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  • Resist Gender Education | Therapists Speaking Out

    Therapists Speaking Out The Royal Australian and NZ College of Psychiatrists published Position Statement 103 in August 2021 that advises “Comprehensive assessment is crucial” for patients with gender dysphoria because it is “an emerging field of research” with a “paucity of evidence”. An open letter to Australia’s doctors Dr Dylan Wilson describes the problems with the gender affirmative pathway for children and why he will never refer a child to the paediatric gender service at his local hospital. Thoughtful Therapists Thoughtful Therapists are a group of counsellors, clinical psychologists, and psychotherapists from across the UK and Ireland who work directly with LGBT+ adults, children, parents and young people, in the field of gender and sexuality. They have come together in a bid to protect the integrity of the open-ended exploration of feelings and ideas that has always been a necessary component of ethical and effective therapy. Gender Dysphoria Alliance This group was formed in Canada in 2021 by community members who are concerned about the direction that gender medicine and activism has taken. It advocates for a more evidence-based, less ideological conversation about gender dysphoria and has detailed information on the topic. Rethink Identity Medicine Ethics ReIME is a non-profit education and research organisation dedicated to improving ethical long-term care and treatment for gender non-confirming children and youth. Society for Evidence-Based Gender Medicine (SEGM) The aim of this group is to promote safe, compassionate, ethical, and evidence-informed healthcare for children, adolescents, and young adults with gender dysphoria. Exiles in their own flesh: A psychotherapist speaks In this 2015 article, a psychotherapist explains that she is resigning from a teen health clinic because she is no longer able to explore the underlying causes of a patient’s distress and instead feels forced to “put my professional stamp of approval on a pre-fab, one-size-fits-all, narrative.”

  • Resist Gender Education | Contact Us

    Contact Us If you have a testimonial or experience to share regarding gender ideology in schools, or you are wanting more information, please contact us via email on ​ If you want to subscribe to updates then please provide your email address below. ​ Follow us on twitter Subscribe to updates Email Subscribe Thanks for subscribing! Please add to your contacts to avoid our newsletters going to spam

  • Resist Gender Education | Comprehensive Websites

    Comprehensive Websites Genspect Genspect is an international alliance of parent and professional groups whose aim is to advocate for parents of gender-questioning children and young people. It represents 18 different organisations in 16 different countries and, amongst its many excellent resources, publishes “Stats for Gender” which is a roundup of accurate scientific data on a wide range of gender topics. 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. Fully Informed This is a NZ website campaigning for accurate medical information. It has links to international evidence about the dangers of the current “automatic affirmation” model of transgender medicine. 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.

