activist or lobby group. Encouraging participation in Rainbow Clubs or similar groups where teachers or students discuss transgender or non-binary identities. Please note that you are obliged to meet these requests under the Education and Training Act 2020 ( section 51 ). Please notify me in advance if my children will need to be separated from their class for this reason, so that I can discuss this with them and with you. If there is any ambiguity as to whether planned instruction contains any of the elements listed above, then please discuss this with me in advance. I would also like the opportunity to understand how our school will be approaching RSE instruction. Please provide me in advance with copies of any RSE materials that will be used in classroom instruction, whether in the context of a dedicated RSE class or in any other curriculum areas. Please also provide me with a copy of all school policies that address gender identity. Some common parental concerns about the Ministry’s suggested RSE content are described in these two articles: The Ministry of Education’s Relationships and Sexuality Education resources: Opening Pandora’s box What Schools Are Teaching Your Kids About 'Gender' If you would like to better understand the reasons for my request, you may find these articles helpful. I very much appreciate your assistance with this important matter. Please contact me if you would like to further discuss this request. Kind regards, xxx (This template was published by Laura Lopez on her substack Arguments with Friends .) Critique of InsideOUT InsideOUT’s school resources ignore the needs of girls. There are ten written resource documents for schools on InsideOUT’s website that can be downloaded or ordered as physical copies. In addition, there are posters and videos available. These glossy resources have been produced with at least $100,000 of support from the Ministry of Education. In all the documents, the narrative focuses on schools nurturing and supporting rainbow students in multiple ways, and encourages staff and other students to do so as well. However, there are no instances where rainbow students are guided on how to behave with mutual respect towards others. Lack of expertise You would expect InsideOut, as a “trusted organisation”,* to be run by very well qualified and experienced people from a range of professions such as education, medicine, or psychiatry. But instead, a perusal of InsideOut’s website finds that of the 35 people profiled, a large majority have no academic qualifications whatsoever . Only five of the 35 hold bachelor’s degrees and one has a Master of Education. Of note is that none of the 12 school co-ordinators, who go into schools to provide sexuality education ‘training’ to teachers, has any academic qualifications. Funded by the taxpayer InsideOut’s widespread influence is not due to a groundswell of grass roots support and private donations. According to the Charities Register , InsideOut’s income for the 2021-22 reporting year was $1.84million, of which over $1 million seems to be a grant from government ministries to provide “goods and services”. The Ministry of Education has confirmed in a letter that it provided the charity with $100,000 in 2020. More than $800,000 of InsideOut’s income was spent on “Volunteer and employee related payments.” No other voice in the debate about sex and gender identity has a fraction of this kind of money to spend. It is a mystery how InsideOut came to be viewed by the MOE as the go-to experts on relationship and sexuality education. The organisation has been showered with money for at least five years, so that a large number of NZ schools have now been influenced by its doctrine. Trans identities are paramount Specifically, schools are told that gender-neutral toilet and changing room facilities should be available, but that “trans, gender diverse, or intersex students will never be made to use a separate facility against their wishes” . So a boy who identifies as a girl should be allowed to use the girls’ facilities if that’s what he wishes, irrespective of how the girls, including lesbians, might feel about having a male-sexed person in intimate spaces with them. For overnight school trips, InsideOUT offers the same advice ( to allow trans students to choose where they sleep) except when visiting a marare. In that circumstance, the advice is that “Where possible, the school should consult with the marae manager/s or iwi affiliated with the marae before the visit to discuss options for trans and intersex students and reach a solution that upholds the mana of everyone involved” . Presumably, girls are included in this recommendation to uphold everyone’s mana. I s a marae the only place a girl’s mana is upheld? Girls matter too Although schools should indeed assist with rainbow students’ full participation in school life, no students’ rights should come at the expense of other students. Women and girls are notoriously bad at speaking out against injustices or abuses, especially where there is a risk of group ostracisation, so that policies that make them uncomfortable or fearful are often never challenged. InsideOut's school guidelines for transgender students appear to give no consideration as to how they might clash with girls’ safety and wellbeing. Girls matter, too. Read detailed critiques of these resources here: Ending Rainbow-focussed bullying and discrimination Review of Ending Rainbow Bullying .pdf Download PDF • 327KB Making schools safer Review of Making Schools Safer (002) .pdf Download PDF • 318KB *See the MOE's Frequently Queried Topics Years 7-10 (p21) Critique of Navigating the Journey Overview Family Planning believes young people have the right to “honest, accurate, and age-appropriate information about sexuality.” Their resource, Navigating the Journey , is provided for this purpose and is used in over 30% of New Zealand schools. https://www.familyplanning.org.nz/catalog/resources This programme is intended for children from year 1 to year 10 with the aim of promoting the wellbeing of young people and to help them develop healthy, consensual, and respectful relationships. While containing many worthwhile activities, the resource is not accurate or age-appropriate when it comes to sex and gender. The lessons present gender ideology as fact, without reference to gender identity being something some people believe but not the majority. Heterosexuality is only mentioned negatively. The programme is divided into lessons for Years 1-2, 3-4, 5-6, 7-8 , and 9-10, after which Health ceases to be a compulsory subject in schools. The same problems are evident at all levels of the lesson plans: Factual inaccuracies From Year One, children are taught that there are more sexes than male and female by incorrectly using intersex (a medical condition) as proof. (see our FAQ on intersex conditions here .) Further, they are taught incorrect biology: Turn around if you think everyone who has a period identifies as a girl. (NO) (p59 Y5-6) Sit down if you think some boys start growing breasts during puberty. (YES) (p59 Y5-6) Do our body parts define who we are? (No. Some people with penises might feel more like girls and some people who identify as boys might have female body parts.) (p63 Y5-6) Appendix 19 (Y5-6)has labelled drawings of reproductive parts, but no label to say they are male or female. The discussion about periods in Appendix 26 (Y5-6) refers to people getting periods, not girls getting periods. The false and unscientific phrase “Sex assigned at birth” is used repeatedly. (eg p30 Y7-8) A recommended video states that when you’re born, grown-ups make a “guess” and who you are can change from day to day Who Are You? - Book Reading - YouTube . (p38 Y3-4) On p50 (Y7-8) the suggested discussion questions depict the battle for gay rights as still in full swing when it was won 20 years ago. The rare condition of intersex is elevated to mainstream. At an incidence of 0.018% in the population, intersex doesn’t deserve to be listed alongside male and female (p30 Y7-8) Belief taught as fact “Other people may be born with female or male bodies, but as they grow up, they identify as being of the opposite gender, or of neither gender. The term for this is “transgender” or “non-binary”. (p33 Y7-8) A healthier message without labelling people would be: “They are gender nonconforming and that’s ok.” Introducing Teddy - YouTube (Y3-4) “only you know who you are on the inside” apparently your parents don’t know you! Also reinforces that if a person (teddy in this case) goes against gender stereotypes (a bow in the hair), then they’re actually the other sex. Erasure of sex categories The language is clunky, confusing and ideological. If they kept it to the basics – male/female, gay/straight and said, “Just be you and ignore stereotypes,” the message would be a lot clearer and far more positive for everyone. Occasionally man/male/boyfriend and woman/female/girlfriend appear but mostly these terms are removed and this makes for very clunky terminology and explanations like “people who have a penis”, “young people can get pregnant”, 'Sex' and 'gender' are sometimes used interchangeably, sometimes as very separate things (see pp32 and 30 Y7-8), and sometimes falsely, as when the male/female labels are removed from diagrams of reproductive parts " to support the discussion of sexual diversity ". They mean to enforce the idea of gender identity. (p66 Y7-8) Stereotypes reinforced Students are encouraged to challenge stereotypes (good!) but they are also relied upon to prove gender ideology. “…too much exposure to stereotypical characters can affect how we perceive women and men and our expectations of what it is to be a woman or man. They can even shape how we see ourselves. It can be challenging for those who don’t see themselves as female, male, girl, boy, woman, or man.” (p31 Y7-8) A big opportunity has been missed to tell kids that stereotypes don’t matter, and that you can be yourself without worrying about labels. “Do our body parts define who we are? (No. Some people with penises might feel more like girls and some people who identify as boys might have female body parts.)” (p68 Y7-8) If we are ignoring stereotypes, why are we labelling ourselves at all? Lack of inclusion Only non-heterosexual relationships are noted as worthy of celebration. The rare times heterosexuality is referenced it is ridiculed (p31) or treated as oppressive (p49 Y7-8). In the Understanding gender and stereotypes lesson (pp29-34 Y7-8) – the heterosexual couples are from fairytales while the intended learning aims resources are all for other sexualities. Apparently including ‘everyone’ excludes heterosexual people. The activities that ask students to, “ visualize being straight in a gay society and imagine how you feel” and “compare heterosexual and homosexual couples in different situations” , treat heterosexual people as oppressors and have the potential to create divisions between children where there previously were none. p49 (Y7-8) Risk of isolation Activities that put students in small groups and make them stand and move to make their opinions or knowledge known are prime opportunities for creating embarrassment and isolation. (p46, 58, 59 Y7-8) Seeds of doubt Navigating the Journey plants seeds of doubt in vulnerable children's minds by saturating them with gender ideology, normalising stereotypes, and promoting gender identity labels. Children are manipulated into wanting to find a label for themselves so they can also be celebrated as special. Children need to be left alone without labels, because 80% of gender confused kids find peace with their bodies after going through puberty. The focus on transgender identities is confusing and obscures the simple fact that to be inclusive is to accept everyone the way they are without labels. When the resource asks, “What are some things that we could do as a community to make sure everybody feels comfortable and safe, whatever their identity?” the answer surely is, "How about lose the labels and stereotypes and let kids be kids? " Conclusion This programme is politicising children, turning them into little social justice warriors to fight a battle that doesn’t exist. The number one thing that could be done to improve acceptance of others is to remove gender ideology from schools and promote simple inclusivity of everyone, with no labels. Instead, students are told that their body concerns may be kept confidential from their parents and they are encouraged to find a wide range of other support people. Among the support sources cited is Rainbow Youth which encourages children who are uncomfortable in their bodies to transition. Worksheets are available for parents and caregivers but do not include any of the above information. There is no acknowledgement of the credentials of the authors of Navigating the Journey . Parents should be aware that untruths are being taught about biology, identity, and gender. Schools do not have to ask for parents’ permission for their child to be included in this programme but parents do have the right to withdraw them. For more information read Your Rights as a Parent . Law takes precedence over policy Under NZ law, parents have a range of rights and responsibilities that they can exercise when raising their children. The Care of Children Act A child’s upbringing is primarily the responsibility of their parents and the parents are to be consulted by any other parties involved in that child’s upbringing. NZ Care of Children Act 2004, s.5 (Principles relating to child’s welfare and best interests) states: “ a child’s care, development, and upbringing should be primarily the responsibility of his or her parents and guardians, ” and, “a child’s care, development, and upbringing should be facilitated by ongoing consultation and co-operation between his or her parents, guardians, and any other person having a role in his or her care under a parenting or guardianship order ”. https://www.legislation.govt.nz/act/public/2004/0090/latest/DLM317241.html The Crimes Act 1961 Parents have a duty to take reasonable steps to protect their child from injury. NZ Crimes Act 1961, Schedule 2, s.152 – Parents of children under the age of 18 have “a legal duty … to take reasonable steps to protect that child from injury.” https://www.legislation.govt.nz/act/public/2011/0079/latest/DLM3650020.html The Bill of Rights Act 1990 Every citizen has the right to freedom of belief and freedom of expression. NZ Bill of Rights Act 1990, s.13 – “Everyone has the right to freedom of thought, conscience, religion, and belief, including the right to adopt and to hold opinions without interference.” s.14 – “Everyone has the right to freedom of expression, including the freedom to seek, receive, and impart information and opinions of any kind in any form.” https://www.legislation.govt.nz/act/public/1990/0109/latest/whole.html#DLM225513 The Human Rights Act 1993 Discrimination on the grounds of sex is permitted in the interests of public decency, safety, and fairness. NZ Human Rights Act 1993, s.46 allows for single sex space discrimination, “on the ground of public decency or public safety”. It is established that members of both sexes sometimes need sex-segregated spaces away from the eyes of the public for decency and safety. https://www.legislation.govt.nz/act/public/1993/0082/latest/DLM304624.html Some service providers include males who claim they are women into their women's spaces because they think they have to by law. They are not aware of their obligations to provide services that are safe for women - in some cases it is discriminatory not to provide these services. https://www.speakupforwomen.nz/self-id The Education and Training Act 2020 Parents have the right to opt their children out of specified parts of the health curriculum related to sexuality. NZ Education and Training Act 2020, s51(1), "A parent of a student enrolled at a State school may ask the principal in writing to ensure that the student is released from tuition in specified parts of the health curriculum related to sexuality education." 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. NZ Education and Training Act 2020, s91(1), "The board of a State school must, at least once every 2 years, after consulting the school community, adopt a statement on the delivery of the health curriculum. S91(2), "The purpose of the consultation is to—(a) inform the school community about the content of the health curriculum; and (b) ascertain the wishes of the school community regarding the way in which the health curriculum should be implemented given the views, beliefs, and customs of the members of that community; and (c) determine, in broad terms, the health education needs of the students at the school." https://www.legislation.govt.nz/act/public/2020/0038/latest/LMS171475.html 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. https://resistgendereducation.substack.com/p/consultation-use-it-or-lose-it The Responsibilities of Boards of Trustees 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." Relationships 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 oe 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. It places unreasonable demands for other students and staff to comply with a minority belief. 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 Since June 2023 it has been 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. Question flowchart By law, teachers are permitted to answer any question a student asks. We recommend that the school specifies the RSE questions that are age-appropriate and will be answered at school and those that will be referred to home for answering. RSE Question Flowchart .pdf Download PDF • 221KB Speaking to the school Board of Trustees 1. Members of the community are permitted to attend School BOT meetings. Check your school’s website for details about the dates and times of meetings and how to ask for speaking rights. If the information is not there, contact the school office. 2. You will be given a time slot and should practise your presentation to be sure to keep within the allocated time. 3. Take along some supporters. Stay calm and address the BOT as allies rather than adversaries. Frame your concerns as questions for the Board to investigate and form policies around. 4. Highlight that the Board’s role is to work in partnership with the community, to ensure the best possible outcomes for all students. This partnership is fundamental to the wellbeing and success of students, and Board members should actively seek the input of parents, staff and students and take into account all relevant information to decide what is in the best interests of all students. 5. Ask when the next school consultation on Relationship and Sexuality Education will be held. Ask 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? 6. Remind the Board that they are required to undertake due diligence to manage risk and ensure, as far as is reasonably practicable, that the school is a healthy and safe environment for all staff and students. 7. Ask how the school meets the needs and safety of all students (and staff) in a way that ensures everyone’s values and beliefs are respected . How does the school ensure that no-one is pressured to endorse a belief they do not hold? Is the school gender identity policy consistent with the way it treats other religious or political beliefs? 8. As much as possible, provide personal or NZ evidence to support your comments. Send copies of your speech and evidence to the Board. Identify the actions you want the BOT to take and give a reasonable time frame for a response. 9. Ask 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. 10. Remember: Your goal is to reach agreement on a school curriculum and school policies that are scientifically accurate, age-appropriate, and have the support of most parents. Thank the Board for their time and emphasise the need for the community to be involved in formulating gender identity policies that everyone can support. Community 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. 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 ? Some easy adjustments to the school curriculum could be removing scientific falsehoods, removing irrelevant information, moving some topics up the curriculum levels if necessary and keeping RSE in dedicated lessons rather than spread throughout the curriculum. (See our alternative lesson plans on our website on the ‘Schools’ page.) https://www.resistgendereducation.nz/information/lesson-plans After the consultation After a meaningful consultation, the BOT has the final decision on what will be taught in the school. It does not have to agree with or implement the outcome of the consultation. If you’re not happy with the outcome of the consultation, you can withdraw your child from RSE classes and prepare for the next consultation in two years’ time - or you could stand for the BOT in the next elections! ( https://www.schoolboardelections.org.nz/ ) Case study of a primary school consultation (2021) Concerns Part way through our school year, several parents wrote to the school board, raising concerns about gender ideology being taught in the Health Curriculum. Broadly the concerns were in these areas: · Lack of clear communication had prevented parents from exercising their right to withdraw their child from aspects of the curriculum. Parents were told that teachers had been directed to notify parents in advance about puberty and gender ideology. Despite this, some teachers taught without prior notification to parents. Parents felt that Teachers commit a breach of trust when they do not honour the commitment made by the school to parents and caregivers to provide prior notice of teaching in certain areas. · Age appropriateness: There were concerns that some younger-aged children may not have the emotional intelligence or capability to fully comprehend and process some of the information. · Topics should be dealt with by parents, not schools: Many believed these types of topics/questions are best dealt with by parents, who can convey the information at a time appropriate for their children. · Lack of subject boundaries: Teachers teaching in a fluid manner and using their own discretion makes it difficult for the school to provide assurance that children would not be taught in areas from which parents had previously indicated they wished to have them excluded. All these parents were in agreement that children should be taught to be accepting of those who are different to themselves and to accept diversity and to treat all people with kindness and respect. However, they noted that there is a difference between these things and teaching a worldview that is not shared by all in the community. Board of Trustees’ Discussion Discussion amongst board members touched on legal and ethical issues. There was the issue of a breach of the Education and Training Act (by not allowing parents to exercise their opt out rights). Also, potentially an employment law breach, with teachers not following the instructions given to them by the Principal. There was a contrary view expressed that the Teaching Standards and Code essentially requires teachers to affirm children's gender identities ('promoting the wellbeing of learners and protecting them from harm', 'promoting inclusive practices to support the needs and abilities of all learners', 'Create an environment where learners can be confident in their identities, languages, cultures and abilities'). Consultation The board decided to put the health curriculum on hold until the views of the community could be ascertained. We did this via the biannual health curriculum consultation. The results of that consultation indicated that there was a low level of awareness in the school about the content of the curriculum and that a significant proportion of the community shared the concerns first raised by the letter writers. New school practice The Principal and senior staff drafted a new curriculum that attempted to find a middle path between the polarised views of the community. · We reduced some of the gender content and removed it from the lower age group’s programme altogether - since age appropriateness was a key theme of parental feedback. · We made the processes for notification of upcoming teaching much clearer so that parents could exercise the opt out option. · Teachers are now required to teach certain topics in discrete lessons, not in a fluid way woven into other teaching. This helps preserve the right of parents to opt out. · We developed guidelines for teachers around how they could answer questions to reduce the possibility of teachers relying on the section 51(3) exception to opting out (school not required to exclude that child if they are answering a question raised by another child). School body positive policy We recommend that all schools consult with their community and set a policy about sex and gender, to avoid unnecessary conflict and potential litigation. The policy should: 1. Take into account the right (under the Human Rights Act) for parents, students and staff both to hold and not to hold a belief; the right to freedom of expression; and the right of parents to make decisions on behalf of their children. 2. Strive to provide a body positive environment for both boys and girls. There is no right or wrong way to be a boy or girl. 3. Support the rights of individuals to express themselves as they wish and to be free from unlawful discrimination, bullying or harassment. 4. Confirm that the school does not reinforce harmful stereotypes, for instance by affirming that children might be a different sex based on their personality, interests, or the clothes they prefer to wear. 5. Confirm that staff will not suggest to a child that their non-conformity to sex role stereotypes means that either their personality or their body is wrong and in need of changing, and all staff will treat individual students with sympathy and care. 6. Confirm that it is not the role of the school to influence identity formation. Social transition is a powerful psychotherapeutic intervention and should not be carried out without clinical supervision. Refer to A Childhood is not Reversible (Transgender Trend), Brief Guidance for Schools (Genspect) and Whose Pronouns Are They (partners for Ethical Care) for evidence to support the school’s policy. 7. State that the school will consider the needs of all students when determining the appropriate support for those students with diagnosed gender dysphoria. 8. Confirm that the school will not teach as fact, a belief in gender identities or sex being on a spectrum. The school will teach that mammals have two sexes – male and female – but only humans have gender which is the particular way that males and females are expected to behave according to their culture and time. It is not possible for a person to change ‘sex’ but a person can change their ‘gendered’ behaviour. Gendered behaviour does not determine whether you are a girl or a boy. That is determined by your biology. 9. State that those who believe they have a ‘gender identity’ that differs from their sex will be treated with respect, as is the case with all diverse beliefs within the community. Treating a belief with respect does not require agreement with the belief. 10. Confirm that parents will be consulted about relationship and sexuality education and discussion on these topics will be in discrete lessons only, allowing parents to withdraw their children, if they so wish. 11. State that on school camps, students will sleep in dormitories of the same sex unless written permission has been gained from the parents of a few close friends, who know the sex of each child, for them to share a room. All adults on school camps will sleep in quarters separate from children.

