Notwithstanding the importance of the arts, the number one priority of any school system should be academic proficiency. Everything flows from that goal; problem-solving skills, critical thinking, the values of the merit system, the benefits of hard work, the negative consequences of not meeting deadlines, the importance of following rules, and self-discipline. That is no longer the case. Today our schools are struggling to get half of the students proficient in core academics. The number one priority for schools, through the advent of the official policy of “whole child development,” has become the overwhelming emphasis on social and emotional learning, the quest for equity over equality, and a de-emphasis on individual achievement, which has resulted in the values once taught by the family having become the providence of the schools and social activists. Instead of schools reinforcing the values families instill in their children, schools have assumed the lead role in that part of a child’s development, often in conflict with the family and, in some cases, by design, with policies that restrict that information from being given to parents. 

In the current FCPS policy for creating a welcoming environment for transgender and “gender non-conforming,” student’s parents are not notified if their child chooses a gender and/or name different from their biological sex or identifies as transgender unless the child gives the school permission to do so. This puts the child in charge of self-diagnosing a psychological condition (gender dysphoria) or their transgender status and puts the school in the position of offering a recognized form of therapy (known as Affirmative Therapy) without the knowledge of the parents. Opponents of parental notification, including most of the current school board, argue that this is a safety issue necessary to protect children. They argue that parents may not accept their children’s choices and possibly abuse them or toss them out of their homes. There is no doubt that this could occur (see statistics below for Frederick County student homelessness), but it is very rare. 

The second highest priority of a school system is the safety of the students.

So why assume that all parents are potentially guilty of forcing their children out of the house or abusing a child instead of giving parents the benefit of the doubt? If it comes down to safety (which board Vice president Dean Rose stated is one of two obligations FCPS has), how is allowing a minor child to choose a gender and make a potentially life-changing decision without the involvement of their families and/or healthcare providers, safe for children? Those that came to our April 5 forum heard evidence of how damaging not notifying parents can be and how schools that are practicing affirmative therapy (something they are medically unqualified to do) are creating situations that put many children at risk both now and in the future by declining to allow families to offer care. Gender dysphoria is a recognized psychological condition, and most people who experience it have at least one other underlying psychological condition. It is not something a school should allow a minor child, still restricted by law from making many independent decisions, to choose to do without the full participation of their families and the medical providers who are in the best position to establish the proper support and care with the full array of information for the “whole child.” 

That is why transparency in the education system is so critical. Right now, those in opposition to parental notification are actively engaged in a letter campaign to the BOE asking them to dismiss our policy proposal. Contact the BOE and Superintendent Dyson via email or phone and let them know you support parental notification. Staying silent ensures parents will be excluded. 

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