Townhall reported yesterday that the West Hartford Public Schools in Connecticut are teaching transgender material to kindergartners.
The article reports:
An elementary school in Connecticut is requiring its students to engage in its “Social Justice Lesson Standards,” which includes transgender content being exposed to children as early as kindergarten.
Parents of students attending West Hartford Public Schools contacted nonprofit parent group Parents Defending Education about the material, and expressed concern over it being used by the district to push group identities through books about transgenderism that are included in the curriculum.
District officials informed parents that they will not be allowed to opt out of the curriculum.
One parent was particularly disturbed by a book taught to fourth graders entitled, “When Aidan Became a Brother,” which the parent described as “full on gender theory” that teaches students their biological sex is “wrong.”
“When Aidan was born, everyone thought he was a girl. His parents gave him a pretty name, his room looked like a girl’s room, and he wore clothes that other girls liked wearing,” the book’s description reads. “After he realized he was a trans boy, Aidan and his parents fixed the parts of his life that didn’t fit anymore, and he settled happily into his new life.”
What a way to mess up the younger generation. Children don’t need to be told their biological sex is wrong. They need to be told that they are valued, unique individuals. Classroom time needs to be spend on learning reading and mathematics. One of the reasons our schools are failing is because of the time wasted on social engineering rather than academics.
The article concludes:
The district’s director of equity advancement, Roszena Haskins, wrote in an email to parents that the schools have “redoubled district-wide efforts to attend to the social and emotional needs of children and adults.”
The email explains that the “social justice standards” stem from the framework of the Collaborative for Academic, Social and Emotional Learning.
Haskins points out that “CASEL acknowledges that ‘While SEL alone will not solve longstanding and deep-seated inequities in the education system, it can help schools to promote understanding, examine biases, reflect on and address the impact of racism…close opportunity gaps and create a more inclusive school community.'”
“Essentially, SEL provides students with understandings and skills that they need to increase their social consciousness and act in ways that foster respect, empathy, fairness, and universal humanity,” the email continues. “SEL instruction sits at the cross-section of prosocial education that fosters safe, positive, inclusive, equitable and supportive learning environments.”
Haskins adds that the school district teaches SEL through an “equity lens, adapted from the Learning for Justice social justice and anti-bias framework.”
Can we please go back to kindergarten being about blocks, sand boxes, and snacks?