  • Resist Gender Education | Flying Blind

    Flying Blind Watching the beliefs of gender identity ideology becoming entrenched in our education system has led many parents and teachers to question what rights they have when faced with this ideology: Can the school keep it a secret if my child adopts a transgender identity at school? Could our family be investigated by Oranga Tamariki if we refuse to go along with social transitioning? How can we protect our child from being taught transgender beliefs in classes right across the curriculum? Would parents be informed if an opposite sex student was enrolled in a single-sex school and was using facilities with the other students? What happens if a teacher refuses to teach that sex is on a spectrum? Do students or staff have the right to ask others to use their preferred opposite sex or neo pronouns (as that is their protected belief) AND is there a matching right for students and staff to decline to do so (as that is their protected belief)? We put these, and several other burning questions, into Official Information Act requests to various government bodies. We asked what legal advice had been sought before gender identity policies were implemented , and received these full and frank answers: The Ministry of Education : The Ministry has not sought any legal advice in relation to the specific questions mentioned in your request and therefore your request has been refused under Section 18(e) of the Act. The Ministry of Justice : The Ministry of Justice does not hold any of the information you have requested, therefore I must refuse your request under section 18(e) of the Act. The Attorney-General : Crown Law has searched its records and can find no record of any legal advice on the above questions. The Teaching Council : We have considered your request under the Official Information Act 1982 (OIA) and I can advise as follows. As we have neither sought or received any legal advice in relation to any of these questions, we must refuse your request under section 18(e) of the OIA - as the information sought does not exist. You get the picture… Although there are obvious clashes between the Care of Children Act, the Privacy Act, the Human Rights Act, and the Bill of Rights, our education, welfare and justice systems have not asked even the most basic questions about the legal implications of gender ideology. Aotearoa is flying blindly into an ideological storm and a medical scandal with no-one in the pilot’s seat. Parents’ rights are limited We did get some proper, although bleak, answers from the Privacy Commissioner: The Privacy Act 2020 doesn’t differentiate between children and adults – each individual has their own privacy rights, and accordingly, parents are not automatically allowed to receive information about their children. Our Office considers matters on a case-by-case basis, but generally speaking, a trans* child has their own right to privacy. It’s up to them if they’re willing to share the information with a parent or guardian. The Care of Children Act doesn’t override the child’s right to privacy. Parents and guardians can still be informed about their child’s care and education, without needing to be informed of a trans* child’s identity before they are willing or able to share that with them. Under the Privacy Act, an individual can only request their personal information (subject to authorising someone else to do so on their behalf), so there is no right to be ‘informed’ of any student’s sex. This advice concurs with the legal opinion we had sought earlier. You can read the summary of it here and a testimonial here that describes the devastating effect of this policy on one family. Many parents will be shocked to learn that a school may choose to keep their child’s gender transition at school a secret while at the same time seeking permission from parents before providing panadol. Errant parents need coaching If privacy law is not bleak enough, the response from Oranga Tamariki to our question about families being investigated if they refuse to go along with social transitioning adds further gloom: Oranga Tamariki takes all allegations of harm seriously and if an individual has concerns for the wellbeing of tamariki, it is our role to assess them. In the scenario described in your request, part of our assessment focus would be on the relationship between the tamariki and their parent/guardian to understand the seriousness of the differences that exist that might stem from interpersonal disputes or different belief systems within their household around the chosen gender identity of te tamaiti and whether these are care and protection concerns… Gender identity is self-defined. It is a person’s internal, deeply felt sense of being male, female, gender queer, trans, non-binary, gender fluid or other. We must be respectful of an individual’s gender identity, particularly in regard to recording gender identity for children, young people and others… Finally, support and acceptance from parents and whanau or family is crucial for the well-being of gender-diverse tamariki and rangatahi. They may struggle to understand and accept the identity needs of their tamaiti or rangatahi and may need help to understand how to support them. (Emphasis added) So that’s a ‘yes’ to our question – families certainly could be investigated if they do not believe in soul-like gender identities and refuse to go along with harmful social transitioning. Oranga Tamariki cites the UN Convention on the Rights of the Child (1989) in defence of its policy, incorrectly stating that the UNCRoC’s support for children’s freedom of expression includes gender diversity and sexuality. In truth, the Convention does not mention either concept (it was written in 1989, after all) and states in Article 12: States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. (Emphasis added). and, tellingly, in Article 14: States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child. (Emphasis added) Blatantly re-interpreting the UNCRoC to suit its own agenda, Oranga Tamariki informed us: These rights are embedded in the principles of the Oranga Tamariki Act 1989, and reflected in the National Care Standards Regulations, which specify that gender identity and sexual orientation are part of identity and cultural needs. This leaves parents with a duty of care towards their children that they are unable to fully exercise because it is being actively usurped by the policies of Oranga Tamariki and other government agencies. Re-education for teachers If parents are in a no-win situation, what about teachers who don’t want to teach or implement the ideology? To our question about what rights teachers