Positive books for secondary students Positive books for secondary students You Could Be So Pretty by Holly Bourne. This dystopian novel aims to encourage readers to question the porn-influenced sexual violence that they might think is normal. In this Daily Mail article, Holly describes her harrowing experiences as a former online sex and relationships adviser for young people, and says, “I believe the widespread consumption of hardcore pornography is now a public health emergency.” Always Erin by Erin Brewer (2021) Written for young people with pictures about the author’s journey through gender dysphoria and out the other side. Her dysphoria was the result of a childhood sexual assault and puberty and counselling helped her accept her body. Available from Partners for Ethical Care. https://www.partnersforethicalcare.com/shop-1 Dare Truth and Promise by Paula Boock (1999). (New Zealand) A lesbian teenage love story. Willa and Louie could not be more different. Louie wants to be a lawyer and is an outstanding student. Willa lives in a pub and just wants to get through the year so she can graduate and become a chef. Detransition Booklet. (Detransitioners are people who have adopted an opposite sex identity and later reverted to their birth sex.) Here are gathered written experiences of 75 female and male detransitioners, their wishes, advice and thoughts. The 50-page long booklet has the objective to reach detransitioners and desisters, their relatives and close ones, people who consider a transition and wish for more information, health professional,s such as endocrinologists or therapists, or anyone who wants to learn more about the topic. https://post-trans.com/Detransition-Booklet . Everything Changes by Samantha Hale (2014) Seventeen-year-old Raven Walker has never had a boyfriend. She's never really been interested in boys. But she was always too afraid to examine what that might mean. Until she meets Morgan O'Shea and finds herself inexplicably drawn to her. As their friendship develops, Raven is forced to face the possibility that her interest in Morgan might actually be attraction and that she might be gay. Girl Mans Up by M.E. Girard (2016) Young adult novel about a lesbian girl who struggles with the attitudes and beliefs of her family and friends. Everyone thinks the way Pen looks and acts means she’s trying to be a boy—but she’s not. All she wants is to be the kind of (lesbian) girl she’s always been. So why does everyone have a problem with it? Girl Stuff 13+ by Kaz Cooke (Updated every year) Has everything girls need to know about: friends, body changes, shopping, clothes, make-up, pimples, sizes, hair, earning money, guys, embarrassment, what to eat, moods, smoking, why diets suck, handling love and heartbreak, exercise, school stress, sex, beating bullies and mean girls, drugs, drinking, how to find new friends, cheering up, how to get on with your family, and confidence. My Lesbian Experience with Loneliness by Kabi Nagata (2017). (Graphic Novel in manga form.) This is an honest and heartfelt look at one young woman’s exploration of her sexuality, mental well-being, and growing up in our modern age. My Period by Milli Hill (2021). A positive book about having a period. Gives parents some good language to use to describe intercourse in a way that's factual without being too graphic or too clinical. Sex and Gender: An Introductory Guide by Phoebe Rose www.mybodyisme.com Southernmost by Silas House (2018) A flood has swept away the small town where preacher Asher Sharp lives. When he offers shelter to two gay men he risks losing everything. The Book of Essie by Meghan Maclean Weir (2018) When her religious, reality TV famous family discover Essie is pregnant, it’s decided that she should marry, but whom? Essie slyly convinces them that Roarke Richards, captain of the high school baseball team, would be perfect. Roarke is surprised that Essie knows his secret—he is gay—and only reluctantly agrees with her plan, but eventually he becomes a willing and supportive accomplice. The Book of No Worries: a survival guide for growing up by Lizzie Cox and Tanja Stevanoic (2018) Lots of tips about how to handle growing up, including managing self-image, how common it is for kids going through puberty to dislike themselves/their bodies and tips on mental health and relationships The Care and Keeping of You (Books 1 for younger and 2 for older girls) (2012) To introduce and inform daughters about periods and growing up. Lots of info about self care, diet, emotions, friends etc. The Guncle by Steven Rowley (2021) After a parent tragedy Maisie and Grant are looked after by their gay uncle who doesn’t really know what to do. Feminist histories for teens: https://dragoncloudpress.com/?fbclid=IwAR2Zpj1TcctGFyHS4AdZs_kc2P9LVGtjSWVhLq5XDKm5AneBgT2eUWtZ774

This video for teens tells the plain truth about sex and sexual orientation. Sex is Real This video for teens tells the plain truth about sex and sexual orientation.

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

Books to avoid Books to avoid There are many more books than these ones – we have listed only some examples that are readily available in NZ libraries. In this web article, Transgender Trend asks "What's the harm in trans picture books for children?" and critiques a long list of those that have been recently published. The Daily Mail covers the same topic. The Birds and the Bees. Our review of this app that is available online to any children and is inappropriately recommended by its developers for children from the age of 12. The Gender Book by Cassandra Corrigan. In this post from Transgender Trend, a child psychologist warns that this picture book "reinforces stereotypes at every turn and never explains what it really means to 'feel like a girl' or 'feel ike a boy'. Children are left to assume it must be down to the high heels and tool box. Which of course, they will believe, because they are children and they believe what we tell them." In My Daddy's Belly by Logan Brown. The book is described online as a "heartwarming story about two Dads eagerly awaiting the birth of their first child", although of course, the pregnant "Dad" is actually the baby's mother. Welcome to Sex by Dr Melissa Kang and Yumi Stynes is marketed as “a frank, age-appropriate introductory guide to sex and sexuality for teens of all genders”, but there is growing opposition to its graphic contents, including oral and anal sex, hand jobs and rimming, being promoted as suitable for children as young as eight. Susan McLean, a cyber security expert has written here about the irresponsible advice given in the book to make sure the head is cropped when sending nude pictures. “This is dangerous advice that could be read by some as suggesting it is OK to send a headless nude… Young people can still be blackmailed, bullied, betrayed, and charged after sending a headless nude. As adults, we must do better than brush over behaviour that is considered criminal and will in almost all cases end in tears despite what the authors believe.” Call me Max by Kyle Lukoff (2019) A complete training in gender ideology including the notion that a mistake was made with your identity when you were born. It Feels Good to Be Yourself by Theresa Thorn (2019) A picture book that introduces the concept of gender identity to the youngest readers. My Dad Thinks I’m a Boy! By Sophie Labelle (2020) Stephie (Stephen’s) Dad has been mistaking ‘her’ for a boy since ‘she’ was born. This is billed as a “transpositive children’s book that shows children that no one else than ourselves gets to decide who we are.” Phoenix goes to School: A story to support transgender and gender diverse children (ages 3-7) by Michelle Finch and Phoenix Finch (2018) Phoenix is preparing for her first day of school. She is excited but scared of being bullied because of her gender identity and expression. Yet when she arrives at school, she finds help and support from teachers and friends, and finds she is brave enough to talk to other kids about her gender! Who are You?: The kid’s guide to gender identity by Brook Pessin-Whedbee (2017) A brightly illustrated introduction to gender for ages 3+, that teaches about gender identity and “how we express ourselves through our clothes and hobbies." The Pronoun Book: She, he, they, and me! by Cassandra Jules Corrigan. ‘Educates’ children 5 years plus on pronouns and misgendering. Talks of being assigned a sex at birth. (Electronic) Kisses for Jet: a coming-of-gender story by Joris Bas Backer (2022) Like most teenagers in the 90s, Jet is obsessed with Kurt Cobain, which helps them get through boarding at the international school their parents have sent them to. Jet begins to notice that they don’t feel like the other girls in the class and to realise that they may be more of a boy than a girl. (Graphic novel) Identity: A story of transitioning by Corey Maison (Comic book for teens.) Corey, born female, ‘transitions’ to boy with her mother’s support. Rick by Alex Gino (2020) Rick's arrived at middle school, and new doors are opening. One of them leads to the school's Rainbow Spectrum club, where kids of many genders and identities congregate, including Melissa, the girl who sits in front of Rick in class and seems to have her life together. Rick wants his own life to be that . . . understood. Even if it means breaking some old friendships and making some new ones. Author Alex Gino explores what it means to search for your own place in the world . . . and all the steps you and the people around you need to take in order to get where you need to be. Sylvia and Marsha Start a Revolution: The story of Trans women of colour who made LGBT+ History by Joy Ellison (Electronic) Incorrectly attributes the beginnings of gay rights to actions by transwomen at Stonewall, New York. Our 15 Favourite LGBTQ Books for Kids and Teens Worthwhile children’s books depicting a variety of family groups (including parents who are same sex, single, or grandparents) are now being superseded by books that “normalise” decidedly damaging practices such as double mastectomies. https://www.nytimes.com/wirecutter/reviews/15-lgbtq-books-for-kids-and-teens/

The first you as a parent may know about your child's transgender ideation, is when they request (or demand) to “socially transition”. Social transitioning is not a good idea Social Transitioning locks in gender dysphoria By the time your child tells you they’re transgender, they will have already been swamped by both information and misinformation on the internet. There is no shortage of online groups, containing both adults and peers, telling kids that if they’re feeling awkward about their lives and bodies or if they’re struggling to fit in socially, they may be transgender. In fact, the kids can get told that if they’re even just thinking about whether they may be transgender, they probably are. The first you as a parent may know about it, is when your child requests (or demands) to “socially transition”. This can mean anything from choosing a gender-neutral nickname and wearing androgynous clothing, right through to adopting an opposite sex name, pronouns, and clothes and wanting to be recognised as the chosen sex by everyone else and in all facets of life. This thorough article from Transgender Trend, A Childhood is not Reversible , explains why social transition is not the “kind and affirming” act it is purported to be. 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. ” Affirmation makes it harder to desist At first, social transitioning may seem to be a good idea, to help your child through a difficult patch in life. Parents can also be emotionally blackmailed by therapists, counsellors, and schools with incorrect dire warnings of the harm their child might do to themselves if absolute affirmation of their transgenderism is not forthcoming. However, if left with a way out, around 80% of kids desist with the ideation of transgenderism after going through puberty. Of course, it will be much more difficult for them to desist if they feel locked into being transgender by their own dramatic insistence, and if all the adults in their lives have fully affirmed the child or young person’s new identity and the entire family has been affected by it. Large amounts of time immersed on the internet can be a lightning rod for cultivating the belief for a child or young person that they’re transgender, when they showed no previous signs of it. Children who are non-conforming, lonely, have abnormally discordant and tumultuous lives, or particular discomfort with puberty, can be seduced by the feeling of belonging to a ‘tribe’. Although it is okay to not be stereotypically conformist, it can be hard to feel okay in the world about it. Transgender ideology offers a way for kids to conform to a stereotype and feel that they fit in somewhere where they are unquestioningly supported. Parents, on the other hand, can be slated as the enemy for their hesitancy to believe their child is really transgender. Parents may feel blindsided by their child’s announcement that they’re transgender. Often, they don’t see it coming, and the only information they can find when they go looking is to be instructed to defer to everything their child wants in their transitioning journey to live as the opposite sex. Tension with others’ rights On the surface, social transitioning sounds like a harmless thing to go along with but delve a bit deeper and there’s a lot attached to it. Using preferred pronouns, for example, is akin to immediately giving the child or young person permission to use the facilities for the opposite sex. Most girls who identify as boys probably won’t immediately use the boys’ facilities, but boys who identify as girls will often immediately start using the girls’ facilities, with the blessing of their school. Irrespective of what may appear to be a consensus amongst girls that this is okay, it is often a false consensus as girls can feel uncomfortable for various social reasons at not going along with what appears to be the ‘right’ belief. That means that there could be a boy, or boys, in with the girls when a girl most needs privacy. The boy is also left open to accusations of improper behaviour. With the advent of more mixed-sex facilities, especially in schools – promoted as being gender-neutral – there is likely to be a rise in tensions around this. Although language is always evolving it also helps us to navigate the material world, and changing structural language also changes everything it supports. More commentary on preferred pronoun use is here . Being trans is tough Changing gender is not the easy road to happiness it’s promoted to be by those invested in encouraging people to take that path, as the growing numbers of detransitioners will attest to. It is hard work to try to force one’s body to be the opposite sex to that which it was born, even with puberty blockers and cross-sex hormones, and it requires maturity to be able to deal with that. Chances are that the initial encounter with your child when they announced they were transgender may not have gone well. All is not lost, however, so don’t be afraid to ask to start again with them but request the respect of a two-way conversation. Keeping the lines of communication open is most important. Listen to their point of view calmly and ask them to do the same with your perspective. Ask for time to process this new information before any decisions are made. Go to Genspect and Transgender Trend for authoritative information about all facets of gender beliefs and guidance for parents so that you are fully informed when talking to your child. "It can be important that you don’t overwhelm your child with advice or information when your child is feeling vulnerable and trying to find themselves. It can sometimes be more helpful to ‘show’ you care rather than ‘tell’. "(Genspect) When the time is right, talk about applying sensible caution to all life-changing decisions and the importance of leaving the door open for changing one’s mind. Discuss the reality of transgender medicine (see our reading list here ) which is quite different from the relentlessly glamourised accounts they will have viewed online. The dating pool for transgender people shrinks, no matter how much others are admonished to accept trans people in their new gender, and long-term intimate relationships, although not impossible to achieve, will be more difficult to find. Ask them to watch some testimonials from detransitioners. "We recommend that you focus on your personal understanding of your child and find areas where you might agree." (Genspect) Try to negotiate a compromise – agree to use a gender-neutral nickname but ask that they delay making permanent decisions and public announcements until an adult. As they grow up and go through puberty, allow your kids to express themselves how they want and emphasise that being different does not automatically mean they are transgender. Exploration of our identity is normal and to be embraced, but identity should not be set in stone at a young age.

