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With the forthcoming coronation of King Charles , on May the sixth, 2023 , I realise that it will be the third coronation I will have witnessed in my lifetime.King George the sixth was anointed King of England in 1935 .Woodville village joined in the celebrations for the British empire arranging a Royal ball in the drill hall . The mayor ,dressed as the king, led the procession around the hall and behind came all the townspeople being his bishops and courtiers. The mayor had a deal of trouble in trying to not trip over his ermine cloak and kicked it away in a most unroyal fashion I thought. Everyone was having a jolly time .Most people considered New Zealand as part of Britain, very loyal and patriotic to that nation. Mother had made a velvet purple jacket with fur around the collar and I was dressed as a flower girl .A photo taken of me shows a bewildered girl holding a posy of liquorice allsort sweets wired into a bouquet . It took some discipline not to eat them. In our kitchen a picture of the king's father, George the fifth hung, which I thought might be my uncle and he would visit us one day. Queen Elizabeth the second was Test /information/get-involved

“Toolbox for Parents – Kids and Gender” was published in late 2021 by White Ribbon, purportedly to help parents understand and support their transgender children. https://whiteribbon.org.nz/2021/11/29/kids-and-gender-toolbox/ 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. https://fullyinformed.nz/ 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. https://www.persuasion.community/p/keira-bell-my-story 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. https://genspect.org/ ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

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

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Spread the word While it is important to engage with your child’s principal and teacher, it is also important to educate the parents around you about what is being taught. The best way to do this, of course, is to simply talk to the parents in the school community you already know, and ask them to speak to parents they know and so on. Once you start talking to other parents about this issue, you will be surprised how many parents are unaware of what is being taught during RSE classes or the potential for harm posed by gender theory. 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.” 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. Case Study of a Primary School Consultation Case Study of a Primary School Consultation .pdf Download PDF • 123KB 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. School Body Positive Policy .pdf Download PDF • 180KB Question flowchart We recommend that the school RSE curriculum specifies the questions that are age-appropriate and will be answered at school and those that everyone has agreed will be referred to home for answering. This flowchart provides an easy to follow guide. Be aware of your school’s policies You can attend the Board of Trustees meetings, PTA meetings, ensure you keep yourself informed of what is happening in your child’s school and give yourself the opportunity to provide feedback. 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. If you don’t have time to attend meetings you can still read the meeting minutes. Your school’s website will have them somewhere or you can simply ask the school office where they are stored. https://parents.education.govt.nz/primary-school/getting-involved-in-your-childs-school/your-school-board/#meetingminutesagendas If you have the time, you may even choose to join the school board. Elections for BOTs will be held in September 2025. You don’t need any specialist skills or experience and there is plenty of support available online to guide you through this process. https://www.schoolboardelections.org.nz/becoming-a-board-member/ https://www.schoolboardelections.org.nz/becoming-a-board-member/what-are-school-boards/ https://parents.education.govt.nz/primary-school/getting-involved-in-your-childs-school/your-school-board/ Write to the Ministry of Education If you find that your child’s school is not providing you with the information you have requested or treating you in a hostile manner when you share your concerns with them, you can make a complaint to the Ministry of Education. Should you feel that your situation is concerning enough that you wish to do this, please feel free to reach out to us for assistance. https://www.education.govt.nz/our-work/contact-us/complaints/ Write to your MP and the Minister of Education Currently, MPs don’t particularly want to touch this topic. Many are not fully aware or concerned about this issue and avoid discussing it because they are not well-informed and don’t want to be damaged in the media over accusations of bigotry and transphobia. However, the more MPs hear from everyday parents about our genuine concerns, the more they will realise that this is an issue they need to pay attention to and take action on. It is always best to contact them with your own examples and experiences, however, you can use this draft letter as a starting point by selecting the paragraphs that are relevant for you. Template - Letter of concern .pdf Download PDF • 78KB ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

