Gender confusion in education: Our kids need stability and certainty for their mental health. Socialist agendas are harming young minds! MH
The following story has its source in an application filed before the Human Rights Tribunal of Ontario by Jason and Pamela Buffone, on behalf of their daughter “N,” against the Ottawa-Carleton District School Board for discrimination on the basis of gender and gender identity in contravention of the Human Rights Code.
by Barbara Kay The Post Millennial
In January of 2018, in a Grade One class at Devonshire Community Public School, part of the Ottawa-Carleton District School Board network, six-year-old N watched a YouTube video as part of her teacher’s lesson plan on gender.
N is the kind of child, her mother Pamela told me in a telephone interview, that adores school—or did until the particular morning that prompted this column. The video was entitled, “He, She and They?!?—Gender: Queer Kid Stuff #2.” The video contained statements such as, “some people aren’t boys or girls,” and that there are people who do not “feel like a ‘she’ or a ‘he,’” and therefore might not have a gender. The young teacher, whom I will refer to by her initials, JB, continued to teach gender theory throughout the semester. According to N’s feedback to her mother, JB told the children that “there is no such thing as girls and boys,” and “girls are not real and boys are not real.”
By mid-March, N’s parents could see the lessons were having an impact on their daughter, as she began spontaneously and repeatedly asking them why her identity as a girl was “not real.” She asked if she could “go to a doctor” about the fact that she was a girl. She said she was “not sure if she wanted to be a mommy.” (Ms Buffone explained to N that grown-up women had a choice, but was concerned that the subject was coming up in Grade One gender lessons.)
The Buffones were naturally alarmed by their daughter’s persisting signs of confusion, as she had never previously shown a single sign of discontent regarding her biological reality. Ms Buffone therefore met with JB in March to discuss the impact of the gender discussions on her daughter.
JB, they could see, was very committed to the teaching of gender fluidity as a reflection of “a change within society.” She told Ms Buffone that gender fluidity was the School Board policy, that some children are struggling with the idea that gender is binary and confirmed that the topic of sex change had come up for discussion. She did not appear unduly concerned about N’s personal distress, and did nothing to affirm N’s female identity.
The Buffones then contacted the school principal, Julie Derbyshire.
In a telephone call, Ms Buffone says, Ms Derbyshire explained that JB had initiated the lessons to accommodate a child in the class who had expressed interest in self-expression as the opposite sex. (There was in fact a child exhibiting symptoms of gender dysphoria in Grade One of that school, who was being teased on that account. But, according to Ms Buffone, as she later learned, the parents of the child did not want the issue to be addressed by lessons on gender; they merely wanted the other children to be taught to act respectfully and not to bully their child.) Ms Derbyshire did not offer to consult with the school’s “gender specialist” about affirmation of non-questioning students like N.
Determined to elicit a response that addressed the issue substantively, the Buffones pressed on, eventually meeting with the Superintendent of the School Board and the Curriculum Superintendent. According to the complaint, “The School Board did not agree to communicate with parents when sensitive discussions took place, nor did they agree to issue any directive or take corrective action in order to ensure that children of female gender identity were positively affirmed.”..READ MORE