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 .

Get informed Frequently asked questions Are schools required to teach about relationships and sexuality? Yes , but HOW schools teach the subject is decided by each school. Do schools have to follow the Relationships and Sexuality Education Guide ? No. These are guidelines only - schools can choose to teach the topic in their own way. Here is the Minister of Education, Jan Tinetti , in Parliament on 15 August 2023, confirming that schools can develop their own RSE curriculum content. Do parents have a say in what is taught? Yes. By law, schools must consult with their community every two years to decide the content of their RSE. More information about what is a meaningful consultation is here . A case study of a successful primary school consultation is here . Can parents withdraw their children from RSE lessons? Yes. Put your request for withdrawal in writing. A template letter is here . An example of a successful approach to a principal is here . Can parents speak at a Board of Trustees meeting? Yes, with permission. Advice on how to go about that is here . Should the school have written policies about RSE and gender practices? Yes. A list of things BOTs should consider and questions to ask them is here . Are all teachers, principals and BOTs in favour of the MOE guidelines for RSE? No. There is a general lack of knowledge, amongst teachers as well as parents, about the detail in the RSE curriculum. While some teachers (and parents) do agree with gender identity beliefs, many are alarmed by the ideas being promoted but are fearful of losing their jobs if they speak against the RSE guidelines or question social transitioning at school. Principals and BOTs are sometimes waiting for parents to speak up so that they have evidence that this teaching is not wanted by their community. You will achieve more if you treat teachers, principals, and BOTs as allies rather than adversaries, and work together to create an RSE curriculum that everyone can support. Can schools transition my child behind my back? Unhappily, yes. This has happened to parents in New Zealand. (See our testimonials . ) The Ministry of Education endorses the practice of hiding changed pronouns in its guide Supporting LGBTQIA Students . RGE has received legal advice that it is entirely dependent on the principal's opinion whether or not parents will be informed. 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. Can schools take my child to get a binder or puberty blockers without my permission? Possibly. (See previous answer above.) RGE has heard of schools discussing binders , puberty blockers, and cross sex hormones with secondary students but we have not had reports of these things being supplied via schools, possibly because they are easy to get elsewhere. Information about how to access these items is readily available from rainbow lobby groups like InsideOUT, Rainbow Youth, or Gender Minorities Aotearoa. Critique of the Relationships and Sexuality Guide Overview The Relationship and Sexuality Education Guide (RSE Guide) for teachers, school leaders, and boards of trustees, produced by the New Zealand Ministry of Education and published in September 2020, not only accepts but actively promotes the ideas of gender identity and gender diversity and encourages schools to focus on being a safe place for lgbtqi+ students. The authors of the guide reveal themselves to be totally captured by gender ideology, and the guide promulgates this ideology at every point. In this regard, it is a highly politicised document that is pushing an agenda with which the majority of the population is unfamiliar and for which there is no evidential basis. There is no recognition in the guide that there is a strongly critical international movement which completely rejects gender ideology. This movement includes academics, psychotherapists, social workers, scientists, doctors, teachers, parents, people who identify as transgender, and detransitioners. They all reject the notion that it is possible to change sex the idea that gender identity is real the language that says biological sex is “assigned” at birth the idea that there is a male brain and a female brain state schools promoting a belief system as if it is fact state schools forcing staff and students to acknowledge and affirm people’s self-identification of gender the deception involved in assisting school age children to socially transition and to keep this secret from their families the “affirm only” approach which leaves no room to encourage a child to explore their gender expression and any confusion they may feel when their feelings and preferred behaviour do not fit with sex role stereotypes outdated sex role stereotypes being used to encourage children to believe that they may have been born into the wrong body giving primacy to a concept (gender) over a reality (biological sex) children being set on a path of surgical intervention and lifelong dependence on pharmaceuticals before they are legally old enough to understand the consequences the proposition that ‘social transition’ is harmless and in a child’s best interests that there is ever a case for suggesting that permanently changing and damaging a healthy body is an acceptable response to any form of mental and emotional distress that it is ever acceptable to lie to a child and pretend that they are something they are not. Teaching gender identity across the curriculum The RSE guide encourages the teaching of gender ideology as fact from Year 1. Five year olds are to be taught to “Understand the relationship between gender, identity and wellbeing” and the concept of ‘gender identity’ and that people can change their sex is reinforced every single year thereafter. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 30) Level 2: Akonga can show that they: Are able to identify gender stereotypes, understand the difference between sex and gender, and know that there are diverse gender and sexual identities in society. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 31) Level 3: Akonga can show that they: Understand how communities develop and use inclusive practices to support gender and sexual diversity. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 32) Level 4: Akonga can show that they: Know about pubertal change (including hormonal changes, menstruation, body development, and the development of gender identities), and about how pubertal change relates to social norms around gender and sexuality; and can make plans to support their own wellbeing and that of others. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 33) Level 5: Akonga can show that they: Know about a range of cultural approaches to issues of gender and sexuality and how these relate to holistic understandings of wellbeing, eg, in terms of: varying perspectives on contraception and reproduction for different people, such as teens, heterosexual couples, same-sex couples, and single parents or cultural, generational, and personal values related to gender and sexual identities. (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 36) Level 6 : Akonga can show that they: Are able to examine how gender and sexual identities can shift in different contexts and over time, and understand how these identities can be affected by relationships, family, media, popular culture, religion, spirituality, and youth cultures. (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 37) Level 7 : Akonga can show that they: Understand how sex, gender, and sexuality might change across the lifespan (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 38) Schools are prompted to adhere to gender beliefs in everyday practices: Programmes should acknowledge gender and sexual diversity and make sure that a range of identities is visible in resources. Ākonga should be addressed by their preferred name and pronouns. Teachers can reflect on and change exclusionary practices such as lining up in girls’ and boys’ lines, requiring students to place bags in girls’ or boys’ categories, or organising class groups according to gender binaries. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 36) Further, the RSE Guide recommends embedding the concept of gender into all areas of the curriculum: While RSE concepts and content will be specifically taught in health education and supported in physical education, there are many opportunities for RSE across the New Zealand Curriculum. (Examples are given of how to do this in physical education, English, science, technology, social sciences, the arts, languages, and mathematics and statistics.) ( Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 28-29) The Guide does not draw attention to how the right of parents to withdraw their children from sexuality and relationship education classes will be impacted by this ‘embedding’ recommendation, and thus does not suggest how parents’ rights in this regard might be respected. Although the Guide correctly states that schools must consult parents about the content of relationship and sexuality lessons, there is no question that the practice of embedding the topics throughout the curriculum thwarts the ability of parents to opt their children out of specific lessons. [1] The Guide asserts that Many ākonga at primary and intermediate schools are thinking about their gender identities, and some are aware of their sexual orientation . (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 35) We would suggest that while awareness of sexual orientation is often (but not always) innate, children are only thinking about their gender identities because that is a concept that school introduces them to in their first year at school and continues to reinforce in all subsequent years. Teaching belief as fact The RSE Guide promotes as fact the idea that a person’s feeling of being masculine, feminine, or neither, is more important than their physical sexed body. The phrase “assigned sex at birth” is referred to multiple times and, along with the use of words such as “cisgender” and “gender fluid”, demonstrates how the Guide has completely adopted the language of gender Ideology, and uses words which are offensive to many people world-wide who do not share this ideological belief. The scientific evidence is very clear that there are two, and only two, distinct biological sexes. Sex is not an assumption and is not “assigned at birth” – it is observed and recorded. Teaching these falsehoods means children are learning to genuinely believe that it is possible to be born in the wrong body and that a person can actually – literally – change their sex. Schools should be promoting body positive messages, not the idea that non-conformity to gender stereotypes means that a child’s personality or body is wrong. Children should not be led to believe that they need to change their body, bind their breasts, or wear different clothes to match a regressive sex stereotype. Confusing and contradictory definitions The glossary for the RSE Guide for both Years 1-8 and Years 9-13 is confusing to say the least: (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 48-50) Sexual orientation: A person’s sexual identity in relation to the gender or genders to which they are attracted. Sexual orientation and gender identity are two different things. Sexual orientation can be fluid for some people. Lesbian: A woman who is emotionally and sexually attracted to other women. This is used as both a personal identity and a community identity. Gay: A person who is emotionally and sexually attracted to the same gender. This is more widely used by men than women and can be both a personal and community identity. Bisexual: A person who is emotionally and sexually attracted to more than one gender. According to this guide, sexual orientation is about which gender a person is sexually attracted to. Any adult and many children can see the contradiction in sexual orientation being described as attraction to a gender. We all know that sexual orientation refers to the sex one is attracted to. Gender is an irrelevant concept when talking about sexual orientation. There is no acknowledgement at all given to the clear and consistent opposition by lesbian and gay organisations to the idea of lesbians and gays being same gender attracted [2] . Nor is there any recognition that for young lesbians and gays the idea that they ought to be attracted to the males and females who identify as the opposite sex is distressing and confusing . Of course, in the gender identity world, gender is fluid and can change over one’s life as defined below: Gender: Gender is an individual identity related to a continuum of masculinities and femininities. A person’s gender is not fixed or immutable. Gender binary (male/female binary): The (incorrect) assumption that there are only two genders (girl/boy or man/woman) Gender fluid: Describes a person whose gender changes over time and can go back and forth. The frequency of these changes depends on the individual. Sex assigned at birth: All babies are assigned a sex at birth, usually determined by a visual observation of external genitalia. A person’s gender may or may not align with their sex assigned at birth. Transgender (trans): This term describes a wide variety of people whose gender is different from the sex they were assigned at birth. Transgender people may be binary or non-binary, and some opt for some form of medical intervention (such as hormone therapy or surgery). The writers of the glossary seem oblivious to the incoherence of saying that gender is not binary while at the same time believing trans people can change from one side of the binary to the other (multiple times) or can be non-binary. If there is no such thing as the gender binary, doesn’t that make everyone non-binary? Missing from the glossary are the definitions of words which reflect biology such as male and female. It is challenging to imagine how biology and reproduction will be taught in this brave new world! (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 48-49) & (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 53-54) Eroding parents' rights The RSE guide encourages schools to socially transition children without necessarily seeking parental consent. Socially transitioning a child is not an isolated act without consequence – it is the first step in a very serious, complex and life-changing process about which parents ought to be fully informed. Gender ideology supporters also specifically encourage gender-questioning children to speak to Rainbow organisations, peers, or an ‘online family’ rather than their parents. In some schools, advice about using binders or starting on hormones is being provided to students by teachers who are not medically qualified. The RSE guide appears to endorse this approach, not once stating that schools should inform or seek parental permission before using a student’s preferred name or pronouns. Where students need access to ‘support services’ and these cannot be accessed onsite, the guide specifies that students should be supported in seeking access to professionals outside of the school with no mention made of seeking parental consent. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 19; Pg 22) The question of pronouns A child changing pronouns is the beginning of social transition. Asking students and teachers to use ‘preferred pronouns’ may appear to be kind and inclusive, but in reality is forcing other people to adhere to a belief system they may not agree with. Preferred pronouns can cause tension and conflict through the fear, or in the event, of someone making a mistake. They cement the social transition of a child, making it harder for them to later change their mind. Some gender non-conforming children may feel forced to choose different pronouns to avoid scrutiny from bullies. Preferred pronouns reinforce the incorrect idea that people can change their sex. When the school encourages their use, they are promoting gender ideology as fact rather than belief. It is difficult to see this as anything other than ideological indoctrination. Safe-guarding issues The RSE guide recommends, “Ideally, schools will have at least one gender-neutral toilet available for akonga, but trans, non-binary, and intersex akonga should not be required to use this rather than male or female toilets.” This is an extraordinary double standard and creates a significant safe-guarding issue. Trans, non-binary, and intersex children can choose which toilets and changing rooms they use but girls are forced to accept males (who say they are really girls) in their toilets and changing rooms. Teaching girls that a boy really can become a girl trains them to suppress their instinctual caution and override their embarrassment and natural discomfort with having boys in their single sex spaces. It says that what girls want or feel doesn’t matter, and that they have no right to set their own boundaries. Absolutely no consideration is given to the comfort or dignity of girls who do not want to share intimate spaces with male-bodied people and who have the right to set such boundaries. This statement clearly prioritises the needs of children who believe they are trans over those who don’t. Gender questioning children need privacy and dignity just the same as other students. To that end, the school should ensure there are some unisex facilities for these students to utilise, but they should continue to offer single sex facilities as well. Boys and girls alike deserve a single-sex shared space where they can get changed and be comfortable together. Students are entitled to sex-segregated changing rooms, especially when some children, in particular those who are beginning puberty, are experiencing significant bodily changes. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 20- 22) Outside providers The Guide is clear that it is not considered best practice to hand over the responsibility for RSE programmes to outside providers and there are a number of questions they suggest should be asked such as “ How is this provider funded and what is its purpose for existing? What is its agenda? ” And “ Schools should evaluate the programmes and services provided by outside agencies alongside their in-school learning programmes” . (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 34 & Refer Relationships and Sexuality Education Guide: Years 9-12 Pg 40) Despite these previous cautions, In April 2022 the Ministry of Education issued new resources designed to provide further support for teaching relationships and sexuality education in schools. As part of this update schools are urged to “use resources from trusted organisations like InsideOUT or RainbowYOUTH”. Many of the third party activist groups that are endorsed by the Ministry have links on their pages that lead children to ever more extreme versions of gender ideology. These rainbow lobby groups universally glamourise the concept of being trans and convince children it is possible and even easy and desirable to change sex. (Refer Relationships and Sexuality Education Guidelines: Years 7-10 Pg 21) Conclusion The RSE guide sets out many values with which most New Zealanders will agree, in terms of inclusiveness, safety and respect, and it deals with issues such as pornography and online abuse that are unfortunately highly relevant in today’s world. However, its heavy focus on gender theory is hazardous for children. Many schools are now constantly promoting, in every facet of school life, the disorder of body dissociation as an ideal, chosen identity. Gender ideology communicates to children that some identities are more or less fashionable or desirable. Children who adopt a gender identity are constantly praised, put on a pedestal and celebrated; whilst lesbian, gay or heterosexual children are painted as privileged, boring, or undesirable. Placing so much significance on gender identity creates a breeding ground for social contagion and a consequent sharp increase in students developing gender dysphoria. Affirmation of a trans identity is not kind. On the contrary it confirms to a child that they are the wrong sex and encourages their belief that their body needs to be changed. Medical intervention can only ever effect cosmetic change; the child’s sex remains the same. Other children should not be coerced into expressing a belief in ‘gender identity’ through the threat that not to do so is ‘unkind’ or ‘transphobic’. Schools should be teaching that no child is born in the wrong body and that children can reject gender stereotypes and be their authentic selves without discrimination, labelling, or medical intervention to ‘fix’ them. [1] https://parents.education.govt.nz/primary-school/learning-at-school/sexuality-education/ [2] https://lgballiance.org.uk/about/ https://www.lesbians-united.org/about.html https://lesbianalliance.org.uk/ Your rights as a parent Legal rights 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. 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 fulfil 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. Template letter to withdraw your child from RSE Suggested email to your school principal Subject: Exemption from specific elements of Relationships and Sexuality Education Kia ora xxx, I have some concerns about the Ministry of Education’s current suggested RSE content. Please exempt my children from any instruction, in the context of any school subject: Regarding theories of gender identity. Regarding preferred gender pronouns. Promoting the use of puberty blockers, cross-sex hormones, gender change surgery, or the idea that human beings can change their biological sex. Encouraging students to consider stopping the normal menstrual cycle for non-medical reasons (e.g. the Education Outdoors New Zealand programme “Going with the flow”). Promoting the belief that people other than women can menstruate, become pregnant, or give birth. Implying that there are more than two sexes in humans or that there is a “continuum” of femaleness and maleness. Promoting the idea that adherence to gender stereotypes or the expression of personality can determine whether someone is male or female. Encouraging students to keep information about their well-being and/or identity secret from parents. Based on materials sourced from the activist groups Minus 18 or InsideOut, or any similar LGBT+ activist or lobby group. Encouraging participation in Rainbow Clubs or similar groups where teachers or students discuss transgender or non-binary identities. Please note that you are obliged to meet these requests under the Education and Training Act 2020 ( section 51 ). Please notify me in advance if my children will need to be separated from their class for this reason, so that I can discuss this with them and with you. If there is any ambiguity as to whether planned instruction contains any of the elements listed above, then please discuss this with me in advance. I would also like the opportunity to understand how our school will be approaching RSE instruction. Please provide me in advance with copies of any RSE materials that will be used in classroom instruction, whether in the context of a dedicated RSE class or in any other curriculum areas. Please also provide me with a copy of all school policies that address gender identity. Some common parental concerns about the Ministry’s suggested RSE content are described in these two articles: The Ministry of Education’s Relationships and Sexuality Education resources: Opening Pandora’s box What Schools Are Teaching Your Kids About 'Gender' If you would like to better understand the reasons for my request, you may find these articles helpful. I very much appreciate your assistance with this important matter. Please contact me if you would like to further discuss this request. Kind regards, xxx (This template was published by Laura Lopez on her substack Arguments with Friends .) Critique of InsideOUT InsideOUT’s school resources ignore the needs of girls. There are ten written resource documents for schools on InsideOUT’s website that can be downloaded or ordered as physical copies. In addition, there are posters and videos available. These glossy resources have been produced with at least $100,000 of support from the Ministry of Education. In all the documents, the narrative focuses on schools nurturing and supporting rainbow students in multiple ways, and encourages staff and other students to do so as well. However, there are no instances where rainbow students are guided on how to behave with mutual respect towards others. Lack of expertise You would expect InsideOut, as a “trusted organisation”,* to be run by very well qualified and experienced people from a range of professions such as education, medicine, or psychiatry. But instead, a perusal of InsideOut’s website finds that of the 35 people profiled, a large majority have no academic qualifications whatsoever . Only five of the 35 hold bachelor’s degrees and one has a Master of Education. Of note is that none of the 12 school co-ordinators, who go into schools to provide sexuality education ‘training’ to teachers, has any academic qualifications. Funded by the taxpayer InsideOut’s widespread influence is not due to a groundswell of grass roots support and private donations. According to the Charities Register , InsideOut’s income for the 2021-22 reporting year was $1.84million, of which over $1 million seems to be a grant from government ministries to provide “goods and services”. The Ministry of Education has confirmed in a letter that it provided the charity with $100,000 in 2020. More than $800,000 of InsideOut’s income was spent on “Volunteer and employee related payments.” No other voice in the debate about sex and gender identity has a fraction of this kind of money to spend. It is a mystery how InsideOut came to be viewed by the MOE as the go-to experts on relationship and sexuality education. The organisation has been showered with money for at least five years, so that a large number of NZ schools have now been influenced by its doctrine. Trans identities are paramount Specifically, schools are told that gender-neutral toilet and changing room facilities should be available, but that “trans, gender diverse, or intersex students will never be made to use a separate facility against their wishes” . So a boy who identifies as a girl should be allowed to use the girls’ facilities if that’s what he wishes, irrespective of how the girls, including lesbians, might feel about having a male-sexed person in intimate spaces with them. For overnight school trips, InsideOUT offers the same advice ( to allow trans students to choose where they sleep) except when visiting a marare. In that circumstance, the advice is that “Where possible, the school should consult with the marae manager/s or iwi affiliated with the marae before the visit to discuss options for trans and intersex students and reach a solution that upholds the mana of everyone involved” . Presumably, girls are included in this recommendation to uphold everyone’s mana. I s a marae the only place a girl’s mana is upheld? Girls matter too Although schools should indeed assist with rainbow students’ full participation in school life, no students’ rights should come at the expense of other students. Women and girls are notoriously bad at speaking out against injustices or abuses, especially where there is a risk of group ostracisation, so that policies that make them uncomfortable or fearful are often never challenged. InsideOut's school guidelines for transgender students appear to give no consideration as to how they might clash with girls’ safety and wellbeing. Girls matter, too. Read detailed critiques of these resources here: Ending Rainbow-focussed bullying and discrimination Review of Ending Rainbow Bullying .pdf Download PDF • 327KB Making schools safer Review of Making Schools Safer (002) .pdf Download PDF • 318KB *See the MOE's Frequently Queried Topics Years 7-10 (p21) Critique of Navigating the Journey Overview Family Planning believes young people have the right to “honest, accurate, and age-appropriate information about sexuality.” Their resource, Navigating the Journey , is provided for this purpose and is used in over 30% of New Zealand schools. https://www.familyplanning.org.nz/catalog/resources This programme is intended for children from year 1 to year 10 with the aim of promoting the wellbeing of young people and to help them develop healthy, consensual, and respectful relationships. While containing many worthwhile activities, the resource is not accurate or age-appropriate when it comes to sex and gender. The lessons present gender ideology as fact, without reference to gender identity being something some people believe but not the majority. Heterosexuality is only mentioned negatively. The programme is divided into lessons for Years 1-2, 3-4, 5-6, 7-8 , and 9-10, after which Health ceases to be a compulsory subject in schools. The same problems are evident at all levels of the lesson plans: Factual inaccuracies From Year One, children are taught that there are more sexes than male and female by incorrectly using intersex (a medical condition) as proof. (see our FAQ on intersex conditions here .) Further, they are taught incorrect biology: Turn around if you think everyone who has a period identifies as a girl. (NO) (p59 Y5-6) Sit down if you think some boys start growing breasts during puberty. (YES) (p59 Y5-6) Do our body parts define who we are? (No. Some people with penises might feel more like girls and some people who identify as boys might have female body parts.) (p63 Y5-6) Appendix 19 (Y5-6)has labelled drawings of reproductive parts, but no label to say they are male or female. The discussion about periods in Appendix 26 (Y5-6) refers to people getting periods, not girls getting periods. The false and unscientific phrase “Sex assigned at birth” is used repeatedly. (eg p30 Y7-8) A recommended video states that when you’re born, grown-ups make a “guess” and who you are can change from day to day Who Are You? - Book Reading - YouTube . (p38 Y3-4) On p50 (Y7-8) the suggested discussion questions depict the battle for gay rights as still in full swing when it was won 20 years ago. The rare condition of intersex is elevated to mainstream. At an incidence of 0.018% in the population, intersex doesn’t deserve to be listed alongside male and female (p30 Y7-8) Belief taught as fact “Other people may be born with female or male bodies, but as they grow up, they identify as being of the opposite gender, or of neither gender. The term for this is “transgender” or “non-binary”. (p33 Y7-8) A healthier message without labelling people would be: “They are gender nonconforming and that’s ok.” Introducing Teddy - YouTube (Y3-4) “only you know who you are on the inside” apparently your parents don’t know you! Also reinforces that if a person (teddy in this case) goes against gender stereotypes (a bow in the hair), then they’re actually the other sex. Erasure of sex categories The language is clunky, confusing and ideological. If they kept it to the basics – male/female, gay/straight and said, “Just be you and ignore stereotypes,” the message would be a lot clearer and far more positive for everyone. Occasionally man/male/boyfriend and woman/female/girlfriend appear but mostly these terms are removed and this makes for very clunky terminology and explanations like “people who have a penis”, “young people can get pregnant”, 'Sex' and 'gender' are sometimes used interchangeably, sometimes as very separate things (see pp32 and 30 Y7-8), and sometimes falsely, as when the male/female labels are removed from diagrams of reproductive parts " to support the discussion of sexual diversity ". They mean to enforce the idea of gender identity. (p66 Y7-8) Stereotypes reinforced Students are encouraged to challenge stereotypes (good!) but they are also relied upon to prove gender ideology. “…too much exposure to stereotypical characters can affect how we perceive women and men and our expectations of what it is to be a woman or man. They can even shape how we see ourselves. It can be challenging for those who don’t see themselves as female, male, girl, boy, woman, or man.” (p31 Y7-8) A big opportunity has been missed to tell kids that stereotypes don’t matter, and that you can be yourself without worrying about labels. “Do our body parts define who we are? (No. Some people with penises might feel more like girls and some people who identify as boys might have female body parts.)” (p68 Y7-8) If we are ignoring stereotypes, why are we labelling ourselves at all? Lack of inclusion Only non-heterosexual relationships are noted as worthy of celebration. The rare times heterosexuality is referenced it is ridiculed (p31) or treated as oppressive (p49 Y7-8). In the Understanding gender and stereotypes lesson (pp29-34 Y7-8) – the heterosexual couples are from fairytales while the intended learning aims resources are all for other sexualities. Apparently including ‘everyone’ excludes heterosexual people. The activities that ask students to, “ visualize being straight in a gay society and imagine how you feel” and “compare heterosexual and homosexual couples in different situations” , treat heterosexual people as oppressors and have the potential to create divisions between children where there previously were none. p49 (Y7-8) Risk of isolation Activities that put students in small groups and make them stand and move to make their opinions or knowledge known are prime opportunities for creating embarrassment and isolation. (p46, 58, 59 Y7-8) Seeds of doubt Navigating the Journey plants seeds of doubt in vulnerable children's minds by saturating them with gender ideology, normalising stereotypes, and promoting gender identity labels. Children are manipulated into wanting to find a label for themselves so they can also be celebrated as special. Children need to be left alone without labels, because 80% of gender confused kids find peace with their bodies after going through puberty. The focus on transgender identities is confusing and obscures the simple fact that to be inclusive is to accept everyone the way they are without labels. When the resource asks, “What are some things that we could do as a community to make sure everybody feels comfortable and safe, whatever their identity?” the answer surely is, "How about lose the labels and stereotypes and let kids be kids? " Conclusion This programme is politicising children, turning them into little social justice warriors to fight a battle that doesn’t exist. The number one thing that could be done to improve acceptance of others is to remove gender ideology from schools and promote simple inclusivity of everyone, with no labels. Instead, students are told that their body concerns may be kept confidential from their parents and they are encouraged to find a wide range of other support people. Among the support sources cited is Rainbow Youth which encourages children who are uncomfortable in their bodies to transition. Worksheets are available for parents and caregivers but do not include any of the above information. There is no acknowledgement of the credentials of the authors of Navigating the Journey . Parents should be aware that untruths are being taught about biology, identity, and gender. Schools do not have to ask for parents’ permission for their child to be included in this programme but parents do have the right to withdraw them. For more information read Your Rights as a Parent . Law takes precedence over policy Under NZ law, parents have a range of rights and responsibilities that they can exercise when raising their children. The Care of Children Act A child’s upbringing is primarily the responsibility of their parents and the parents are to be consulted by any other parties involved in that child’s upbringing. NZ Care of Children Act 2004, s.5 (Principles relating to child’s welfare and best interests) states: “ a child’s care, development, and upbringing should be primarily the responsibility of his or her parents and guardians, ” and, “a child’s care, development, and upbringing should be facilitated by ongoing consultation and co-operation between his or her parents, guardians, and any other person having a role in his or her care under a parenting or guardianship order ”. https://www.legislation.govt.nz/act/public/2004/0090/latest/DLM317241.html The Crimes Act 1961 Parents have a duty to take reasonable steps to protect their child from injury. NZ Crimes Act 1961, Schedule 2, s.152 – Parents of children under the age of 18 have “a legal duty … to take reasonable steps to protect that child from injury.” https://www.legislation.govt.nz/act/public/2011/0079/latest/DLM3650020.html The Bill of Rights Act 1990 Every citizen has the right to freedom of belief and freedom of expression. NZ Bill of Rights Act 1990, s.13 – “Everyone has the right to freedom of thought, conscience, religion, and belief, including the right to adopt and to hold opinions without interference.” s.14 – “Everyone has the right to freedom of expression, including the freedom to seek, receive, and impart information and opinions of any kind in any form.” https://www.legislation.govt.nz/act/public/1990/0109/latest/whole.html#DLM225513 The Human Rights Act 1993 Discrimination on the grounds of sex is permitted in the interests of public decency, safety, and fairness. NZ Human Rights Act 1993, s.46 allows for single sex space discrimination, “on the ground of public decency or public safety”. It is established that members of both sexes sometimes need sex-segregated spaces away from the eyes of the public for decency and safety. https://www.legislation.govt.nz/act/public/1993/0082/latest/DLM304624.html Some service providers include males who claim they are women into their women's spaces because they think they have to by law. They are not aware of their obligations to provide services that are safe for women - in some cases it is discriminatory not to provide these services. https://www.speakupforwomen.nz/self-id The Education and Training Act 2020 Parents have the right to opt their children out of specified parts of the health curriculum related to sexuality. NZ Education and Training Act 2020, s51(1), "A parent of a student enrolled at a State school may ask the principal in writing to ensure that the student is released from tuition in specified parts of the health curriculum related to sexuality education." 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. NZ Education and Training Act 2020, s91(1), "The board of a State school must, at least once every 2 years, after consulting the school community, adopt a statement on the delivery of the health curriculum. S91(2), "The purpose of the consultation is to—(a) inform the school community about the content of the health curriculum; and (b) ascertain the wishes of the school community regarding the way in which the health curriculum should be implemented given the views, beliefs, and customs of the members of that community; and (c) determine, in broad terms, the health education needs of the students at the school." https://www.legislation.govt.nz/act/public/2020/0038/latest/LMS171475.html 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. https://resistgendereducation.substack.com/p/consultation-use-it-or-lose-it The Responsibilities of Boards of Trustees 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." Relationships 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 oe 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. It places unreasonable demands for other students and staff to comply with a minority belief. 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 Since June 2023 it has been 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. Question flowchart By law, teachers are permitted to answer any question a student asks. We recommend that the school specifies the RSE questions that are age-appropriate and will be answered at school and those that will be referred to home for answering. RSE Question Flowchart .pdf Download PDF • 221KB Speaking to the school Board of Trustees 1. Members of the community are permitted to attend School BOT meetings. Check your school’s website for details about the dates and times of meetings and how to ask for speaking rights. If the information is not there, contact the school office. 2. You will be given a time slot and should practise your presentation to be sure to keep within the allocated time. 3. Take along some supporters. Stay calm and address the BOT as allies rather than adversaries. Frame your concerns as questions for the Board to investigate and form policies around. 4. Highlight that the Board’s role is to work in partnership with the community, to ensure the best possible outcomes for all students. This partnership is fundamental to the wellbeing and success of students, and Board members should actively seek the input of parents, staff and students and take into account all relevant information to decide what is in the best interests of all students. 5. Ask when the next school consultation on Relationship and Sexuality Education will be held. Ask 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? 6. Remind the Board that they are required to undertake due diligence to manage risk and ensure, as far as is reasonably practicable, that the school is a healthy and safe environment for all staff and students. 7. Ask how the school meets the needs and safety of all students (and staff) in a way that ensures everyone’s values and beliefs are respected . How does the school ensure that no-one is pressured to endorse a belief they do not hold? Is the school gender identity policy consistent with the way it treats other religious or political beliefs? 8. As much as possible, provide personal or NZ evidence to support your comments. Send copies of your speech and evidence to the Board. Identify the actions you want the BOT to take and give a reasonable time frame for a response. 9. Ask 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. 10. Remember: Your goal is to reach agreement on a school curriculum and school policies that are scientifically accurate, age-appropriate, and have the support of most parents. Thank the Board for their time and emphasise the need for the community to be involved in formulating gender identity policies that everyone can support. Community 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. 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 ? Some easy adjustments to the school curriculum could be removing scientific falsehoods, removing irrelevant information, moving some topics up the curriculum levels if necessary and keeping RSE in dedicated lessons rather than spread throughout the curriculum. (See our alternative lesson plans on our website on the ‘Schools’ page.) https://www.resistgendereducation.nz/information/lesson-plans After the consultation After a meaningful consultation, the BOT has the final decision on what will be taught in the school. It does not have to agree with or implement the outcome of the consultation. If you’re not happy with the outcome of the consultation, you can withdraw your child from RSE classes and prepare for the next consultation in two years’ time - or you could stand for the BOT in the next elections! ( https://www.schoolboardelections.org.nz/ ) Case study of a primary school consultation (2021) Concerns Part way through our school year, several parents wrote to the school board, raising concerns about gender ideology being taught in the Health Curriculum. Broadly the concerns were in these areas: · Lack of clear communication had prevented parents from exercising their right to withdraw their child from aspects of the curriculum. Parents were told that teachers had been directed to notify parents in advance about puberty and gender ideology. Despite this, some teachers taught without prior notification to parents. Parents felt that Teachers commit a breach of trust when they do not honour the commitment made by the school to parents and caregivers to provide prior notice of teaching in certain areas. · Age appropriateness: There were concerns that some younger-aged children may not have the emotional intelligence or capability to fully comprehend and process some of the information. · Topics should be dealt with by parents, not schools: Many believed these types of topics/questions are best dealt with by parents, who can convey the information at a time appropriate for their children. · Lack of subject boundaries: Teachers teaching in a fluid manner and using their own discretion makes it difficult for the school to provide assurance that children would not be taught in areas from which parents had previously indicated they wished to have them excluded. All these parents were in agreement that children should be taught to be accepting of those who are different to themselves and to accept diversity and to treat all people with kindness and respect. However, they noted that there is a difference between these things and teaching a worldview that is not shared by all in the community. Board of Trustees’ Discussion Discussion amongst board members touched on legal and ethical issues. There was the issue of a breach of the Education and Training Act (by not allowing parents to exercise their opt out rights). Also, potentially an employment law breach, with teachers not following the instructions given to them by the Principal. There was a contrary view expressed that the Teaching Standards and Code essentially requires teachers to affirm children's gender identities ('promoting the wellbeing of learners and protecting them from harm', 'promoting inclusive practices to support the needs and abilities of all learners', 'Create an environment where learners can be confident in their identities, languages, cultures and abilities'). Consultation The board decided to put the health curriculum on hold until the views of the community could be ascertained. We did this via the biannual health curriculum consultation. The results of that consultation indicated that there was a low level of awareness in the school about the content of the curriculum and that a significant proportion of the community shared the concerns first raised by the letter writers. New school practice The Principal and senior staff drafted a new curriculum that attempted to find a middle path between the polarised views of the community. · We reduced some of the gender content and removed it from the lower age group’s programme altogether - since age appropriateness was a key theme of parental feedback. · We made the processes for notification of upcoming teaching much clearer so that parents could exercise the opt out option. · Teachers are now required to teach certain topics in discrete lessons, not in a fluid way woven into other teaching. This helps preserve the right of parents to opt out. · We developed guidelines for teachers around how they could answer questions to reduce the possibility of teachers relying on the section 51(3) exception to opting out (school not required to exclude that child if they are answering a question raised by another child). School body positive policy We recommend that all schools consult with their community and set a policy about sex and gender, to avoid unnecessary conflict and potential litigation. The policy should: 1. Take into account the right (under the Human Rights Act) for parents, students and staff both to hold and not to hold a belief; the right to freedom of expression; and the right of parents to make decisions on behalf of their children. 2. Strive to provide a body positive environment for both boys and girls. There is no right or wrong way to be a boy or girl. 3. Support the rights of individuals to express themselves as they wish and to be free from unlawful discrimination, bullying or harassment. 4. Confirm that the school does not reinforce harmful stereotypes, for instance by affirming that children might be a different sex based on their personality, interests, or the clothes they prefer to wear. 5. Confirm that staff will not suggest to a child that their non-conformity to sex role stereotypes means that either their personality or their body is wrong and in need of changing, and all staff will treat individual students with sympathy and care. 6. Confirm that it is not the role of the school to influence identity formation. Social transition is a powerful psychotherapeutic intervention and should not be carried out without clinical supervision. Refer to A Childhood is not Reversible (Transgender Trend), Brief Guidance for Schools (Genspect) and Whose Pronouns Are They (partners for Ethical Care) for evidence to support the school’s policy. 7. State that the school will consider the needs of all students when determining the appropriate support for those students with diagnosed gender dysphoria. 8. Confirm that the school will not teach as fact, a belief in gender identities or sex being on a spectrum. The school will teach that mammals have two sexes – male and female – but only humans have gender which is the particular way that males and females are expected to behave according to their culture and time. It is not possible for a person to change ‘sex’ but a person can change their ‘gendered’ behaviour. Gendered behaviour does not determine whether you are a girl or a boy. That is determined by your biology. 9. State that those who believe they have a ‘gender identity’ that differs from their sex will be treated with respect, as is the case with all diverse beliefs within the community. Treating a belief with respect does not require agreement with the belief. 10. Confirm that parents will be consulted about relationship and sexuality education and discussion on these topics will be in discrete lessons only, allowing parents to withdraw their children, if they so wish. 11. State that on school camps, students will sleep in dormitories of the same sex unless written permission has been gained from the parents of a few close friends, who know the sex of each child, for them to share a room. All adults on school camps will sleep in quarters separate from children.