or schools might have to decline to teach gender identity ideology, the Ministry of Education responded with guidance on how teachers could re-educate themselves: The Ministry of Education provides guidance to teachers who may feel uncomfortable with topics in relationship and sexuality education. We suggest that it may be useful for teachers to support each other (or seek extra support from others) if needed to reflect upon teaching practice in relation to feeling uncomfortable or being in conflict with their values, attitudes and beliefs. This will help teachers to think critically about the questions and responses they are providing in class when these feelings arise . We note that it is important for students to see adults model that it is okay to talk about relationship and sexuality-related topics, and that a non-biased, non-judgemental, open and respectful approach is needed for this learning. (Emphasis added) The message to teachers is clear and is further reinforced by the Standards for the Teaching Profession that teachers are measured against every three years in order to renew their Practising Certificates. In a response to a similar OIA question in 2020, the Teaching Council stated: Our definition of Cultural Capability includes the statement: ‘a focus on cultural capability requires teachers and kaiako to recognise diversity of identities - including culture, gender, sexuality and ability - and to take action to amplify the views of those and their communities who have been marginalised .’… Teacher practices that embody these aspects of the code range from creating a safe classroom environment through to using the correct pronouns for each learner’s gender identity … Neglecting to uphold high quality teaching and learning or to create an inclusive learning culture is in breach of the Code . (Emphases added) Although not all schools are yet under the spell of gender ideology, in those schools that have heartily embraced the vogue, teachers are in an invidious position - toe the Ministry line or risk losing your profession. Opting out is not an option In response to our question about teachers or schools being permitted to opt out of pronoun choices and mixed sex changing rooms, the Ministry of Education re-iterated the information in its Relationship and Sexuality Guide : …we expect school policies and practices to protect and promote the safety and inclusion of all students, including transgender and non-binary students. Schools can do this by: Supporting transgender students to use the facilities (e.g. bathrooms and changing rooms) they feel safe and comfortable using; Ensuring transgender and non-binary students are supported to engage in sport and other physical activity in a way that is safe and inclusive; and Upholding transgender, intersex and non-binary students’ privacy by confirming the student’s wishes around what name and gender identity they would like used at school and in communication with parents and whānau. So that’s a ‘no’ to teachers being able to opt out and a ‘no’ to any consideration of the needs of students who are not transgender or non-binary. It also directly contradicts the Bill of Rights protection to hold (or not hold) a personal belief, without discrimination. Sex-based rights disappear We leave the last word to the Human Rights Commission. In its response, after accurately stating that the Human Rights Act “prohibits discrimination against others on account of their race, colour, sex, disability and sexual orientation among others ”, the Commission boldly re-interprets that Act to include gender identity. It correctly advises that “the protections that exist under the act for minorities and other vulnerable groups in society are not intended to limit the rights of others ”, and then asserts that women’s rights are not compromised by male-bodied people claiming them. The rights of cis women and trans women are not mutually exclusive under the Human Rights Act, and the Commission takes its role in promoting all women’s rights very seriously… The Commission’s PRISM report highlights the importance, to trans youth in particular, of the right to safely use a facility that matches their gender (see page 50 of the Commission’s 2020 Prism report )… The application of section 49 is determined on a case-by-case basis. Transgender people, like all people, have the right to be free from discrimination on the basis of their gender identity and expression. A restriction on that right can only be justified to the extent that it is necessary and proportionate. The onus is on those wanting to exclude trans people – for example, trans women from women’s sport – to make the case for doing so. The HRC recommends that “Complaints about discrimination between trans and cis women or girls… can be made to the Human Rights Commission’s dispute resolution service .” In other words, in the view of the HRC there are no longer any sex-based rights. Every single time safety, dignity, or fairness for women is compromised, an individual complaint must be made and will be assessed on its own merits, not in accordance with any overarching principle. Untested laws Until very recently, most of us would have felt confident that our parental, civil, and women’s rights were firmly protected under the Care of Children Act, the Human Rights Act, and the Bill of Rights. However, the answers to our OIA questions demonstrate that none of these rights are backed up by any confirming case law and are therefore on very shaky ground and wide open to trendy and reckless interpretations by our institutions. Despite the Ministry of Education in its 2020 OIA response stating categorically “The Ministry of Education in New Zealand is not involved in the medical facilitation of transition ”, its policies blithely encourage schools to do just that, for example in this guide from the Hutt Valley High School website. In the same response, the Ministry repeatedly asserts “The Ministry of Education takes an evidence-based approach to procurement and development and it relies on the knowledge and experience of our reputable experts in respective areas .” In its circular consultations only with a small group of organisations that agree with gender beliefs, one of the ‘reputable experts’ the MoE relies upon is the Human Rights Commission which promulgates its own interpretation of the Human Rights Act – what it would like the Act to say, rather than what it actually says. Unfortunately, our institutions are so captured by gender identity ideology that, if your family has been detrimentally affected by these government policies, the only recourse you may have is to complain to the Ombudsman or to take a case to court.

