New York State’s Directive to Schools: Lie to Parents - Secret gender transition is now the default policy for the state’s public schools.

Earlier this week, the New York State Department of Education (NYSED) published a “legal update and best practice” document for how schools should serve “transgender and gender expansive” students. The key takeaway: if your child decides that he or she wants to socially transition to the opposite gender, it is now a “best practice” for the school to lie to you about it.

“Only the student,” the NYSED declares, “knows whether it is safe to share their identity with a caregiver.” The baseline assumption, then, is that “unaffirming” parents are dangerous to their children. If Kevin wants to go by “Kimi” but doesn’t want his parents to know, the best practice, according to NYSED, is as follows: “The teachers call her Kimi and use she/her pronouns at school. When calling home for any reason, teachers use the name Kevin and he/him pronouns.”

Leading experts like Hilary Cass, a medical doctor who documented rampant malpractice in England’s Tavistock child gender clinic, have explained that social transition is not a neutral act but rather an active psychosocial and arguably even medical intervention. Finnish medical authorities have discouraged gender self-identification for children, recognizing its potential to disrupt healthy development and result in unnecessary medicalization. While activists believe that transition is beneficial to mental health, a new study in the U.K. finds no improvement for socially transitioned kids relative to control groups. Evidence suggests that treating children as if they are the opposite sex can cause their feelings of gender dysphoria to persist and increase the likelihood that they will seek experimental hormonal intervention.

If the NYSED has its way, schools will also effectively market experimental hormonal interventions. Its new policy recommends that all schools, at a minimum, adhere to the guidelines of the National Sex Education Standards, which state that children should learn about puberty blockers by fifth grade. It may be doubted whether schools would provide the full medical picture concerning the use of puberty blockers, including the lack of evidence for their benefits, the serious long-term side effects, and the near-certain progression to cross-sex hormones that can cause permanent sexual dysfunction and sterility.

The National Sex Education Standards also recommend introducing children to the concept of “gender identity” starting in kindergarten. As a next step, NYSED recommends that staff actively solicit sexual and gender information by “ask[ing] students which terms they use and generally us[ing] the term the student uses to describe themselves.” (This includes terms such as “agender,” which “refers to a person who does not identify with or experience any gender, [and] is different from nonbinary because many nonbinary people do experience gender.”) In New York, schools now apparently stand ready to tell five-year-olds that they might have been born in the wrong body, socially transition them behind their parents’ backs, and steer them toward experimental hormonal interventions.