These websites contain a multitude of resources on every facet of gender identity ideology – from what gender activists believe, to the harms caused by puberty blockers and cross sex hormones, to the scientific and legal facts that are routinely ignored. Comprehensive Websites Genspect Genspect is an international alliance of parents and professionals whose aim is to advocate for a non-medicalised approach to gender-questioning children and young people. It represents 18 different organisations in 16 different countries, including in New Zealand. Stats for Gender is a collation of the most recent, accurate, scientific data on a wide range of gender topics, including puberty blockers, suicide, autism, ROGD and much more. Transgender Trend Based in the UK, this is an organisation of parents, professionals, and academics who are concerned about the current trend to diagnose children as transgender, including the unprecedented number of teenage girls suddenly self-identifying as ‘trans’ (Rapid Onset Gender Dysphoria or ROGD). Its resources include downloadable guides for schools and parents of trans-identified children. Sex Matters is a UK charity that advocates for women's right to single-sex spaces, sports, and opportunities. Their campaign includes advocacy for the right of children in schools to be given dignity and privacy and accurate sex education. SEGM - Society for Evidence-based Medicine for Gender Dysphoria This group's aim is to promote safe, compassionate, ethical and evidence-informed healthcare for young people with gender dysphoria. Their website reports on the most recent evidence supporting non-medicalised care for gender distress. PITT - Parents with Inconvenient Truths about Trans . This website carries a multitude of harrowing stories of the severe damage transgender ideology has caused to young people and their whole families. Active Watchful Waiting Australasia AWWA works to inform and raise awareness of the general public and in particular politicians, health professionals, parents, teachers and journalists on the harms the mandatory gender affirmative pathways and gender medicine can cause. Our Duty This is an international support network for parents who wish to protect their children from gender ideology. Aotearoa Support is a New Zealand support group for parents who have children with gender distress or with a transgender identity. Partners for Ethical Care This international, non-partisan, group aims to raise awareness and support efforts to stop the unethical treatment of children by schools, hospitals, and mental and medical healthcare providers under the duplicitous banner of gender identity affirmation. They believe that no child is born in the wrong body. Coalition for Biological reality This Australasian group’s mission is to create public awareness of the problems that arise when gender identity ideology is written into law and policy. It aims, through research and dialogue, to find common sense solutions that address the needs of transgender people without infringing on the human rights and safety of others. On the website, there are downloadable information sheets and links to other resources. 4thWaveNow This US-based group describes itself as “A community of people who question the medicalization of gender a-typical youth” and has links to research studies and a resources index. Lesbian Action for Visibility Aotearoa – LAVA Lava is a large group of NZ lesbians in their 20s to their 80s who are “unashamedly biased in favour of lesbians and fiercely protective of women’s rights.” LAVA rejects “gender identity” as a dangerous ideology that denies the reality of biological sex. They are concerned about young lesbians who are facing pressure to transition because of their gender non-conformity. The website has links to research and a range of resources. LGB Alliance The LGB Alliance advocates for the interests of lesbians, gay men and bisexuals, and stands up for their right to live as same-sex attracted people without discrimination or disadvantage. It states that any child growing up to be lesbian, gay, or bisexual has the right to be happy and confident about their sexuality and it works to protect them from harmful, unscientific ideologies that may lead them to believe either their personality or their body is in need of changing.

Testimonals and examples of gender idealogy in schools in New Zealand. Testimonials From all over the country, parents are reporting alarming new school practices that, at best, are confusing children about the science of sex and, at worst, are teaching children gender ideology as fact. Parents are witnessing children being coerced into accepting a belief that requires them to deny the reality they see with their own eyes and to go along with gender demands in fear of repercussions. We have collected some of the many testimonials. Add your testimonial by emailing it to info@resistgendereducation.nz Teaching gender ideology as fact. My youngest son is enrolled at a big state co-ed high school. Last year (2020) when he was in year 10, he was kicked out of his Social Studies class by his female long-term reliever teacher for affirming that biological sex is fixed, determined at birth (actually even before, in the womb) and can never be changed and neither can a person’s DNA ever be changed. The teacher told him he was being disrespectful to trans people and that they were whatever gender or sex they wanted to be. He argued with her that this was misleading, and the scientific fact of biological sex was the reality - he’s a bit Asperger’s so will always stick to his guns to make his point. By this stage she was really angry with him, demanded an apology which he wouldn’t give, as he said he was speaking the truth, so she told him to get out of the classroom. After class, she lectured him but he stuck to his guns. He said that she was always bringing up what he called “women’s issues” during class and the whole class hated it because she was so angry and forceful about the issues. He bunked this class a lot after this incident. He is also very annoyed that so many teachers have ‘Rainbow Affiliate’ stickers on their laptops. In his 15 year old mind, he feels that this takes things too far because most of the school do not fit into the rainbow spectrum and are sick of it being crammed down their throats. His current maths teacher tells the class they don’t have to do the problems in their text books that mention boys and girls because it’s not inclusive of the transgender kids (of which there are very few in the entire school). Furthermore, when at the school recently for parent/teacher conferences, going from classroom to classroom as we met with his teachers, we noticed posters with the rainbow colours and talking points around rainbow issues. These were professional made posters not hand drawn.There were also student made posters all over the place advertising a sausage sizzle for the trans/ rainbow affiliate students at a certain place and time the following week. I can only say we were overwhelmed by this in-your-face approach by a small but very vocal minority for issues that involve such a small number of students. Please consider all these points as the grass roots attitude of mainstream NZ. Let the expression of thoughts, opinions and attitudes be carefully taught as just that - the thoughts, opinions and attitudes of some in society but not the majority. It is not appropriate for teachers to push their own agenda to impressionable young people who often aren’t yet mature enough to discern between fact and fiction and half-truths. We should respect all people and be kind, courteous and non-discriminatory but please let truth prevail. More than ever, it’s the time to remember the tale of the Emperor with no Clothes. An exponential increase in children identifying as ‘transgender’ and being affirmed at school After being affirmed at school, my daughter (18) doesn't need anti-depressants or exercise now that she's on T. It has an anti-depressant effect in women. She feels AMAZING. This should last for at least a year, just long enough for the T to cause permanent changes to her voice and her body. Then the anti-depressant effect will likely wear off and the nastier physical side effects will start to kick in. Constant UTIs [urinary tract infections], incontinence etc - the pelvic pain and UTIs have already started. I'm sure a full hysterectomy will fix that. She says with the T she doesn't really feel her feelings anymore. That's one way to fix depression and anxiety I guess. She was a very promising sportswoman until she found trans ideology. It helped her ADHD. Then gave it all up. None of her trans Id'd friends are into sport. Too busy scrolling. Secret name change. Our experience of ROGD occurred after our daughter started High School (a special character school) at the end of year 9. We categorically refused to allow her to change her name on the school roll, however mid 2022 (Year 10) we discovered at the parent / teacher interviews that she had changed her name and started using male pronouns informally as a newly qualified teacher called her another name (we had been aware that she was using this name against our wishes with friends). I asked the teacher directly after the interview if our daughter was using another name and he said no, he had mixed her up with another pupil. We then went to see the personal tutor to raise the issue as we had been lied to directly by a teacher and yet had signed a learning contract based on mutual trust, respect and understanding. The school refused to call our daughter by the name on the roll because that would affect their relationship and encouraged her to see a school counsellor which thankfully she did not. We set fairly strict parameters especially compared to her friend group. We would not consider puberty blockers or chest binders but agreed to buy her sports bras to wear. We have emphasised that we are concerned for her wellbeing and not doing something irreversible that she would later regret. She does not believe that puberty blockers are irreversible because of the information she has been getting from friends and online and won't enter into discussion with us because she believes that we are receiving misinformation and are transphobic bigots. We've tried reasoning that she asks our advice and perspective on many things however we don't seem to get anywhere. We do think that she is looking to "have" something. Her friends have been diagnosed with various conditions and see counsellors. We reiterate that our role as parents is one of safeguarding and trying to be reasonable doesn't always combine very well with teenage hormones. We have since found a counsellor who is not gender affirming and experienced with neurodiversity and gay youth. We made an appointment with the head of the year 9-10s to ask what students were taught about being safe and safeguarding. We hope that this helped to demonstrate that we are not unreasonable ogres. We firmly believe that as parents our responsibility is to equip our children with love and support and the ability to reason however it is not our role to be their best friends and support them in avenues that are likely to cause them harm and long term damage. So, where are we now? We hope that we are making progress. I have eternal hope that she will quietly desist. We're acutely aware that when she turns 16 she may try to get puberty blockers. Our view is that in our house there are rules which include not taking puberty blockers. Her fixation seems to have moved onto other areas -investigating if she has autism and being immersed in playing sport. Anorexia ignored. Our daughter has had long-standing depression and anorexia as a result of sexual assault when she was young. She is also on the autism spectrum. When she was introduced to transgenderism by a classmate at 13, she embraced the ideas as an explanation for her anorexia. The health practitioners we took her to immediately affirmed that she really was a boy and her school changed her name, uniform and pronouns without our knowledge or consent. Our daughter was encouraged by these professionals to see us as her enemy and now at age 16 she has left the family home to live with strangers who treat her as a boy without seeing that she is using the trans identity to mask her anorexia. She has cut off all contact with us, leaving us heartbroken. Transition at school kept secret from parents - read more here My 12-year-old daughter tells me that about half her intermediate class is LGBTQIA+. The other half are straight. I’m not kidding. Everyone has been “coming out” this year. At the beginning of the year, they all told the teacher their pronouns. If they change their mind, they just let the teacher know their new pronouns. She knows about four trans kids. When I was surprised and used one girl’s original name, my daughter said, that’s deadnaming, Mum. The kids are all told about gender and sexuality. She said her best mate was gay because another girl told her she liked her. She told me that choosing to be trans was a much bigger choice than being gay or bi or pansexual (yep) because it involved puberty blockers and surgery. She described to me what puberty blockers were, and she was under the impression you could easily stop taking them. She said in 2019, no one was really talking about this stuff, but now they’re all talking about it. They have a Pride rainbow bridge at the school. They are just kids! So naive and innocent and they’re claiming to be nonbinary! I don’t care if my girls are lesbians or bi or straight, but I want them to learn and grow in private, at their own pace. And I am dreading either of them being drawn into the rainbow trans cult. Dunedin North Intermediate - My friend’s child had his first day on Tuesday and they were taken to the unisex toilets. I don’t know if all the toilets are unisex or just some. Then all the class had to introduce themselves and share their pronouns. The boy didn’t understand what pronouns were and said he didn’t have any. Later at home his big sister said that not knowing his pronouns meant that he was a nothing. I think she probably meant that he was non-binary but that she is confused about it all too. She has just started Year 9 but went to the same intermediate. Her brother got upset at being called a nothing and shouted that he was a boy. My friend said that he told her that 5 children in his class said they were trans. My friend was really angry about it and said that the gender ideology is being treated as extra special and cool so everyone wants to be in the cool, trendy gang to be treated as special and it’s being shoved down kids’ throats. She wants to complain but knows that she will be labelled as a transphobe or homophobe if she does and she holds a public position which really means she can’t speak out about it. The undermining of parental rights by schools teaching transgender ideas without proper consultation 2025 My daughter is one of those with a ‘vivid imagination’. Quirky, highly intelligent, gifted, ADHD and with autistic traits. Completely and apparently quite easily brainwashed to believe she was born in the wrong body at age 14 - post puberty. Never had an issue with her body or femininity before falling in with a group of friends that were into being trans. Patient Zero - the so-called ‘best friend’ - was anorexic. Convenient way to keep punishing your body - behind the veil of Trans. Social contagion in our schools is very real and is being encouraged, affirmed and supported by all these professionals and organisations. I feel completely betrayed by them and successive Governments that have failed to protect my vulnerable young woman. It’s a modern day tragedy. 