  • Resist Gender Education | Gender in Education

    Gender in Education Safe Schools Alliance UK Although this website refers to the legalities and education guidelines in the UK, it also contains helpful advice on how to talk to schools that is applicable to Aotearoa. I’m Local This is a NZ site with a downloadable “Queer & Trans 101” comic that shows how gender ideology is presented and taught to children. Gender Curriculum Rejected, Support For Opt-In Sex Ed – Poll - Family First NZ A NZ Poll regarding views on the recently updated “Relationships & Sexuality Education Guide”. {Link to our critique of the RSE Guide.} Transgender school policies are a safeguarding nightmare | The Spectator Australia “Many parents will be shocked to learn that schools around Australia already have policies that allow male students to use the toilets, change rooms, and even overnight accommodation meant for girls.” Kiwi teen hits out in video over school’s transgender toilet policy - NZ Herald A New Zealand article about a female student who is uncomfortable with a transgirl (male) using the female toilets at her all-girls school. How Activist Teachers Recruit Kids by Abigail Shrier Leaked Documents and Audio from the California Teachers Association Conference Reveal Efforts to Subvert Parents on Gender Identity and Sexual Orientation. Are children being bullied into being trans? by Keith Jordan “…children are being encouraged to embrace a transgender identity by other pupils, with the connivance of teachers and often, deliberately, without the knowledge of their parents.” Is Transgenderism a Cult Targeting Children? by Charlie Jacobs Jacobs describes how her daughter was introduced to gender identity ideology in school. (to be continued) How schools are captured by ideological institutions | The Spectator The UK Secretary of State for Education has been compelled to tell schools to “stop promoting contested theory as fact.” UK MP Warns Schools Against Inviting LGBT Charities into Schools to Teach Ideology MP Miriam Cates criticises Stonewall and Mermaids for teaching “dangerous and extreme ideologies” to school children.

  • Resist Gender Education | Videos and Podcasts

    Videos and Podcasts Sex education gets extreme This 25 minute Family First video analyses the MOE relationships and sexuality education guidelines, and takes a close look at Family Planning’s “Navigating the Journey” programme that is used in many NZ schools. UK MP speaks against teaching gender theory in schools In a short speech in the House of Commons in May 2022, Conservative MP Miriam Cates explains why “It’s not open-minded or compassionate to tell a child that their teenage problems can be solved overnight by rejection of their own body and denial of their biological sex.” The Trans Train and Transgender Regret Documentaries - Bayswater Support Investigative journalists in Sweden have now produced three reports looking at the treatment given to those who seek gender transition, and who later regret their decision. All three parts are in Swedish with English subtitles. Mission: Investigate: Trans Children In this 2021 Swedish documentary with English subtitles the investigative journalist finds “case after case of irreversible treatment of young people gone wrong”, including a 15 year old who has constant pain from severely reduced bone density after being on puberty blockers for four years. “Those with the ultimate responsibility blame each other.” Trans Kids: It’s Time to Talk In this acclaimed Channel 4 (UK) documentary, Stella O'Malley describes the reality of the trans craze that is afflicting a generation of teens who are simply uncomfortable in their bodies. Dysphoric: A Four-part Documentary Series - Bayswater Support This four-part documentary looks at the effect of gender identity ideology on women and girls. It includes interview with illustrative highlights from worldwide media coverage. What is particularly interesting, and discussed virtually nowhere else, is the rise of trans-identification in developing countries. Controversy brewing over transgender children’s access to puberty blockers A 2021 NZ documentary from TV3. Gender: A Wider Lens Podcast – Stella O’Malley and Sasha Ayed O’Malley and Ayed are two practising therapists who explore the concept of gender in a series of episodes with clinicians, academics, transgender people, parents and detransitioners. CBBC accused of one-sided coverage on trans issues Stella O’Malley being interviewed on UK TV about the purpose of ‘Genspect’. Calmversations on Apple Podcasts - with Benjamin A. Boyce

