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There are people who hate transgender individuals and want to erase their existence. Radical feminists are one group that refuses to accept people like me, not because of pronouns or appearance, but simply because we exist. Even though I don't do anything to upset them, they still say horrible things about me. I recently spoke to someone who works in the gender critical space and she was shocked by the hate she witnessed. These radical feminists view me as a threat to women and are out to harm people like me. It's important to address this hate because it discredits our fight against discrimination. I appreciate the support I've received.

This is a statement opposing a move by Danielle Smith and the UCP government in Alberta. The speaker argues that this move endangers the safety of queer and gender questioning kids in schools. They express concern that students may now out these kids to their parents, creating an environment of fear and marginalization. The speaker calls for support from allies and champions in the LGBTQ2 community, mentioning organizations like the Social Workers Association of Alberta and the Alberta Teachers Association. They also mention a planned rally at the legislature in Edmonton. The speaker emphasizes the importance of standing up for the kind of Canada and Alberta we want.

I noticed metallic posters in student bathrooms promoting hotlines like the national suicide hotline and the Trevor Project. Curious, I texted the suicide hotline about my gender confusion and received guidance to explore my gender. I visited trevorspace.org, which is for ages 13 to 24, and found discussions among kids expressing loneliness and seeking friends. There were various chat spaces, including those for non-binary individuals and even a regressor space where older individuals could identify as younger. I believe schools are becoming a pipeline for human trafficking, particularly affecting vulnerable LGBTQ kids. When I spoke at the National Educators Association about the Trevor Project, I was abruptly cut off, indicating its sensitive status.

Speaker 0 asks Speaker 1 for some history regarding their gender dysphoria to help with writing a letter. Speaker 1 explains that when they were in school, they wrote an essay expressing their discomfort with their biological sex and how they felt. However, people dismissed their feelings because they appeared to be male.

Sage's mother, known as Nana, shares the heartbreaking story of her adopted daughter's journey. Sage faced depression and anxiety during puberty, and when she started high school, she identified as a boy named Draco. The school kept this information from Nana, and Sage experienced severe bullying and assault. Sage eventually ran away and was sex trafficked, but was rescued by the FBI. However, the legal battle continued, with the judge and attorney misgendering Sage and accusing Nana of abuse. After a long struggle, Sage is now receiving trauma care and sharing her story to raise awareness. Nana emphasizes the importance of listening to parents and not letting ideology harm children.

Teacher Darren's pronouns are z, zer, zer, zerz, and zerself, and they identify as gender neutral, neither female nor male. Students should refer to them as Teacher Darren, without "mister" or "missus." While Teacher Darren can be pretty or handsome, they are not a lady. A student questioned why they have to learn this, and Teacher Darren responded that the world is changing. A student stated that not the whole world is like this, and Teacher Darren suggested starting in the classroom. Another student asked if they could use "she, her" pronouns when talking to their parents about Teacher Darren, but Teacher Darren said no, and suggested the student educate their parents. A student stated that their parents might get angry and confront Teacher Darren, but Teacher Darren dismissed this concern, stating that these are their pronouns and that's the way the world is working. Another student asked if this was part of the curriculum, but the response was cut off.

Teachers are leaving not because of pay, but because of the challenges they face. The speaker, a band director, shares recent incidents of assault, property damage, and disruptive behavior in their classroom. They emphasize that these issues are not limited to their school or a lack of discipline measures. The problem lies in emotional dysregulation, with students disregarding consequences and prioritizing entertainment. The speaker acknowledges their use of technology but believes some students have lost motivation. Despite their initial excitement to make a difference, the speaker feels overwhelmed and exhausted. They express frustration with a failing system that is not supporting teachers or students.

In school bathrooms, I noticed posters for hotlines like the national suicide hotline and the Trevor Project. Curious, I texted the national suicide hotline about my gender confusion. They ensured I wasn't suicidal and suggested I explore my gender. I visited TrevorSpace.org, which is for ages 13-24, and found discussions about loneliness and friendship. There were chat spaces for various identities, including non-binary and age regression. I believe schools are becoming a pipeline for human trafficking, particularly affecting vulnerable LGBTQ kids. When I spoke about this at the National Educators Association, I was cut off when mentioning the Trevor Project, which seems untouchable.

