Relationships and sex education (RSE) is a new curriculum which has been compulsory from September 20201. All UK schools are expected to teach it by 2021.
This new curriculum involves psychological abuse of children, as it involves a great risk of confusing their sexuality, indoctrinating them into ‘transgender’ ideology and sexualising them before puberty. The government has attempted to assuage fears by claiming the teaching is “age and developmentally appropriate” and justifies the new curriculum addition by claiming it’s about “health”, “kindness” and “respectful relationships” – but many concerned parents have seen through this rhetoric and recognised the dangers, founding organisations to combat RSE implementation. School Gate Campaign2, for example, has this to say:
“We do not believe that the state should take other people’s children and teach them unhelpful ideologies that their parents (and science) disagree with… The RSE curriculum is ill-advised, confusing and unhelpful. It will prematurely sexualise children. It is far too much, too young. Parents, as lawful primary educators of their children, are best positioned to decide how and when these subjects should be approached – not the state.”
This kind of ‘sex education’ is endorsed at the highest levels by organisations like the United Nations and the World Health Organisation – which, given the current dystopian horror state of the world due to the actions of these political bodies, should ring alarm bells.
In the government’s RSE and Health Education Statutory guidance document, it states: “we expect all pupils to have been taught LGBT content at a timely point” (section 37). For Secondary school students, “sexual orientation and gender identity should be explored at a timely point (section 75). In section 36, the document alleges that in order to teach children about “equality and respect” they must be taught about “gender reassignment”.
While this is all marketed to the public as being about fostering respect, equality and positive behaviour, the reality is that the outcome of such lessons is a dark and dangerous one. For example: when children are taught that it’s possible to be born into the wrong body, and that it’s possible to change your biological sex, a wide range of children and teenagers are at risk of being misdiagnosed with ‘gender dysphoria’. This includes, but is not limited to: children and teenagers who suffer from anxiety and depression; those who have suffered or are suffering sexual, mental or physical abuse; those with autism or other communicative issues; effeminate boys or masculine girls who do not naturally or easily conform to typical gender expectations; those experiencing homosexual and bisexual feelings; and children who are self-deprecating and feel like outcasts. There is also a growing trend among teenage girls who ‘transition’ together in entire friendship groups3, strongly suggesting that the reason for doing so is social and psychological pressure and not a result of a rare biological/psychological issue. The celebration of transgenderism online can also lead to the idea becoming alluring or fashionable. Any young person who struggles with or feels shame during process of puberty can feel like there is ‘something wrong’ with their bodies, and after being introduced to the ideology, may turn to ‘transition’ as an attempt at finding relief. In other words, virtually every child can be led to believe that they are a ‘transgender’ person. Not only can a myriad of serious underlying psychological and physiological conditions go undiagnosed, ignored and untreated when a child is misdiagnosed with ‘gender dysphoria’ instead, but a false diagnosis may lead to children undertaking unnecessary and irreversible medical and surgical interventions. Young people may face sterilization and removal of their healthy sexual organs before they have even completed puberty and have the chance to experience how it feels to have an adult man or woman’s body. There is sufficient evidence to suggest that genuine ‘gender dysphoria’ can be relieved by therapy and medication4, similar in kind to treatment courses prescribed for anorexia or other conditions of dysmorphia/dysphoria – though this option is often ignored or demonised. In Canada, legislation is being pushed through to criminalise offering therapy to alleviate gender dysphoria to those who have self-diagnosed themselves with gender dysphoria, meaning that any child who presents at a psychologist’s office with the belief that they are transgender must immediately be affirmed, or the medical professional risks losing their job or facing criminal charges. This legislation has been sneakily passed by adding ‘gender identity’ to the bill which prohibits conversion therapy for sexuality5. This is despite the fact that many of these children, who may otherwise have grown into relatively happy homosexual or bisexual adults, now run the risk of their bodies and minds being destroyed by undertaking wholly unnecessary and unsuccessful journeys to live life as the opposite sex – which is arguably, and ironically, the most extreme form of conversion therapy. Living life as if one were the opposite sex is not – despite the aggressive insistence of certain pressure groups – the only option for suffers of gender dysphoria, and it remains impossible to actually change your biological sex. Medical or surgical intervention in order to ‘transition’ can, however, make you a life-long medical patient, running up thousands in surgery costs, forever dependent on hormones, further surgeries and other pharmaceuticals. Cui bono?