  • Resist Gender Education | White Ribbon Toolbox

    White Ribbon Toolbox “Toolbox for Parents – Kids and Gender” was published in late 2021 by White Ribbon, purportedly to help parents understand and support their transgender children. This toolbox should come with a WARNING! The resource is filled with confusing and incorrect notions about gender and sex, with dangerous misinformation about puberty blockers, and with unsubstantiated judgemental assumptions about parents who may not feel comfortable about their child suddenly declaring they are ‘trans’. There is absolutely no consideration given to the social context in which a child declares a trans identity or to ways of supporting a child to fully explore what it means to be trans. Neither is there any discussion of a child’s (in)ability to consent to life-altering and health-damaging medical interventions. The errors begin on page one with author, Sandra Dickson, asking the question: “What if your child is sure the doctor got their gender wrong when they were born?’ Gender is not determined at birth; sex is. Gender refers to the behaviours and expectations that will be imposed on the child because of their sex – behaviours and expectations that are different for boys and girls and which vary according to time and place. There is nothing innate about gender – of itself it is not right or wrong – although in most places and in most times throughout history, gender expectations have been limiting, especially for girls and women. No one is born with a gender – we are born with a biological sex – male or female (or very occasionally – 0.018% – with a disorder of sexual development, or DSD). The person who ‘transitions’ does not change sex. They remain the sex they were born, no matter how much this assertion might upset them. More conflation of sex and gender follows, when the resource describes how boys may prefer dolls or girls may prefer short hair and uses those outdated sexist stereotypes as an indication that a child may be transgender. Dickson is again implying that sex can be ‘assigned’ as though it is not an unchangeable biological fact. Gender non-conforming behaviour is not an indication of anything and certainly does not mean a child is really the opposite sex. The absolute untruths in the section on ‘safe’ and ‘reversible’ puberty blockers and chest binding that starts on p.9 are appalling. The reverse is true: It is not safe to start children on puberty blockers. They are not a safe and reversible pause button. They almost inevitably lead to further medical and surgical damage to a natural healthy body and there is more and more evidence about the damage they cause. While waiting for a child to be old enough for puberty blockers, Dickson advises parents to encourage ‘social transition’ which, she enthuses, “will reduce your child’s distress”. Get them to choose a new name, choose pronouns of the sex they wish they were, select hair styles or clothes (that fit the stereotype of the sex they wish to imitate), she suggests. Being socially ‘transitioned’ is not observing a wait period. It becomes a priming period, ensuring that the child will not question their path until long after puberty. Once kids are started on the trans train, it is very hard to get off; it rattles along very quickly, and very seductively. When transitioned people reach maturity and look at their disfigured body, lack of fertility or pleasure in sex, and the ongoing painfulness of their surgically altered body parts, many wonder why they were sent down the transgender pathway by adults they trusted, instead of being supported to explore other possible reasons for their gender distress. On page 5, disguised as kind support, the real undermining of parents begins. Let go of what you know, it advises. You are the ones with the problem, concerned parents, so find support, watch and read Rainbow media. In other words: learn our way, our ideology. Your child knows who they are. We are right and you are wrong. Parents are encouraged to get their kids to Rainbow groups which are described as ‘safe places’. In reality, Rainbow groups are swamped with extreme attitudes and resources exactly like this one and are far from ‘safe’. They are echo-chambers that will reinforce a child’s belief in being transgender, raise none of the valid concerns of parents, and in many cases encourage teens to perceive their parents as “the enemy”. This Toolbox lacks the most useful and simple advice for parents: Anyone who really cares about kids ‘being themselves’, will encourage them to explore their gender expression, while accepting the sex they were born as. No child should be coached to identify as the opposite sex simply so they can do the things they enjoy.