I led a 5,000 student walkout to protest invasive laws in Florida. Governor DeSantis demanded universities share trans students' health records, violating their rights. I advocate for diversity and access to healthcare. As a teacher, I can't use students' preferred pronouns, which is absurd. I'm committed to ensuring everyone in the state is respected, healthy, and safe.

A person is confronted and accused of being a transphobe who believes "trans kids should be cis kids." The person asks what makes a child trans and what gender is. Another person states you are born trans and gender is a spectrum, like a rainbow. A trans person says the person is playing god and "it fucks kids up." The trans person says the person should be ashamed and that they matter. The person being confronted asks someone to call the police, claiming assault. The trans person says the person is abusive and is spewing hate, not even knowing what gender is. The trans person encourages people to come down and tell the person that trans kids have rights. The person states they are waiting for police because they were assaulted.

The speakers claim Trump is using education to open the door to fascism, reminiscent of Nazi Germany. They are preparing for potential ICE actions with the "Red Folder Project" to protect students. Chicago Public Schools demonstrated resistance by denying ICE access to students, advising against collecting data on students' origins. Public schools are described as holding both the scars of oppression and the seeds of liberation, historically reproducing inequality. Speakers assert the goal is to force trans youth back into the closet by redefining sex and making it impossible for them to participate equally in school and society. Nearly half of US public school students are allegedly in schools where teachers are mandated to lie about race, gender, sexuality, and US history. Drawing parallels to the McCarthy era and the lavender scare, they highlight the firing of educators accused of communism or homosexuality. They emphasize the importance of teachers getting into the streets and building a mass multiracial movement to resist. Strategies beyond legal challenges are needed, focusing on rebuilding a social movement. They promote the June 7th National Teach Truth Day of Action with resources available on the ZYN Education Project website.

If you live in California, pull your kids out of public school because it's unfixable and will worsen. In one district, dozens of girls reported being assaulted on campus. The board of education members belong to Project Indivisible, so change is unlikely. The speaker worked for the district for two years and witnessed unbelievable things. After speaking out at board and city council meetings and meeting with the district office, the speaker was stalked, harassed, and chased off the road. The speaker advises, "These are not seeing people you're dealing with. Pull your kids out."

The speaker addresses a politician about the government's draft guidance on gender identity in schools, which includes a ban on teaching the concept of gender identity. The politician states the guidance is under consultation and clarity is needed for schools to manage this sensitive area. A Labour government would ensure guidance is provided, prioritizing children's well-being and avoiding political exploitation of the issue. While some elements of the draft guidance are acceptable, others are too partisan. The politician would review consultation responses, work with parents, young people, and professionals to address outstanding issues, and avoid ministerial disputes. The politician affirms the existence and right to recognition of trans people, especially vulnerable ones needing support. Clear guidance is needed for schools to support children experiencing distress around their well-being, and a responsible, serious approach is necessary.

The speaker is at Wilson's Hospital School, where he was a Senior clerk and teacher. He claims he has not been arrested for not accepting transgenders. He states he will not turn his back on his duty to his students, asserting that one does not have a duty to do what is wrong. The speaker refers to surgery as mutilation and suicide. He accuses someone of telling a boy that he's gender neutral and says, "Shame upon you." He declares that this is about an innocent teacher and Christian man. The location is Winston's Hospital Schools in Tulte Carnam.

Speaker 0 tells Speaker 1 that their opinion was not inclusive and goes against the school's policy. Speaker 1 argues that there are only two genders, but Speaker 0 disagrees and says that the school recognizes more than two genders. Speaker 1 feels that their opinion is being silenced and complains about being kicked out of class. Speaker 0 suggests making an official complaint, but Speaker 1 declines. The conversation ends with Speaker 1 expressing frustration and Speaker 0 allowing them to stay in the classroom.