2023 My young son is being forced to change for swimming in a shared change room with a male-identifying female child. The son is aware that the other child is female and is at an age where he feels self-conscious about nudity in front of members of the opposite sex. Many parents of the same children are unaware that the child is female and no-one has been asked whether they consent to their sons sharing the purported single-sex change room with a female child. No consideration is made for the cultural and religious requirements of the other families, or the privacy and consent rights of the boys. At a recent athletics day, sprints and all other competitions were run with boys and girls together, with students receiving individual score cards rather than being able to compare their abilities with others in their age and in their sex class. There was no prior discussion about this with parents and no request for feedback on the merits or not of this entirely new and debatable approach. No explanation or justification was given. This has led some parents to assume that this was done in order to avoid the need to confront the issue of sex categories in school sports. It is felt that these categories are being abolished by stealth, without robust, open debate about the merits and disadvantages of this. If this is being done in the interests of 'inclusion' for children questioning their gender, then this needs to be balanced with the needs of girls to have access to safe and fair school competitions that allow them to shine in a level playing field within their sex category. (During Pride week) So at our local NZ high school you are to wear pronoun labels of your choice. He or she is not encouraged, however. They or theybe is acceptable. Not kidding. Mine have prior arrangements this week so will be home. At the end of Term 2, 2022, an Auckland intermediate school had a Rainbow Pride mufti day and each child in every classroom had to write down their name and beside it put down what rainbow colour they were wearing so that there would be a wide mix of rainbow colours all over the school on the day. The Year 7 class I observed didn't have a clue about the deeper sex and gender issues involved. They just thought it was cool, fun, and exciting to dress up in bright rainbow colours. This emphasis on rainbow imagery to capture youngsters, seems to be a form of brainwashing and grooming. My friend has requested her 7 year old not participate in any more Pride activities this week. As a result, her daughter was sent to a different class three separate times today. Sarah (not real name) was taught all about pride today, shown the flags and how they represent: boy loving a boy, girl loving a girl, or you may have been born a little girl but actually you think you might be a boy but there is a flag for that too. Then coloured in the flag and put it on a t-shirt. No notification given to parents at all. PS The teacher makes a big show of excluding Sarah from the class every time they do a “diversity” activity. My daughter (aged 10) has a trans girl in her year group. This child did a presentation to the year group. My daughter said it was a slideshow - she thinks it was a children’s book as it looked like proper illustrations. All about a cat that wanted to be pink. At the end the child urged everyone to use the pronouns people prefer. Around that time my daughter went into the principal’s office and she had a box of pronoun badges (they/them, he/she etc) but my daughter says she hasn’t seen any staff member wearing one. I had already asked the school to tell me if my kids were going to be taught that anyone was “born in the wrong body” a year earlier. A few of my daughter’s teachers (year 11) asked at the beginning of the year which pronouns each girl would like to use among themselves (ie with the teacher), and which pronouns when in front of their parents. When I asked my child if she thought there was anything wrong with this separation, she did not think there was anything wrong. I put to her the view that teachers conniving with children to keep secrets from parents on such an important matter is totally out of line with the purpose of a school and what teachers’ responsibilities are (ie education), vi-a-vis the responsibilities and rights and duties of parents. My daughter agreed. Trident High School - This video was shown on 16 June 2021, to over one thousand 13 - 18 year old secondary students. It is propaganda for the unscientific idea that people are born with an innate ‘gender identity’. Range of Gender Identities Here is a poster from Hutt Valley High School (a large coeducational school in the Hutt Valley), inviting students to a regular trans and non-binary student meetup. HVHS Trans and non-binary poster .pdf Download PDF • 142KB The unreasonable demands being made on schools, teachers, and students to accommodate gender identity ideology 2023 I am a secondary science teacher. I was forced into a role last year to teach a health unit to a year 10 class and that is where it came to my attention the movement of gender ideology. I used curriculum resources that were given to me to teach the students on "gender identity" which came as a new experience for me when my background is in sciences and I usually teach sciences - biology, chemistry and physics. I also have become exposed to more students expressing the need to use opposite gender pronouns and names. I have been supportive, collegial and accepting throughout this time when working through these new changes, however deep down something has not been sitting right with me. Upon investigation of the world-wide gender ideologies, I have now begun to form a more educated perspective on the situation and it has confirmed the doubts and concerns I had for my role as an educator and for all my students. I have become increasingly uncomfortable in my role as a science teacher and as someone who cares deeply for our tamariki in light of the progression of gender ideologies filtering into our education system. I have felt I have had no guidance or consultation regarding this and in a sense feel 'coerced' to use pronouns and names of a child that is not in alignment with their original. I feel it is causing confusion in our students and staff and I am fearful that this will have long-reaching effects on our students, including the ones who are wanting to transition under the age of 18 and have not gone through puberty yet. I am finding the blurring of truth and also the back-lash of student response when other students do not use the pronouns increasingly hard to manage and my open public apology to a whole assembly when I have misused them as well makes me feel I am walking a dangerous line of falsity. I am wondering what protection is in place for teachers who may be feeling like this because it is leading to a creation of a fear-controlled environment. As a teacher, I am just disappointed that there is no discussion about the impact on teachers and school staff working at the schools who are being forced to deny the truth, deny science, forced to lie and to pay lip service to something they do not believe in - because they have a job that they love doing, earn a salary that they need to support themselves and their families - and they have to live with their own consciences knowing that they are denying science and are lying/not telling the truth every day. I am a NZ school teacher. I also taught for more than two decades overseas. Without a doubt, purportedly "Rainbow" materials are embraced and referenced by the teacher in charge of RSE (Relationships and Sexuality Education) at my own school. The materials are more about queer theory and gender ideology rather than acceptance of difference. As with all high schools, this aspect of the curriculum is taught by specific teachers and is in the 'black box' of the classroom...what one teacher covers is largely unknown to most others. However, in my own institution, I am fully aware the focus is gender identity and self-identification. This is seen as natural, progressive, and a form of social justice. Personally, I see it as a potentially serious safeguarding issue: through such curricula, we risk students questioning their biological sex, encouraging body dysphoria, and making students believe the axioms of an ideology. The end of such pathways is of course potential use of puberty blockers, hormone treatment and so on. As some may know, those most at risk are young gay and lesbian students and autistic children. It is, deeply ironic that this amounts, therefore, to a type of conversion therapy for some LGB students. InsideOut resources and their incorrect statistics and concepts around self-harm, intersex, and 'innate' gender are embraced without critical questioning. These materials are in our school and the RSE teacher seems to embrace them. Most shocking for me in these materials was the InsideOut (and therefore Ministry of Education endorsed) suggestion that schools might or should actively use new names, pronouns, and identities for students but hide this from parents should the student request it. To me, this is taking a stance of being actively dishonest - as well as not acting in the students' best interests. That is, to have such a policy is to have a policy of dishonesty. I understand the argument that this is for safeguarding itself, but this is based on the ongoing use of incorrect statistics surrounding self-harm. My children have all left school and I am very glad this is the case. I think most parents do not have any idea of the way the gender ideology has become embedded in RSE and schools more generally. As a teacher, just to raise questions on the topic put you in danger of accusations you are transphobic. My own views are that there are strong risks in presenting such materials to young people. It is a form of ideology which has no place in education - except if exploring it as an example of an ideological thought system. That is, it could have a place for careful analysis in high level social sciences classes - or in history classes comparing it to propaganda and authoritarianism. From the mother of a five year old: I’ve recently been into the school loo near my daughter’s classroom. They’re the usual unisex, fully enclosed toilets and I’m not a fan of girls having to share. More than once I found wee all over the seat. Not a little bit – a proper clean-up job. Not altogether surprising as they’re used by young boys. But it got me wondering how often my daughter encounters this, so I asked her, and she confirmed that there is often wee all over the seat. I asked her what she did, and she said she just cleaned it up each time. This makes me quite annoyed really. I never had to deal with that – the odd drop sure – but nothing like the state I’ve encountered in there. How many other schoolgirls are just routinely cleaning up a seat covered in wee? If schools are going to insist that girls share toilet facilities, then they need to ensure girls aren’t cleaning up after the boys. 2022 From a teacher: One Year 11 student at a girls-only school in the Auckland region told me that the girls who want to have any sort of discussion or ask questions about trans and gender ideology, are silenced by being labelled ‘transphobic’. According to her, this whole issue of gender ideology taking hold in her school has only emerged in recent months. She told me that two of the senior girls now maintain they are really male. They insist on being referred to as he/him. When she has unwittingly used the wrong pronouns, she has been verbally abused so she now keeps silent. She is confused because these two girls continue to wear the girls’ uniform, have kept their long hair and still share female only facilities. She is unaware of them wearing breast binders or taking testosterone. She cannot understand why they remain at a girls’ only school if they now identify as male. One of the allegedly transitioning students has attempted self-harm and has ongoing mental health issues. Kaiapoi High School. There is a male student identifying as female who uses the girls changing room and they were made to feel they weren’t allowed to object. Parents were not consulted and are not actually even supposed to know about the student. My granddaughter, who is 13, has just moved from Christchurch to the North Island. Her 1st day of high school has been a shocker. The first thing she was asked by the kids in the class is what pronouns she goes by is she non gender, lesbian, or trans. She had no idea what they were talking about and can't relate to anyone in the class. Rolleston College. The kids are having sex in the unisex toilets. I think all the toilets are unisex. Basically, because everyone can go in together, stalls get used for sex. A child requested to me, (I am a teacher) that she wanted her teachers to not call her a girl and to use ‘they‘, but also said I wasn’t to tell anyone. I pointed out to her that if we couldn’t tell anyone, nobody could comply with the request. Not knowing what to do I convinced the child to talk to her dean. The outcome was that I was told to use a different name for her and the pronoun ‘they’ for a 13 y/o child and not to mention it to said child’s parents yet. I was never given any directions on which cross country group boys/ girls or kapa haka group girls/boys I should direct said child to whenever the school separated for those types of activities. Nope you just get left to flounder with that. Because no one really knows what to do. Imagine the politically correct tangle you’d get into - don’t want to upset Māori community by putting a born female child who identifies as diverse into a traditionally male role within Maoridom , but not wanting to upset a rainbow community by forcing her into the unwanted female role within kapa haka. What a PC nightmare! Perhaps let them sit it out? Now you’ve got singling out a child which might cause them shame and / or teasing. I feel that a teacher’s belief system should be respected too. It's interesting that if a primary school decides to allow religious instruction, the ministry advises it to have an opt-in system and for the topic to be taught by volunteers. In the sense of gender identity, perhaps the same advice should apply? Certainly, there are teachers who might feel uncomfortable about teaching it on the basis of their religion and/or personal beliefs and I feel that maybe you could argue that the NZ Bill Of Rights Act protects their freedom of belief. As a parent, exploring gender identity is something I would much prefer to discuss with my own child and with the timing that is right for them. It's not a subject I would want school to discuss. Especially without informing me as to exactly what was being said and how it was being presented. School board trying to balance rights and interests in sexuality education I am on the board of trustees of a public, co-ed primary school board in the Wellington region. We are finding it difficult to reconcile the rights and interests of parents, with the rights and interests of teachers, within a system that should place child welfare at the centre. Some of these rights and interests are colliding with others. Recently some parents wrote to the board to express their concerns about Navigating the Journey (the sexuality education resource that is informed by the 2020 Ministry of Education RSE guidelines) and its delivery within our school. Their concerns were: That there had been inadequate consultation on the programme (we aren't due to do our two-yearly consultation until next term, so newer families to the school would not have had a chance for consultation yet) That parents had not been notified of upcoming sexuality education topics, thereby depriving them of their right to opt out That material is being shared with students in a way that is not age appropriate. As a board we accept these are valid criticisms. They have come about due to the behaviour of some teaching staff, who have unilaterally decided that placing limits on discussion of sexuality or gender ideology, for the purposes of the school curriculum, interferes with their right to freely express themselves and that this constitutes discrimination against them. They have also used the s51(3) exemption (that teachers have a right to respond to a child's question in the classroom) to skirt around the requirement to ensure that parents can exercise their opt-out rights in respect of the sexuality curriculum. The Human Rights Act allows the provision of separate facilities for each sex (s46), which is particularly important for females. How can we as a board, satisfy that expectation of privacy and sex-segregated facilities, when the Ministry of Education guidance encourages children to use the bathrooms and changing spaces that 'aligns with their gender identity'? Allowing males who identify as female access to female only spaces risks excluding girls from sports and school life. All girls are affected but in particular girls from religious backgrounds such as Muslims, who have strictures against girls sharing private spaces with males. Many of our refugee families come from Muslim countries and policies like these discriminate against and exclude these already marginalised communities. Navigating the Journey also dictates that schools should 'use people's preferred pronouns'. Using different pronouns is effectively a way of signalling to others belief in gender ideology. As such these 'preferred pronouns' policies run afoul of the rights to freedom of thought, conscience and belief, as enshrined in the Bill of Rights Act. As a board we are also concerned that there is no risk assessment that has been done by the Ministry on affirming children in different gender identities as the best therapeutic approach for children suffering gender dysphoria. Studies (including evidence presented in the Keira Bell case https://www.judiciary.uk/wp-content/uploads/2020/12/Bell-v-Tavistock-Judgment.pdf ), show that many of the young people presenting at gender identity clinics have co-morbid conditions such as anxiety, depression and autistic spectrum conditions. In addition, a number have histories of past trauma, including sexual abuse, and the reason for their discomfort with their bodies deserves better investigation. In addition, of course, many gender-non-conforming children grow up to be gay. By encouraging affirmation–only approaches, we are, ironically, running the risk of taking part in gay conversion therapy. The lack of clear guidance from the Ministry of Education in these areas makes us worry that these issues can only be resolved through the courts. That would be a waste of school time and resources, that could be better spent educating our rangatahi and encouraging them to accept themselves and each other, as they are.