When transgender ideology poses such a severe danger to virtually every child, the claim that it is moral and necessary to teach transgender ideology to children is at best a dire show of ignorance, and at worst: malicious, manipulative and criminal. It certainly should never be compulsory part of a state school curriculum.
It is naïve to believe that the state has the intention or the competence to deliver safe, sensible and appropriate education on the topics of sex and sexuality – despite the governments repeated and desperate assurance that that the curriculum will be appropriate to learners’ age, ability and aptitude. When powerful government-funded multi-million-pound organisations like Stonewall – who recently pushed for the eradication of the use of the word mother6 and practice authoritarian, Orwellian censorship of speech – infiltrate state schools and influence curriculum legislation, we should be extremely wary of any attempt by the state to deliver ‘sex education’ to children. It is, regardless, not and never will be the state’s place to do so.
The aforementioned government document states that “parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of statutory RSE” in both secondary and primary (sections 41, 45 & 68). However, in Wales, the situation is more difficult:
The Welsh Curriculum and Assessment Bill of July 20207 sets out intention to provide “mandatory relationships and sexuality education (section 1.2 iii & v), and in section 3.34, the bill states that: “there is no intention to retain existing provisions to allow parents or those with parental responsibility to remove learners from… sex education”. If you are a parent in Wales who does not wish your child to be taught about sexuality too young or gender theory at all in school, you will have no say – not only will such classes be implemented into the curriculum, they will be made mandatory, with no opportunity to opt-out.
In section 9.71, a bullet point justification for the implementation of RSE reads:
“Gender Reassignment (the act of transitioning and Transgender people): we expect a positive impact as it raises awareness about respectful relationships, positive behaviour and acceptance of diversity. It also aims to encourage schools to consider how they provide support and learning to LGBTQI+ and aims to engage learners with issues such as gender and inequality and seek to foster a whole school approach to inclusion and tolerance.”
Yet nowhere in this bill are the dangers of teaching children that it is possible to ‘transition’ into the opposite sex mentioned or discussed. The ideas within transgender ideology are also in opposition to teachings within religions such as Christianity and Islam – and while the bill acknowledges that the proposed sex education will have “a negative impact for some religious groups and parents especially… Muslim and Christian groups”, it says no more on the matter (section 9.71). It seems that the ideological beliefs of a child’s family, whatever they may be, come second to the ideological beliefs preferred by the state.
The introduction of core and compulsory RSE classes for children in England and Wales is removing the right for parents to choose to educate their own children on social, sexual, spiritual and moral matters. The ideas that the state want to inculcate in students instead may be, and often are, psychologically destructive. Schools that implement this curriculum are no longer safe places for children. If you are a parent, and your school implements RSE (especially if it’s with no option to opt-out), strongly consider removing your child from school and educating them at home.
Relationships and Sexuality Education (RSE) will be a statutory element of the new curriculum for learners aged 3 – 16 (section 8.296)
• 1: Relationships Education, Relationships and Sex Education (RSE) and Health Education Statutory guidance, UK GOV website: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education
•2: School Gate Campaign
School Gate Campaign is urging and equipping parents to secure parental rights and the sound education and safety of children in the face of new sex education plans in the UK.
•3: Irreversible Damage: The Transgender Craze Seducing Our Daughters by Abigail Shrier
•4: The successful treatment of a gender dysphoric patient with pimozide
•5: Bill C-6: An Act to amend the Criminal Code (conversion therapy)
•6: Stonewall urges employers to drop mother for ‘parent who has given birth’ to boost equality ranking
•7: Curriculum And Assessment (Wales) Bill – July 2020:
• Public Child Protection Wales: https://www.publicchildprotectionwales.org/
An organisation fighting to remove RSE from the mandatory element of the Curriculum and Assessment Bill 2020.
• Transgender Trend:
An organisation of parents, professionals and academics based in the UK who are concerned about “the current trend to diagnose children as transgender, and about legislation which places transgender rights above the right to safety for girls and young women”.