  • Resist Gender Education | Your Rights as a Teacher

    Your Rights as a Teacher The teaching of gender identity ideology is a new practice in Aotearoa and raises many questions for teachers who do not subscribe to this belief. Under the NZ Bill of Rights Act, people have the right both to hold and not to hold a belief. In the United Kingdom, The Maya Forstater case upheld the right for people to hold and express gender critical views. Are teachers’ views protected in the same way in Aotearoa? To find out, we have recently asked the Ministry of Education and the Teaching Council a series of questions: What are the rights of teachers or schools to decline to teach gender identity ideology if they don't subscribe to that belief system, even though teaching it is recommended in the Ministry of Education Relationship and Sexuality Guide ? Would it be against the law for a school to teach that sex is binary and cannot be changed but that people can change their gendered behaviour? Do students or staff have the right to ask others to use their preferred opposite sex or neo pronouns (as that is their protected belief) AND is there a matching right for students and staff to decline to do so (as that is their protected belief)? What are the employment rights of staff who decline to participate in social transitioning of both children and adults, for example by not using opposite sex or neo pronouns? How can teachers manage the expectation of the school that they must, at the same time , both keep confidential an adult or child’s sexuality or gender identity and also affirm it? Would teachers who provided information about the negative consequences of gender transitioning to students be considered to have broken the Conversion Therapy Practices Prohibition Act? We will share the answers to these important questions when they have been received. A Teacher’s Guide to Sex and Gender This UK website from Teachers for Evidence-based Education provides guidance and resources to help educational professionals navigate the issue of sex and gender identity in schools. The group believes that “sex matters and that to deny the importance of material reality will lead to inequality and conflict between people with different protected characteristics.” Transgender Trend This is another UK website that provides a resource pack for schools, including guidance and case studies on good policies and practices. Pronouns are not ‘preferred’ A US court has ruled that an Ohio university cannot require a professor to use a student’s preferred titles and pronouns because it violates his free speech rights, stating: “A university president could require a pacifist to declare that war is just, a civil rights icon to condemn the Freedom Riders, a believer to deny the existence of God, or a Soviet émigré to address his students as ‘comrades.’ That cannot be.”

  • Resist Gender Education | Ministry Guide promotes body dissociation

    Ministry Guide promotes body dissociation 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 transgenderism 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] [2]

  • Resist Gender Education | Your Rights as a Parent

    Your Rights as a Parent Parents have the right to opt their children out of specified parts of the health curriculum related to sexuality. Many parents are surprised to learn that, by law, schools are required to provide a full consultation for parents on sexuality education every two years . This includes providing the curriculum content and adequate opportunity for parents to submit anonymous feedback. Some parents have advised that when they have requested the teaching materials, schools will only allow them to leaf through hard copy versions in the school office due to copyright issues (for example, Family Planning’s resource “Navigating the Journey), thus creating a barrier for many busy parents. Schools are free to deliver the Relationship and Sexuality curriculum in their own ways, after consultation with their communities . Some may restrict the teaching to specific RSE classes, which parents can opt their child out of if they wish. Others may follow the recommendations from the Ministry of Education and ensure that gender theory and ideology is enmeshed throughout as many different areas of study as possible – English, Science, History, PRIDE week lessons, extra curricular rainbow groups and so on – thus restricting your ability as a parent to effectively withdraw your child from these topics. Individual teachers may develop their own curriculum for the year, using the Ministry of Education guidelines as just that – a minimum guide. So some teachers, who may be particularly passionate about gender theory, may teach more extreme or activist versions than a teacher who perhaps isn’t as convinced that sex is “on a spectrum”. All teachers, however, will be expected to teach the minimum concepts found in the curriculum (for example, that sex is assigned, not observed at birth, and that sex is on a spectrum, not binary). Schools should always seek to inform, involve, and respect parents when deciding what to teach their students. This is particularly important when those topics are of a sensitive or sexual nature. The teaching of gender ideology may directly go against the faith and culture of many students and families within the school community. Child safe-guarding, age appropriateness, and cultural or religious sensitivities are issues to be openly and readily discussed with parents – not avoided or actively hidden from parents. What duty does a school have to inform parents if their child socially transitions at school? The RSE guide encourages schools to support a child’s social transition without mentioning the need to consult parents. Social transition – where a child changes their name and wears clothing associated with the opposite sex – is not a benign act but the first extremely controversial step of a treatment pathway for gender dysphoria. When schools endorse social transition without explicit parental consent, they are depriving parents of the opportunity to fulfill their responsibilities under the Care of Children Act 2004 to determine the medical treatment of their child. We have received legal advice that confirms that, under the Education Act, principals are expected to inform parents of any matters that in the principal’s opinion “are preventing or slowing the student’s progress... (or) harming the student’s relationships with teachers or other students.” Points to note are: This expectation is entirely dependent on the principal’s opinion and there is no case law to clarify the extent or limits of the principal’s decision. Whether the obligation to inform parents of any matter is triggered depends on the circumstances of a particular case . There ought to be no school policy or teaching practice that automatically decides to keep information from a parent. Each case must be considered on its merits and the decision made by the principal . Although parents have legal duties and responsibilities towards their children, as the children get older, the parents’ guardianship role changes to that of an advisor. The courts have previously found that a child of or over the age of 16 years in most cases is presumed to have sufficient maturity to make his or her own decisions. Conclusion In the absence of case law, whether or not you will be informed about your child socially transitioning at school wholly depends on the principal’s ideological view and the age of your child. If the principal is fully supportive of organisations like InsideOUT and follows its advice, you will not be informed . InsideOUT incorrectly asserts that schools are obliged by the Privacy Act not to tell parents and, in addition, from the age of 16 your child is considered old enough to instruct the school not to tell you. As you cannot be certain that you will be made aware of your child’s social transition at school , it is imperative that you become fully aware of what is being taught there regarding gender identity and which rainbow organisations or clubs the school hosts. Knowing what beliefs are being presented to your child as facts is the first step towards countering this damaging ideology. Make sure you are fully informed about the biennial consultations on the Health curriculum so that you are able to consider withdrawing your child from RSE classes if you think the content is unsuitable.