I am a non-binary middle school special education teacher. Only my two paraprofessionals know about my gender identity, as I am not ready to discuss it with parents and administration. Recently, one of my students referred to me as a beautiful king, which brought me immense joy and validation. It made me experience gender euphoria. Have a great day.

We need to intervene if we witness discrimination or harassment, even if it's just intimidation. For example, if a student writes on the board that there are only 2 genders, that's intimidation and harassment. Our staff needs training on how to handle these situations because most of them haven't been trained. Even those attending this gender identity training today, about 75% of them are new to this topic.

Speaker 0 introduces themselves as Adena and mentions calling someone's name. Speaker 1, a teacher in the district, talks about their involvement in LUSD and their work with queer trans youth at Children's Hospital Los Angeles. They discuss the trauma faced by these youth due to the oppressive systems they live in. Speaker 1 supports critical race theory and diversity inclusion equity training, highlighting how white people benefit from social welfare programs but ignore issues like the housing crisis and the Armenian genocide. They also mention the struggles of oppressed trans youth, including high suicide rates and early recognition of their gender identity.

Speaker 0 introduces themselves as Adena and confirms the name of the person they are speaking to. Speaker 1, a teacher in the district, shares their involvement in teaching and volunteering, particularly with queer trans youth at Children's Hospital Los Angeles. They mention dealing with trauma related to the oppressive system and express support for critical race theory and diversity inclusion equity training. Speaker 1 highlights the housing crisis, the Armenian genocide, and the lack of education for oppressed trans youth. They mention the high suicide rates and early self-awareness of being trans among these youth.

A high school math teacher explains why they display a pride flag in their classroom. While their job is to teach math, it's also about creating a comfortable learning environment. Many students may have negative experiences with math or struggle with learning. The teacher believes building a safe atmosphere is crucial because learning requires vulnerability and accepting failure. The pride flag is one way the teacher signals to students that they are welcome and safe in the classroom, regardless of their identity, who they love, or where they come from.

There is a lot of trans hate in the world, and it's frustrating. Pride means being happy to be alive. The hate mostly comes from the government and from within ourselves. The speaker believes that the hate comes from self-perception and thinks that the ideology promoted is harmful. They speak up against it because they believe that people who transition are attention seekers. They want the spotlight back and play the victim. Stay true, my friends.

The speaker recounts feeling excluded during a principal's speech about equality that omitted mention of their race. Writing "all lives matter" on a whiteboard was deemed political and offensive, while signs promoting specific races and orientations were considered human rights. When the speaker questioned the equity statement's lack of representation for all students, they were told "whites have a pretty good situation right now." The speaker claims that teachers are afraid to voice dissenting opinions for fear of administrative discipline, and that students adjust their schoolwork to align with acceptable opinions in order to secure good grades. The speaker states a coworker of color agreed that the school seemed to be pushing a leftist agenda. Due to these experiences, the speaker is leaving the district to attend a private Christian school online, sacrificing graduation milestones to learn in an environment that doesn't punish them for their skin color and political views. The speaker concludes by stating their belief that everyone has value regardless of skin color or personal beliefs.

We were instructed to use gender-neutral terms, replacing "mother" and "father" with "parent," and "brother" and "sister" with "sibling." We learned to affirm transgender children and were shown supportive videos about transgender individuals, emphasizing that rejecting or not affirming someone’s identity could be harmful. The school referred to women as AFAB individuals with vulvas and encouraged us to introduce ourselves with our pronouns and to ask others for theirs during introductions.

An 18-year-old high school student raises concerns about transgender individuals claiming to be women and using women's spaces. They mention an incident at MLK High School where a transgender woman, who is biologically male, had an altercation with a young woman. The student questions why the safety of women is being compromised by allowing mentally confused men to use women's spaces. They express that true girls like themselves, who are female down to their DNA, should have a say in this matter. The student urges action to protect the safety of women and calls on the school to address the issue. Another student shares their experience of being continuously bothered by the transgender individual and expresses frustration with the lack of action from the school.

Speaker 0 states that parents do not know best; scientists know the best; experts know the best. They strongly support the standard to enable and empower all students to feel safe, educated, knowing who they are and knowing that it's okay to be who they are.