This video for teens tells the plain truth about sex and sexual orientation. Get informed Frequently asked questions Are schools required to teach about relationships and sexuality? Yes , but HOW schools teach the subject is decided by each school. Do schools have to follow the Relationships and Sexuality Education Guide ? No. These are guidelines only - schools can choose to teach the topic in their own way. Here is the Minister of Education, Jan Tinetti , in Parliament on 15 August 2023, confirming that schools can develop their own RSE curriculum content. Do parents have a say in what is taught? Yes. By law, schools must consult with their community every two years to decide the content of their RSE. More information about what is a meaningful consultation is here . A case study of a successful primary school consultation is here . Can parents withdraw their children from RSE lessons? Yes. Put your request for withdrawal in writing. A template letter is here . An example of a successful approach to a principal is here . Can parents speak at a Board of Trustees meeting? Yes, with permission. Advice on how to go about that is here . Should the school have written policies about RSE and gender practices? Yes. A list of things BOTs should consider and questions to ask them is here . Are all teachers, principals and BOTs in favour of the MOE guidelines for RSE? No. There is a general lack of knowledge, amongst teachers as well as parents, about the detail in the RSE curriculum. While some teachers (and parents) do agree with gender identity beliefs, many are alarmed by the ideas being promoted but are fearful of losing their jobs if they speak against the RSE guidelines or question social transitioning at school. Principals and BOTs are sometimes waiting for parents to speak up so that they have evidence that this teaching is not wanted by their community. You will achieve more if you treat teachers, principals, and BOTs as allies rather than adversaries, and work together to create an RSE curriculum that everyone can support. Can schools transition my child behind my back? Unhappily, yes. This has happened to parents in New Zealand. (See our testimonials . ) The Ministry of Education endorses the practice of hiding changed pronouns in its guide Supporting LGBTQIA Students . RGE has received legal advice that it is entirely dependent on the principal's opinion whether or not parents will be informed. 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. Can schools take my child to get a binder or puberty blockers without my permission? Possibly. (See previous answer above.) RGE has heard of schools discussing binders , puberty blockers, and cross sex hormones with secondary students but we have not had reports of these things being supplied via schools, possibly because they are easy to get elsewhere. Information about how to access these items is readily available from rainbow lobby groups like InsideOUT, Rainbow Youth, or Gender Minorities Aotearoa. Critique of the Relationships and Sexuality Guide Overview The Relationship and Sexuality Education Guide (RSE Guide) for teachers, school leaders, and boards of trustees, produced by the New Zealand Ministry of Education and published in September 2020, not only accepts but actively promotes the ideas of gender identity and gender diversity and encourages schools to focus on being a safe place for lgbtqi+ students. The authors of the guide reveal themselves to be totally captured by gender ideology, and the guide promulgates this ideology at every point. In this regard, it is a highly politicised document that is pushing an agenda with which the majority of the population is unfamiliar and for which there is no evidential basis. There is no recognition in the guide that there is a strongly critical international movement which completely rejects gender ideology. This movement includes academics, psychotherapists, social workers, scientists, doctors, teachers, parents, people who identify as transgender, and detransitioners. They all reject the notion that it is possible to change sex the idea that gender identity is real the language that says biological sex is “assigned” at birth the idea that there is a male brain and a female brain state schools promoting a belief system as if it is fact state schools forcing staff and students to acknowledge and affirm people’s self-identification of gender the deception involved in assisting school age children to socially transition and to keep this secret from their families the “affirm only” approach which leaves no room to encourage a child to explore their gender expression and any confusion they may feel when their feelings and preferred behaviour do not fit with sex role stereotypes outdated sex role stereotypes being used to encourage children to believe that they may have been born into the wrong body giving primacy to a concept (gender) over a reality (biological sex) children being set on a path of surgical intervention and lifelong dependence on pharmaceuticals before they are legally old enough to understand the consequences the proposition that ‘social transition’ is harmless and in a child’s best interests that there is ever a case for suggesting that permanently changing and damaging a healthy body is an acceptable response to any form of mental and emotional distress that it is ever acceptable to lie to a child and pretend that they are something they are not. Teaching gender identity across the curriculum The RSE guide encourages the teaching of gender ideology as fact from Year 1. Five year olds are to be taught to “Understand the relationship between gender, identity and wellbeing” and the concept of ‘gender identity’ and that people can change their sex is reinforced every single year thereafter. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 30) Level 2: Akonga can show that they: Are able to identify gender stereotypes, understand the difference between sex and gender, and know that there are diverse gender and sexual identities in society. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 31) Level 3: Akonga can show that they: Understand how communities develop and use inclusive practices to support gender and sexual diversity. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 32) Level 4: Akonga can show that they: Know about pubertal change (including hormonal changes, menstruation, body development, and the development of gender identities), and about how pubertal change relates to social norms around gender and sexuality; and can make plans to support their own wellbeing and that of others. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 33) Level 5: Akonga can show that they: Know about a range of cultural approaches to issues of gender and sexuality and how these relate to holistic understandings of wellbeing, eg, in terms of: varying perspectives on contraception and reproduction for different people, such as teens, heterosexual couples, same-sex couples, and single parents or cultural, generational, and personal values related to gender and sexual identities. (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 36) Level 6 : Akonga can show that they: Are able to examine how gender and sexual identities can shift in different contexts and over time, and understand how these identities can be affected by relationships, family, media, popular culture, religion, spirituality, and youth cultures. (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 37) Level 7 : Akonga can show that they: Understand how sex, gender, and sexuality might change across the lifespan (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 38) Schools are prompted to adhere to gender beliefs in everyday practices: Programmes should acknowledge gender and sexual diversity and make sure that a range of identities is visible in resources. Ākonga should be addressed by their preferred name and pronouns. Teachers can reflect on and change exclusionary practices such as lining up in girls’ and boys’ lines, requiring students to place bags in girls’ or boys’ categories, or organising class groups according to gender binaries. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 36) Further, the RSE Guide recommends embedding the concept of gender into all areas of the curriculum: While RSE concepts and content will be specifically taught in health education and supported in physical education, there are many opportunities for RSE across the New Zealand Curriculum. (Examples are given of how to do this in physical education, English, science, technology, social sciences, the arts, languages, and mathematics and statistics.) ( Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 28-29) The Guide does not draw attention to how the right of parents to withdraw their children from sexuality and relationship education classes will be impacted by this ‘embedding’ recommendation, and thus does not suggest how parents’ rights in this regard might be respected. Although the Guide correctly states that schools must consult parents about the content of relationship and sexuality lessons, there is no question that the practice of embedding the topics throughout the curriculum thwarts the ability of parents to opt their children out of specific lessons. [1] The Guide asserts that Many ākonga at primary and intermediate schools are thinking about their gender identities, and some are aware of their sexual orientation . (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 35) We would suggest that while awareness of sexual orientation is often (but not always) innate, children are only thinking about their gender identities because that is a concept that school introduces them to in their first year at school and continues to reinforce in all subsequent years. Teaching belief as fact The RSE Guide promotes as fact the idea that a person’s feeling of being masculine, feminine, or neither, is more important than their physical sexed body. The phrase “assigned sex at birth” is referred to multiple times and, along with the use of words such as “cisgender” and “gender fluid”, demonstrates how the Guide has completely adopted the language of gender Ideology, and uses words which are offensive to many people world-wide who do not share this ideological belief. The scientific evidence is very clear that there are two, and only two, distinct biological sexes. Sex is not an assumption and is not “assigned at birth” – it is observed and recorded. Teaching these falsehoods means children are learning to genuinely believe that it is possible to be born in the wrong body and that a person can actually – literally – change their sex. Schools should be promoting body positive messages, not the idea that non-conformity to gender stereotypes means that a child’s personality or body is wrong. Children should not be led to believe that they need to change their body, bind their breasts, or wear different clothes to match a regressive sex stereotype. Confusing and contradictory definitions The glossary for the RSE Guide for both Years 1-8 and Years 9-13 is confusing to say the least: (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 48-50) Sexual orientation: A person’s sexual identity in relation to the gender or genders to which they are attracted. Sexual orientation and gender identity are two different things. Sexual orientation can be fluid for some people. Lesbian: A woman who is emotionally and sexually attracted to other women. This is used as both a personal identity and a community identity. Gay: A person who is emotionally and sexually attracted to the same gender. This is more widely used by men than women and can be both a personal and community identity. Bisexual: A person who is emotionally and sexually attracted to more than one gender. According to this guide, sexual orientation is about which gender a person is sexually attracted to. Any adult and many children can see the contradiction in sexual orientation being described as attraction to a gender. We all know that sexual orientation refers to the sex one is attracted to. Gender is an irrelevant concept when talking about sexual orientation. There is no acknowledgement at all given to the clear and consistent opposition by lesbian and gay organisations to the idea of lesbians and gays being same gender attracted [2] . Nor is there any recognition that for young lesbians and gays the idea that they ought to be attracted to the males and females who identify as the opposite sex is distressing and confusing . Of course, in the gender identity world, gender is fluid and can change over one’s life as defined below: Gender: Gender is an individual identity related to a continuum of masculinities and femininities. A person’s gender is not fixed or immutable. Gender binary (male/female binary): The (incorrect) assumption that there are only two genders (girl/boy or man/woman) Gender fluid: Describes a person whose gender changes over time and can go back and forth. The frequency of these changes depends on the individual. Sex assigned at birth: All babies are assigned a sex at birth, usually determined by a visual observation of external genitalia. A person’s gender may or may not align with their sex assigned at birth. Transgender (trans): This term describes a wide variety of people whose gender is different from the sex they were assigned at birth. Transgender people may be binary or non-binary, and some opt for some form of medical intervention (such as hormone therapy or surgery). The writers of the glossary seem oblivious to the incoherence of saying that gender is not binary while at the same time believing trans people can change from one side of the binary to the other (multiple times) or can be non-binary. If there is no such thing as the gender binary, doesn’t that make everyone non-binary? Missing from the glossary are the definitions of words which reflect biology such as male and female. It is challenging to imagine how biology and reproduction will be taught in this brave new world! (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 48-49) & (Refer Relationships and Sexuality Education Guide: Years 9-13 Pg 53-54) Eroding parents' rights The RSE guide encourages schools to socially transition children without necessarily seeking parental consent. Socially transitioning a child is not an isolated act without consequence – it is the first step in a very serious, complex and life-changing process about which parents ought to be fully informed. Gender ideology supporters also specifically encourage gender-questioning children to speak to Rainbow organisations, peers, or an ‘online family’ rather than their parents. In some schools, advice about using binders or starting on hormones is being provided to students by teachers who are not medically qualified. The RSE guide appears to endorse this approach, not once stating that schools should inform or seek parental permission before using a student’s preferred name or pronouns. Where students need access to ‘support services’ and these cannot be accessed onsite, the guide specifies that students should be supported in seeking access to professionals outside of the school with no mention made of seeking parental consent. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 19; Pg 22) The question of pronouns A child changing pronouns is the beginning of social transition. Asking students and teachers to use ‘preferred pronouns’ may appear to be kind and inclusive, but in reality is forcing other people to adhere to a belief system they may not agree with. Preferred pronouns can cause tension and conflict through the fear, or in the event, of someone making a mistake. They cement the social transition of a child, making it harder for them to later change their mind. Some gender non-conforming children may feel forced to choose different pronouns to avoid scrutiny from bullies. Preferred pronouns reinforce the incorrect idea that people can change their sex. When the school encourages their use, they are promoting gender ideology as fact rather than belief. It is difficult to see this as anything other than ideological indoctrination. Safe-guarding issues The RSE guide recommends, “Ideally, schools will have at least one gender-neutral toilet available for akonga, but trans, non-binary, and intersex akonga should not be required to use this rather than male or female toilets.” This is an extraordinary double standard and creates a significant safe-guarding issue. Trans, non-binary, and intersex children can choose which toilets and changing rooms they use but girls are forced to accept males (who say they are really girls) in their toilets and changing rooms. Teaching girls that a boy really can become a girl trains them to suppress their instinctual caution and override their embarrassment and natural discomfort with having boys in their single sex spaces. It says that what girls want or feel doesn’t matter, and that they have no right to set their own boundaries. Absolutely no consideration is given to the comfort or dignity of girls who do not want to share intimate spaces with male-bodied people and who have the right to set such boundaries. This statement clearly prioritises the needs of children who believe they are trans over those who don’t. Gender questioning children need privacy and dignity just the same as other students. To that end, the school should ensure there are some unisex facilities for these students to utilise, but they should continue to offer single sex facilities as well. Boys and girls alike deserve a single-sex shared space where they can get changed and be comfortable together. Students are entitled to sex-segregated changing rooms, especially when some children, in particular those who are beginning puberty, are experiencing significant bodily changes. (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 20- 22) Outside providers The Guide is clear that it is not considered best practice to hand over the responsibility for RSE programmes to outside providers and there are a number of questions they suggest should be asked such as “ How is this provider funded and what is its purpose for existing? What is its agenda? ” And “ Schools should evaluate the programmes and services provided by outside agencies alongside their in-school learning programmes” . (Refer Relationships and Sexuality Education Guide: Years 1-8 Pg 34 & Refer Relationships and Sexuality Education Guide: Years 9-12 Pg 40) Despite these previous cautions, In April 2022 the Ministry of Education issued new resources designed to provide further support for teaching relationships and sexuality education in schools. As part of this update schools are urged to “use resources from trusted organisations like InsideOUT or RainbowYOUTH”. Many of the third party activist groups that are endorsed by the Ministry have links on their pages that lead children to ever more extreme versions of gender ideology. These rainbow lobby groups universally glamourise the concept of being trans and convince children it is possible and even easy and desirable to change sex. (Refer Relationships and Sexuality Education Guidelines: Years 7-10 Pg 21) Conclusion The RSE guide sets out many values with which most New Zealanders will agree, in terms of inclusiveness, safety and respect, and it deals with issues such as pornography and online abuse that are unfortunately highly relevant in today’s world. However, its heavy focus on gender theory is hazardous for children. Many schools are now constantly promoting, in every facet of school life, the disorder of body dissociation as an ideal, chosen identity. Gender ideology communicates to children that some identities are more or less fashionable or desirable. Children who adopt a gender identity are constantly praised, put on a pedestal and celebrated; whilst lesbian, gay or heterosexual children are painted as privileged, boring, or undesirable. Placing so much significance on gender identity creates a breeding ground for social contagion and a consequent sharp increase in students developing gender dysphoria. Affirmation of a trans identity is not kind. On the contrary it confirms to a child that they are the wrong sex and encourages their belief that their body needs to be changed. Medical intervention can only ever effect cosmetic change; the child’s sex remains the same. Other children should not be coerced into expressing a belief in ‘gender identity’ through the threat that not to do so is ‘unkind’ or ‘transphobic’. Schools should be teaching that no child is born in the wrong body and that children can reject gender stereotypes and be their authentic selves without discrimination, labelling, or medical intervention to ‘fix’ them. [1] https://parents.education.govt.nz/primary-school/learning-at-school/sexuality-education/ [2] https://lgballiance.org.uk/about/ https://www.lesbians-united.org/about.html https://lesbianalliance.org.uk/ Your rights as a parent Legal rights 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. 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 fulfil 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. Template letter to withdraw your child from RSE Suggested email to your school principal Subject: Exemption from specific elements of Relationships and Sexuality Education Kia ora xxx, I have some concerns about the Ministry of Education’s current suggested RSE content. Please exempt my children from any instruction, in the context of any school subject: Regarding theories of gender identity. Regarding preferred gender pronouns. Promoting the use of puberty blockers, cross-sex hormones, gender change surgery, or the idea that human beings can change their biological sex. Encouraging students to consider stopping the normal menstrual cycle for non-medical reasons (e.g. the Education Outdoors New Zealand programme “Going with the flow”). Promoting the belief that people other than women can menstruate, become pregnant, or give birth. Implying that there are more than two sexes in humans or that there is a “continuum” of femaleness and maleness. Promoting the idea that adherence to gender stereotypes or the expression of personality can determine whether someone is male or female. Encouraging students to keep information about their well-being and/or identity secret from parents. Based on materials sourced from the activist groups Minus 18 or InsideOut, or any similar LGBT+ activist or lobby group. Encouraging participation in Rainbow Clubs or similar groups where teachers or students discuss transgender or non-binary identities. Please note that you are obliged to meet these requests under the Education and Training Act 2020 ( section 51 ). Please notify me in advance if my children will need to be separated from their class for this reason, so that I can discuss this with them and with you. If there is any ambiguity as to whether planned instruction contains any of the elements listed above, then please discuss this with me in advance. I would also like the opportunity to understand how our school will be approaching RSE instruction. Please provide me in advance with copies of any RSE materials that will be used in classroom instruction, whether in the context of a dedicated RSE class or in any other curriculum areas. Please also provide me with a copy of all school policies that address gender identity. Some common parental concerns about the Ministry’s suggested RSE content are described in these two articles: The Ministry of Education’s Relationships and Sexuality Education resources: Opening Pandora’s box What Schools Are Teaching Your Kids About 'Gender' If you would like to better understand the reasons for my request, you may find these articles helpful. I very much appreciate your assistance with this important matter. Please contact me if you would like to further discuss this request. Kind regards, xxx (This template was published by Laura Lopez on her substack Arguments with Friends .) Critique of InsideOUT InsideOUT’s school resources ignore the needs of girls. There are ten written resource documents for schools on InsideOUT’s website that can be downloaded or ordered as physical copies. In addition, there are posters and videos available. These glossy resources have been produced with at least $100,000 of support from the Ministry of Education. In all the documents, the narrative focuses on schools nurturing and supporting rainbow students in multiple ways, and encourages staff and other students to do so as well. However, there are no instances where rainbow students are guided on how to behave with mutual respect towards others. Lack of expertise You would expect InsideOut, as a “trusted organisation”,* to be run by very well qualified and experienced people from a range of professions such as education, medicine, or psychiatry. But instead, a perusal of InsideOut’s website finds that of the 35 people profiled, a large majority have no academic qualifications whatsoever . Only five of the 35 hold bachelor’s degrees and one has a Master of Education. Of note is that none of the 12 school co-ordinators, who go into schools to provide sexuality education ‘training’ to teachers, has any academic qualifications. Funded by the taxpayer InsideOut’s widespread influence is not due to a groundswell of grass roots support and private donations. According to the Charities Register , InsideOut’s income for the 2021-22 