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

Therapists speaking out Counsellor, Fritha Robinson, in a July 2025 substack titled Fueling Obsessions , compares transgender ideation with the earlier medical scandal of recovered memory syndrome. She says, “It is well-documented that a large number of people who identify as trans have been diagnosed with obsessive-compulsive disorder (OCD ), which is significant because many of these individuals describe obsessions with the belief that the next medical procedure or treatment will alleviate their distress. Tragically, far too often, this obsession has been affirmed and enabled by mental health providers who confuse helping with enabling.” Dr Jillian Spencer vindicated by Queensland government's puberty blocker freeze Dr Spencer is "thrilled" that the government is investigating puberty blockers after she opposed the automatic affirmation of gender-confused children and suffered professional consequences as a result. I thought I was saving trans kids. Jamie Reed, a former counsellor, blows the whistle on the harmful practices in US gender clinics. “What’s happening to children is morally and medically appalling.” In this Free Post article, Finnish specialist, Dr Riittakerttu Kaltiala explains that “My country, and others, found there is no solid evidence supporting the medical transitioning of young people.” Genspect NZ was launched at a webinar on 10 November 2023 and its new Gender Care Framework was introduced. Genspect's vision is to move beyond a medical understanding of gender identity and gender distress that typically leads to invasive medical interventions and toward a deeper understanding of gender and identity. A Terrible Trap by Charlotte Paul about the dangers of puberty blockers, was published in the December 2023 issue of "North and South". Paul says, "We have taught these girls to think they are really boys and thus to be disturbed by the changes of puberty... The only solution looks to be the suppressing of puberty. We adults have encouraged children to think like this ." 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. 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. 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. The evidence mounts In a paper written by psychiatrists Korte and Gille and published in 2024 in the journal of the German Society for Sexual Medicine, Sexual Therapy and Sexual Science, the authors identify multiple pathways for the development of trans identity in adolescents, including delayed maturation, non-conformity to gender roles, sexuality problems, and psychiatric conditions such as autism, trauma or personality disorders. The US Department of Health and Human Services' review of gender medicine for children (May 2025) came to the same conclusion as the Cass Review, that "The evidence for benefit of pediatric medical transition is very uncertain, while the evidence for harm is less uncertain" ... and, "A more robust evidence base supports psychotherapeutic approaches to managing common comorbid mental health conditions." The Rising Tide of Transgender Identity - What's Going On? This video from Genspect explains the causes and effects of the transgender phenomenon in less than eleven minutes. An independent review of data from the Tavistock Clinic found no evidence of increased suicide following release of the Cass Report. In a new study (2024), the Mayo Clinic has found mild to severe atrophy in the testes of boys on puberty blockers, leading the authors to express doubt in the claims that these drugs are 'safe and reversible'. Banning the Blockers . In this Quillette article , Bernard Lane gives an overview of the use of puberty blockers as a routine treatment for gender distress and the resulting medical scandal. March 2024. A major medical scandal in the UK and US has had almost no media coverage in NZ. The WPATH files are documents leaked from the internal chatboard of the World Professional Association for Transgender Health (WPATH). They shine a light on how so-called “gender-affirming care” or “transgender medicine” is leading to widespread medical malpractice on children and vulnerable adults. WPATH is extremely influential in shaping UK treatment protocols in the NHS. Thousands of children and vulnerable adults are being treated under these protocols. The leaked files reveal that treatments may do more harm than good, and suggest that some clinicians who are members of WPATH know this. ( Sex Matters ) In a BBC Newsnight report , a re-analysis of a landmark study about the efficacy of puberty blockers shows the mental health of 34% of the children deteriorated after 12 months of puberty blockers and 27% stayed the same. Is NZ's transgender medicine guideline an example of regulatory failure? Jan Rivers has published a 20 page report assessing the PATHA (Professional Association for Transgender Health Aotearoa) guideline for transgender care. “Like a lot of gender ideology research, the quality is very poor,” she says. Unlawful. In this article, Bernard Lane describes how the NZ Ministry of Health was warned by Medsafe in September 2022 it could be breaking the law by publicising the off-label use of puberty blockers for children. Questions mount around the use of puberty blockers in children. by Jan Rivers. "New Zealand rates of puberty blocker use are much higher than the UK, where the Tavistock Clinic’s Gender Service (GIDS) was closed due to unsafe practices. In New Zealand, Dr Sue Bagshaw reports that 65 per cent of her clinic’s 100 patients receive them. The Tavistock GIDS clinic prescribed blockers to about 6 per cent." What America has got wrong about gender medicine . This article in the Economist calls transgender medicine a “tragedy of good intentions” and argues that “Too many doctors have suspended their professional judgement.” The British Medical Journal has published a balanced investigation into the care of young people with gender dysphoria that reached the conclusion: “ If we have the best interests of young people at heart, then surely our duty is to offer evidence informed care? And, if the evidence base is weak, we must provide the necessary support to young people as well as prioritising research to answer questions on issues that are causing a great deal of distress, much of which is amplified by social media. Taking this route is essential: an evidence void not only exposes people to overtreatment but can also be used to deny people the care that they seek, such as through the draconian laws now being introduced in some US states. A better appreciation of the evidence, as well as the limits of medicine, is also the basis of a more constructive dialogue.” How the Tavistock gender clinic ran out of control. An in depth look at the revelations in Time to Think , the book by Hannah Barnes that gives the inside story of the collapse of the Tavistock’s Gender Identity Service for Children. In this interview, detransitioner Ritchie Herron describes the catastrophic effects of his gender surgery which he says was "the biggest mistake of my life." On GB News, detransitioners Keira Bell and Ritchie Herron describe the lack of information they were given about the side effects of surgery and the pressure they felt under to agree to the recommendations of their doctors and therapists. Keira Bell: My Story - Persuasion As a teen, Keira transitioned to male but came to regret it. Faced with the loss of her breasts, possible infertility, atrophied genitals and a permanently deeper voice and facial hair, Keira became a claimant in a judicial review against the gender health clinic that had treated her . The case was upheld, with the court noting that it was “very doubtful” that patients aged 14 and 15 could give fully informed consent. ROGD (Rapid Onset Gender Dysphoria) Dr Lisa Littman Here is the research underpinning Dr Littman’s coining of the phrase, “rapid-onset gender dysphoria” to describe the sudden increase in teens announcing a transgender identity. Top trans doctors blow the whistle on sloppy care - Abigail Shrier In this ground-breaking interview with two leading transgender doctors, they admit that some transgender healthcare has been “sloppy” and one states, “I’m worried that decisions will be made that will later be regretted by those making them.” Another unfortunate experiment? New Zealand's Transgender Health Policy and it's Impact on Children by Jan Rivers and Jill Abigail In this NZ research paper, Rivers and Abigail analyse the dramatic rise in the presentation of gender dysphoria and gather abundant evidence that the use of puberty blockers is neither safe nor effective. ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