  • Resist Gender Education | For Parents

    For Parents Aotearoa Support A New Zealand support group has been set up for parents who are concerned about medical solutions to treat their gender-questioning children. It is a space where parents can safely share experiences and resources, listen and learn from each other. Bayswater Support Bayswater is a UK support group for parents that is wary of medical solutions to gender dysphoria, when exploring gender roles is part of normal child development. It has definitions, FAQs, and parenting tips, including advice for parents of autistic girls. Our Duty “Our Duty is to bring our children to adulthood healthy in body and mind.” This UK group was formed in 2018 to help parents to “know that there are other parents who feel the same as they do – that medical transition is harmful, that there really is no such thing as a transgender child.” PITT – Parents with Inconvenient Truths about Trans PITT is a US parents’ blog on Substack with a free subscription. Here you can read other parents’ experiences and how they navigated transgender identities with their children. Their objective is to inform the public, through their personal stories, of the devastating impact of gender ideology on their families. Gender Identity Challenge This is a Scandinavian website, translated into English, where parents and detransitioners provide evidence that transition is not overwhelmingly successful. Gender Ideologues’ Alarming Campaign to Get Kids While They’re Young by Bernard Lane “Very young children at school are exposed to influences that may put them on a one-way path to lifelong medicalisation.” Trans Activism’s Dangerous Myth of Parental Rejection - Quillette This article discusses the myth of parental rejection often fed to children by trans activists and used as an excuse by schools for hiding gender non-conformity from parents. Social Transition: A Terrible Idea In this blog, the author explains why social gender transition is "a modern-day parental choice made on autopilot", and a terrible idea. Gender Ideology impacting on Parental Rights & Custody - Abigail Shrier Shrier describes how gender beliefs are being adopted by US courts and parents are paying the price. Parents Challenge State to Return Transgender Child by Daniel Khmelev This article tells the story of parents in Australia who are battling for custody of their child after a court ruled them to be “abusive” for refusing to allow their child gender reassignment treatment. When sons become daughters by Angus Fox. A seven-part series in Quilette that explores how parents react when a son announces he wants to be a girl.

  • Resist Gender Education | What are your kids reading?

    What are your kids reading? Do the books in your child’s school library include a wide range of girl and boy characters with girls who are strong and independent and boys who show gentleness and compassion? Do the stories build positive attitudes to girls’ and boys’ bodies, or do they foster body dissociation by saying bodies ought to be altered to match sex stereotypes? Do the plotlines assert that children can actually change sex and it is easy, desirable, and ‘cool’ to do so? Are the books telling confused children that they can find their “authentic selves” through medical intervention? There is a plethora of children’s and Young Adult books now in schools that refer to gender identity, pronouns, LGBTQ+, transgender, or non-binary, and are drenched in gender ideology. They deny there are two sexes and that we are born male or female. Instead, they claim, we are assigned sex at birth and that it is liberating to claim a different ‘gender identity’. Here we list some books that DO have a clear-thinking approach to sex and gender and also a few books that should be avoided. Books with an asterisk are highly recommended - ask the school librarian to purchase them. Positive books for Primary Students Positive books for Secondary Students Books to Avoid