reporting year was $1.84million, of which over $1 million seems to be a grant from government ministries to provide “goods and services”. The Ministry of Education has confirmed in a letter that it provided the charity with $100,000 in 2020. More than $800,000 of InsideOut’s income was spent on “Volunteer and employee related payments.” No other voice in the debate about sex and gender identity has a fraction of this kind of money to spend. It is a mystery how InsideOut came to be viewed by the MOE as the go-to experts on relationship and sexuality education. The organisation has been showered with money for at least five years, so that a large number of NZ schools have now been influenced by its doctrine. Trans identities are paramount Specifically, schools are told that gender-neutral toilet and changing room facilities should be available, but that “trans, gender diverse, or intersex students will never be made to use a separate facility against their wishes” . So a boy who identifies as a girl should be allowed to use the girls’ facilities if that’s what he wishes, irrespective of how the girls, including lesbians, might feel about having a male-sexed person in intimate spaces with them. For overnight school trips, InsideOUT offers the same advice ( to allow trans students to choose where they sleep) except when visiting a marare. In that circumstance, the advice is that “Where possible, the school should consult with the marae manager/s or iwi affiliated with the marae before the visit to discuss options for trans and intersex students and reach a solution that upholds the mana of everyone involved” . Presumably, girls are included in this recommendation to uphold everyone’s mana. I s a marae the only place a girl’s mana is upheld? Girls matter too Although schools should indeed assist with rainbow students’ full participation in school life, no students’ rights should come at the expense of other students. Women and girls are notoriously bad at speaking out against injustices or abuses, especially where there is a risk of group ostracisation, so that policies that make them uncomfortable or fearful are often never challenged. InsideOut's school guidelines for transgender students appear to give no consideration as to how they might clash with girls’ safety and wellbeing. Girls matter, too. Read detailed critiques of these resources here: Ending Rainbow-focussed bullying and discrimination Review of Ending Rainbow Bullying .pdf Download PDF • 327KB Making schools safer Review of Making Schools Safer (002) .pdf Download PDF • 318KB *See the MOE's Frequently Queried Topics Years 7-10 (p21) Critique of Navigating the Journey Overview Family Planning believes young people have the right to “honest, accurate, and age-appropriate information about sexuality.” Their resource, Navigating the Journey , is provided for this purpose and is used in over 30% of New Zealand schools. https://www.familyplanning.org.nz/catalog/resources This programme is intended for children from year 1 to year 10 with the aim of promoting the wellbeing of young people and to help them develop healthy, consensual, and respectful relationships. While containing many worthwhile activities, the resource is not accurate or age-appropriate when it comes to sex and gender. The lessons present gender ideology as fact, without reference to gender identity being something some people believe but not the majority. Heterosexuality is only mentioned negatively. The programme is divided into lessons for Years 1-2, 3-4, 5-6, 7-8 , and 9-10, after which Health ceases to be a compulsory subject in schools. The same problems are evident at all levels of the lesson plans: Factual inaccuracies From Year One, children are taught that there are more sexes than male and female by incorrectly using intersex (a medical condition) as proof. (see our FAQ on intersex conditions here .) Further, they are taught incorrect biology: Turn around if you think everyone who has a period identifies as a girl. (NO) (p59 Y5-6) Sit down if you think some boys start growing breasts during puberty. (YES) (p59 Y5-6) Do our body parts define who we are? (No. Some people with penises might feel more like girls and some people who identify as boys might have female body parts.) (p63 Y5-6) Appendix 19 (Y5-6)has labelled drawings of reproductive parts, but no label to say they are male or female. The discussion about periods in Appendix 26 (Y5-6) refers to people getting periods, not girls getting periods. The false and unscientific phrase “Sex assigned at birth” is used repeatedly. (eg p30 Y7-8) A recommended video states that when you’re born, grown-ups make a “guess” and who you are can change from day to day Who Are You? - Book Reading - YouTube . (p38 Y3-4) On p50 (Y7-8) the suggested discussion questions depict the battle for gay rights as still in full swing when it was won 20 years ago. The rare condition of intersex is elevated to mainstream. At an incidence of 0.018% in the population, intersex doesn’t deserve to be listed alongside male and female (p30 Y7-8) Belief taught as fact “Other people may be born with female or male bodies, but as they grow up, they identify as being of the opposite gender, or of neither gender. The term for this is “transgender” or “non-binary”. (p33 Y7-8) A healthier message without labelling people would be: “They are gender nonconforming and that’s ok.” Introducing Teddy - YouTube (Y3-4) “only you know who you are on the inside” apparently your parents don’t know you! Also reinforces that if a person (teddy in this case) goes against gender stereotypes (a bow in the hair), then they’re actually the other sex. Erasure of sex categories The language is clunky, confusing and ideological. If they kept it to the basics – male/female, gay/straight and said, “Just be you and ignore stereotypes,” the message would be a lot clearer and far more positive for everyone. Occasionally man/male/boyfriend and woman/female/girlfriend appear but mostly these terms are removed and this makes for very clunky terminology and explanations like “people who have a penis”, “young people can get pregnant”, 'Sex' and 'gender' are sometimes used interchangeably, sometimes as very separate things (see pp32 and 30 Y7-8), and sometimes falsely, as when the male/female labels are removed from diagrams of reproductive parts " to support the discussion of sexual diversity ". They mean to enforce the idea of gender identity. (p66 Y7-8) Stereotypes reinforced Students are encouraged to challenge stereotypes (good!) but they are also relied upon to prove gender ideology. “…too much exposure to stereotypical characters can affect how we perceive women and men and our expectations of what it is to be a woman or man. They can even shape how we see ourselves. It can be challenging for those who don’t see themselves as female, male, girl, boy, woman, or man.” (p31 Y7-8) A big opportunity has been missed to tell kids that stereotypes don’t matter, and that you can be yourself without worrying about labels. “Do our body parts define who we are? (No. Some people with penises might feel more like girls and some people who identify as boys might have female body parts.)” (p68 Y7-8) If we are ignoring stereotypes, why are we labelling ourselves at all? Lack of inclusion Only non-heterosexual relationships are noted as worthy of celebration. The rare times heterosexuality is referenced it is ridiculed (p31) or treated as oppressive (p49 Y7-8). In the Understanding gender and stereotypes lesson (pp29-34 Y7-8) – the heterosexual couples are from fairytales while the intended learning aims resources are all for other sexualities. Apparently including ‘everyone’ excludes heterosexual people. The activities that ask students to, “ visualize being straight in a gay society and imagine how you feel” and “compare heterosexual and homosexual couples in different situations” , treat heterosexual people as oppressors and have the potential to create divisions between children where there previously were none. p49 (Y7-8) Risk of isolation Activities that put students in small groups and make them stand and move to make their opinions or knowledge known are prime opportunities for creating embarrassment and isolation. (p46, 58, 59 Y7-8) Seeds of doubt Navigating the Journey plants seeds of doubt in vulnerable children's minds by saturating them with gender ideology, normalising stereotypes, and promoting gender identity labels. Children are manipulated into wanting to find a label for themselves so they can also be celebrated as special. Children need to be left alone without labels, because 80% of gender confused kids find peace with their bodies after going through puberty. The focus on transgender identities is confusing and obscures the simple fact that to be inclusive is to accept everyone the way they are without labels. When the resource asks, “What are some things that we could do as a community to make sure everybody feels comfortable and safe, whatever their identity?” the answer surely is, "How about lose the labels and stereotypes and let kids be kids? " Conclusion This programme is politicising children, turning them into little social justice warriors to fight a battle that doesn’t exist. The number one thing that could be done to improve acceptance of others is to remove gender ideology from schools and promote simple inclusivity of everyone, with no labels. Instead, students are told that their body concerns may be kept confidential from their parents and they are encouraged to find a wide range of other support people. Among the support sources cited is Rainbow Youth which encourages children who are uncomfortable in their bodies to transition. Worksheets are available for parents and caregivers but do not include any of the above information. There is no acknowledgement of the credentials of the authors of Navigating the Journey . Parents should be aware that untruths are being taught about biology, identity, and gender. Schools do not have to ask for parents’ permission for their child to be included in this programme but parents do have the right to withdraw them. For more information read Your Rights as a Parent . Law takes precedence over policy Under NZ law, parents have a range of rights and responsibilities that they can exercise when raising their children. The Care of Children Act A child’s upbringing is primarily the responsibility of their parents and the parents are to be consulted by any other parties involved in that child’s upbringing. NZ Care of Children Act 2004, s.5 (Principles relating to child’s welfare and best interests) states: “ a child’s care, development, and upbringing should be primarily the responsibility of his or her parents and guardians, ” and, “a child’s care, development, and upbringing should be facilitated by ongoing consultation and co-operation between his or her parents, guardians, and any other person having a role in his or her care under a parenting or guardianship order ”. https://www.legislation.govt.nz/act/public/2004/0090/latest/DLM317241.html The Crimes Act 1961 Parents have a duty to take reasonable steps to protect their child from injury. NZ Crimes Act 1961, Schedule 2, s.152 – Parents of children under the age of 18 have “a legal duty … to take reasonable steps to protect that child from injury.” https://www.legislation.govt.nz/act/public/2011/0079/latest/DLM3650020.html The Bill of Rights Act 1990 Every citizen has the right to freedom of belief and freedom of expression. NZ Bill of Rights Act 1990, s.13 – “Everyone has the right to freedom of thought, conscience, religion, and belief, including the right to adopt and to hold opinions without interference.” s.14 – “Everyone has the right to freedom of expression, including the freedom to seek, receive, and impart information and opinions of any kind in any form.” https://www.legislation.govt.nz/act/public/1990/0109/latest/whole.html#DLM225513 The Human Rights Act 1993 Discrimination on the grounds of sex is permitted in the interests of public decency, safety, and fairness. NZ Human Rights Act 1993, s.46 allows for single sex space discrimination, “on the ground of public decency or public safety”. It is established that members of both sexes sometimes need sex-segregated spaces away from the eyes of the public for decency and safety. https://www.legislation.govt.nz/act/public/1993/0082/latest/DLM304624.html Some service providers include males who claim they are women into their women's spaces because they think they have to by law. They are not aware of their obligations to provide services that are safe for women - in some cases it is discriminatory not to provide these services. https://www.speakupforwomen.nz/self-id The Education and Training Act 2020 Parents have the right to opt their children out of specified parts of the health curriculum related to sexuality. NZ Education and Training Act 2020, s51(1), "A parent of a student enrolled at a State school may ask the principal in writing to ensure that the student is released from tuition in specified parts of the health curriculum related to sexuality education." 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. NZ Education and Training Act 2020, s91(1), "The board of a State school must, at least once every 2 years, after consulting the school community, adopt a statement on the delivery of the health curriculum. S91(2), "The purpose of the consultation is to—(a) inform the school community about the content of the health curriculum; and (b) ascertain the wishes of the school community regarding the way in which the health curriculum should be implemented given the views, beliefs, and customs of the members of that community; and (c) determine, in broad terms, the health education needs of the students at the school." https://www.legislation.govt.nz/act/public/2020/0038/latest/LMS171475.html 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. https://resistgendereducation.substack.com/p/consultation-use-it-or-lose-it The Responsibilities of Boards of Trustees 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." Relationships 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 oe 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. It places unreasonable demands for other students and staff to comply with a minority belief. 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 Since June 2023 it has been 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. Question flowchart By law, teachers are permitted to answer any question a student asks. We recommend that the school specifies the RSE questions that are age-appropriate and will be answered at school and those that will be referred to home for answering. RSE Question Flowchart .pdf Download PDF • 221KB Speaking to the school Board of Trustees 1. Members of the community are permitted to attend School BOT meetings. Check your school’s website for details about the dates and times of meetings and how to ask for speaking rights. If the information is not there, contact the school office. 2. You will be given a time slot and should practise your presentation to be sure to keep within the allocated time. 3. Take along some supporters. Stay calm and address the BOT as allies rather than adversaries. Frame your concerns as questions for the Board to investigate and form policies around. 4. Highlight that the Board’s role is to work in partnership with the community, to ensure the best possible outcomes for all students. This partnership is fundamental to the wellbeing and success of students, and Board members should actively seek the input of parents, staff and students and take into account all relevant information to decide what is in the best interests of all students. 5. Ask when the next school consultation on Relationship and Sexuality Education will be held. Ask 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? 6. Remind the Board that they are required to undertake due diligence to manage risk and ensure, as far as is reasonably practicable, that the school is a healthy and safe environment for all staff and students. 7. Ask how the school meets the needs and safety of all students (and staff) in a way that ensures everyone’s values and beliefs are respected . How does the school ensure that no-one is pressured to endorse a belief they do not hold? Is the school gender identity policy consistent with the way it treats other religious or political beliefs? 8. As much as possible, provide personal or NZ evidence to support your comments. Send copies of your speech and evidence to the Board. Identify the actions you want the BOT to take and give a reasonable time frame for a response. 9. Ask 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. 10. Remember: Your goal is to reach agreement on a school curriculum and school policies that are scientifically accurate, age-appropriate, and have the support of most parents. Thank the Board for their time and emphasise the need for the community to be involved in formulating gender identity policies that everyone can support. Community 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. 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 ? Some easy adjustments to the school curriculum could be removing scientific falsehoods, removing irrelevant information, moving some topics up the curriculum levels if necessary and keeping RSE in dedicated lessons rather than spread throughout the curriculum. (See our alternative lesson plans on our website on the ‘Schools’ page.) https://www.resistgendereducation.nz/information/lesson-plans After the consultation After a meaningful consultation, the BOT has the final decision on what will be taught in the school. It does not have to agree with or implement the outcome of the consultation. If you’re not happy with the outcome of the consultation, you can withdraw your child from RSE classes and prepare for the next consultation in two years’ time - or you could stand for the BOT in the next elections! ( https://www.schoolboardelections.org.nz/ ) Case study of a primary school consultation (2021) Concerns Part way through our school year, several parents wrote to the school board, raising concerns about gender ideology being taught in the Health Curriculum. Broadly the concerns were in these areas: · Lack of clear communication had prevented parents from exercising their right to withdraw their child from aspects of the curriculum. Parents were told that teachers had been directed to notify parents in advance about puberty and gender ideology. Despite this, some teachers taught without prior notification to parents. Parents felt that Teachers commit a breach of trust when they do not honour the commitment made by the school to parents and caregivers to provide prior notice of teaching in certain areas. · Age appropriateness: There were concerns that some younger-aged children may not have the emotional intelligence or capability to fully comprehend and process some of the information. · Topics should be dealt with by parents, not schools: Many believed these types of topics/questions are best dealt with by parents, who can convey the information at a time appropriate for their children. · Lack of subject boundaries: Teachers teaching in a fluid manner and using their own discretion makes it difficult for the school to provide assurance that children would not be taught in areas from which parents had previously indicated they wished to have them excluded. All these parents were in agreement that children should be taught to be accepting of those who are different to themselves and to accept diversity and to treat all people with kindness and respect. However, they noted that there is a difference between these things and teaching a worldview that is not shared by all in the community. Board of Trustees’ Discussion Discussion amongst board members touched on legal and ethical issues. There was the issue of a breach of the Education and Training Act (by not allowing parents to exercise their opt out rights). Also, potentially an employment law breach, with teachers not following the instructions given to them by the Principal. There was a contrary view expressed that the Teaching Standards and Code essentially requires teachers to affirm children's gender identities ('promoting the wellbeing of learners and protecting them from harm', 'promoting inclusive practices to support the needs and abilities of all learners', 'Create an environment where learners can be confident in their identities, languages, cultures and abilities'). Consultation The board decided to put the health curriculum on hold until the views of the community could be ascertained. We did this via the biannual health curriculum consultation. The results of that consultation indicated that there was a low level of awareness in the school about the content of the curriculum and that a significant proportion of the community shared the concerns first raised by the letter writers. New school practice The Principal and senior staff drafted a new curriculum that attempted to find a middle path between the polarised views of the community. · We reduced some of the gender content and removed it from the lower age group’s programme altogether - since age appropriateness was a key theme of parental feedback. · We made the processes for notification of upcoming teaching much clearer so that parents could exercise the opt out option. · Teachers are now required to teach certain topics in discrete lessons, not in a fluid way woven into other teaching. This helps preserve the right of parents to opt out. · We developed guidelines for teachers around how they could answer questions to reduce the possibility of teachers relying on the section 51(3) exception to opting out (school not required to exclude that child if they are answering a question raised by another child). School body positive policy We recommend that all schools consult with their community and set a policy about sex and gender, to avoid unnecessary conflict and potential litigation. The policy should: 1. Take into account the right (under the Human Rights Act) for parents, students and staff both to hold and not to hold a belief; the right to freedom of expression; and the right of parents to make decisions on behalf of their children. 2. Strive to provide a body positive environment for both boys and girls. There is no right or wrong way to be a boy or girl. 3. Support the rights of individuals to express themselves as they wish and to be free from unlawful discrimination, bullying or harassment. 4. Confirm that the school does not reinforce harmful stereotypes, for instance by affirming that children might be a different sex based on their personality, interests, or the clothes they prefer to wear. 5. Confirm that staff will not suggest to a child that their non-conformity to sex role stereotypes means that either their personality or their body is wrong and in need of changing, and all staff will treat individual students with sympathy and care. 6. Confirm that it is not the role of the school to influence identity formation. Social transition is a powerful psychotherapeutic intervention and should not be carried out without clinical supervision. Refer to A Childhood is not Reversible (Transgender Trend), Brief Guidance for Schools (Genspect) and Whose Pronouns Are They (partners for Ethical Care) for evidence to support the school’s policy. 7. State that the school will consider the needs of all students when determining the appropriate support for those students with diagnosed gender dysphoria. 8. Confirm that the school will not teach as fact, a belief in gender identities or sex being on a spectrum. The school will teach that mammals have two sexes – male and female – but only humans have gender which is the particular way that males and females are expected to behave according to their culture and time. It is not possible for a person to change ‘sex’ but a person can change their ‘gendered’ behaviour. Gendered behaviour does not determine whether you are a girl or a boy. That is determined by your biology. 9. State that those who believe they have a ‘gender identity’ that differs from their sex will be treated with respect, as is the case with all diverse beliefs within the community. Treating a belief with respect does not require agreement with the belief. 10. Confirm that parents will be consulted about relationship and sexuality education and discussion on these topics will be in discrete lessons only, allowing parents to withdraw their children, if they so wish. 11. State that on school camps, students will sleep in dormitories of the same sex unless written permission has been gained from the parents of a few close friends, who know the sex of each child, for them to share a room. All adults on school camps will sleep in quarters separate from children.

Resist Gender Education Subscriber Privacy Policy Privacy Policy If you visit our website and fill in our subscriber form, the email address you provide will be added to our database for distributing newsletters and updates. This list is stored and managed by Resist Gender Education using the Wix platform. Your information will not be sold, given to, or made available to any other organisation. If you have any queries about your personal data or wish to be removed from our database, please contact us at info@resistgendereducation.nz gender education schools