Here is our collection of letters that parents can use as a template for their own letters to the teacher, principal, or BOT. Life Education Trust query To ask the Principal about the content of lessons delivered by Life Education Trust (Harold the Giraffe). Draft Curriculum Query letter To ask the Principal about the school's RSE lessons. Letter of Concern template To express concern about the contents of the RSE lessons. Draft Withdrawal from RSE letter To withdraw your child from RSE lessons. How to get your child exempted from gender indoctrination To ask for your children to be exempted from any gnder theory instruction, in the context of any school subject. Sample letter to a teacher To explain why you do not want your child exposed to gender ideology. Pride Week Propaganda To ask the school not to participate in Pride week. ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

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 [in April 2024] finds that of the 31 people profiled, a large majority have no academic qualifications whatsoever . Only nine of the 31 are said to hold degrees, often in unrelated fields, with one having a Master of Education. Of note is that the 15 school co-ordinators, who go into schools to provide sexuality education ‘training’ to teachers, largely have no relevant academic qualifications.Two are registered social workers and one who has a Masters in Biology (!) 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 Ending bullying review .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) ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

Review of the White Ribbon Toolbox for Parents 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. https://whiteribbon.org.nz/2021/11/29/kids-and-gender-toolbox/ 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. https://fullyinformed.nz/ 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. https://www.persuasion.community/p/keira-bell-my-story 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. https://genspect.org/

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. ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.

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 “c ompare 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 . ! Widget Didn’t Load Check your internet and refresh this page. If that doesn’t work, contact us.