In recent years, schools have become a battleground for a range of social issues, one of the most contentious being the growing acceptance of self-identification policies regarding gender ideology. These policies, which allow students to self-identify as a gender different from their biological sex, may seem inclusive at first glance, but they raise serious concerns, particularly for the well-being and mental health of children.
As educators and guardians, schools are responsible for protecting the most vulnerable among us: our children. But how can we protect them when the foundational truths of biology are being disregarded? It’s time we take a closer look at these policies and the potential harm they bring, particularly to children, and advocate for science-based approaches that prioritise student safety and integrity.
Biology Matters: The Truth About Sex and Gender
From a scientific perspective, humans are born either male or female. This is a biological fact, not a social construct or a matter of personal preference. While gender expression – how someone chooses to present themselves – can vary, sex is immutable, determined at conception, and encoded in our DNA. Schools should recognise this biological reality in their policies, rather than allowing ideology and being “PC” to overrule science.
Encouraging children to question or reject their biological sex may create confusion during a critical stage of their development. Schools must promote a clear and consistent understanding of biology to help students navigate these complex issues, rather than encouraging them to see sex as something fluid or optional.
We give clear guidance on how this can be accomplished safely in our kit, “Your Body – Your Identity: Understanding and Appreciating Your Biological Self.”
The Harm of Self-Identification Policies
Self-identification policies are often introduced in schools under the guise of diversity and inclusivity but the potential harm they cause cannot be ignored – especially when it comes to children. Allowing students to declare a gender different from their biological sex and access facilities such as toilets or changing rooms intended for the opposite sex can create significant privacy and safety concerns. This is particularly true for girls, who may feel uncomfortable or unsafe sharing spaces with biological males.
Furthermore, these policies can lead to children thinking about early medicalisation if they become “gender-confused”. The promotion of this needs to be avoided. With the rising acceptance of self-identification, more children are being encouraged to explore hormone treatments or surgeries – interventions that are often irreversible and can have long-lasting psychological and physical effects. Schools must ensure they are protecting children from making life-altering decisions before they are fully able to understand the consequences.
Protecting Single-Sex Spaces in Schools
One of the key issues raised by self-identification policies is the erosion of sex-based rights in single-sex spaces such as toilets, changing rooms, and dormitories. These spaces exist for a reason: to protect the safety, comfort, and privacy of students. When self-identification policies allow biological males to access female spaces, it compromises the rights of girls and creates unnecessary risk.
Single-sex sports are another area where fairness and safety are compromised by these policies. Biological males often have physical advantages over females in terms of strength and speed, making mixed-sex competition unfair. Schools should continue to protect single-sex sports and spaces to ensure equal opportunities and safety for all students.
Language Matters: Being Respectful Without Denying Reality
With minorities being very vocal and supported by celebrities and adults who have chosen their “attractional preferences”, schools often face pressure to use inclusive language, such as referring to students by their preferred pronouns or chosen gender identities. While respecting students’ individual choices is important, schools should not be forced to use language that denies biological reality.
Forcing staff and students to use language that contradicts biological facts can create confusion and, in some cases, infringe on the rights of those who believe in upholding truth. Instead of mandating language that aligns with self-identification policies, schools should encourage respectful communication that acknowledges both personal identity and biological truth.
The biological fact is that males will always be males and females always be females, regardless of the choice made after puberty.
Encouraging Evidence-Based Discussions
Schools should also be spaces where evidence-based discussions are encouraged. Students should be taught to think critically about issues like gender identity and understand the distinction between biological sex and social constructs of gender based on personal ideology. Instead of shutting down debate or labelling dissenting views as “bigotry,” schools should create environments where students can engage with different perspectives thoughtfully and respectfully.
Let’s be factual. If a person rejects the science of climate change, that person is quickly labelled as a climate-denier or conspiracy theorist. The same standard should be applied to the fact that a person’s physical gender is determined by their biological sex from conception. Anything else is a personal lifestyle choice.
Students must be exposed to balanced discussions, rather than a one-sided narrative that promotes self-identification as the only valid approach to gender. By encouraging open dialogue, schools can help students develop a more subtle understanding of these complex topics.
Promoting the Well-Being of All Students
Above all, schools must prioritise the well-being of their students. This means promoting self-acceptance and helping children embrace their biological sex, rather than encouraging them to reject it. Students who experience distress about their gender should be provided with mental health support, focusing on self-acceptance rather than irreversible medical interventions.
Schools must be cautious about adopting policies that push children towards life-altering decisions without a full understanding of the consequences. Therefore this should be avoided without the consent of parents and the presence of medical professionals. It is vital to protect children from unnecessary harm and ensure that they grow up feeling supported and respected for who they are.
Just because a boy likes cooking and a girl likes rugby, it does not mean they are physically different.
Conclusion: A Call for Science-Based Policies
The issue of self-identification in schools is not just a matter of inclusivity; it is a matter of science, safety, and fairness. While it is important to respect individuals’ choices, schools must prioritise the biological realities of sex and the protection of vulnerable students. By maintaining single-sex spaces, fostering open discussions, and promoting science-based policies, schools can create truly inclusive environments, without compromising the well-being or rights of any students.
Sex-based rights matter, and so do children. It’s time for schools to stop promoting harmful self-identification policies and instead embrace an approach that protects all students, grounded in biological truth and common sense.
(cover photo by Photo by Max Fischer: https://www.pexels.com/photo/a-children-looking-the-laptop-5212687/)