Recent legislation mandates that public schools offer Mental Health Instruction and Social and Emotional learning (SEL) programs to their curriculum. But the legislation does not specify what those programs should consist of.
However, companion legislation does offer some guidance on SEL instruction by prohibiting instruction typical of Critical Race Theory (CRT) doctrine from being presented in classrooms.
The legislation gives seven specific prohibitions on social instruction: It prohibits teaching that:
1. One race, ethnic group or sex is inherently morally or intellectually superior to another race, ethnic group or sex.
2. An individual, by virtue of the individual’s race, ethnicity or sex, is inherently racist, sexist or oppressive, whether consciously or unconsciously.
3. An individual should be invidiously discriminated against or receive adverse treatment solely or partly because of the individual’s race, ethnicity or sex.
4. An individual’s moral character is determined by the individual’s race, ethnicity or sex.
5. An individual, by virtue of the individual’s race, ethnicity or sex, bears responsibility for actions committed by other members of the same race, ethnic group or sex.
6. An individual should feel discomfort, guilt, anguish or any other form of psychological distress because of the individual’s race, ethnicity or sex.
7. Academic achievement, meritocracy or traits such as a hard work ethic are racist or sexist or were created by members of a particular race, ethnic group or sex to oppress members of another race, ethnic group or sex.
Parents are concerned that SEL programs may still be used to usher in controversial political and social ideologies concerning race relations (CRT), child sexuality (CSE) and neo-Marxist political doctrine (“Equity” as Wealth Redistribution), which may be buried in the details of certain programs. Parents would probably be far more comfortable if these ideological considerations were carefully scrubbed from SEL curriculum.
It may be far more effective to base SEL programs on agnostic, apolitical concepts that are generally accepted across cultural boundaries and are not agenda driven by activist special interest groups. Programs that focus on good character and positive behaviors, instead of specific identity group grievances and restitution typical of cultural Marxist doctrine, would most likely find far greater support in the community.
Here are several positive social behaviors that are generally accepted across many cultures that we used to present to students and which generated little controversy. Perhaps we never should have gotten away from these fundamental principles of behavior.
TRUSTWORTHINESS
Be honest. Don’t deceive, cheat, or steal.
Have integrity. Do what you say you’ll do.
Keep your promises.
Be loyal. Stand by your values.
RESPECT
Follow the Golden Rule.
Be accepting of differences.
Be courteous to others.
Deal peacefully with anger, insults, and disagreements.
Be considerate of others’ feelings.
RESPONSIBILITY
Do what you are supposed to do. Try your best.
Persevere. Keep on trying.
Be self-disciplined.
Think before you act. Consider the consequences.
Be accountable for your words, actions, and attitudes.
FAIRNESS
Play by the rules.
Take turns and share.
Be open-minded. Listen to others.
Don’t take advantage of others.
CARING
Be kind.
Be compassionate.
Express gratitude.
Forgive others.
CITIZENSHIP
Do your share to make your home, school, and community better.
Cooperate.
Stay informed. Vote.
Be a good neighbor.
Make choices that protect the safety and rights of others.
Protect the environment.
“Whole Child” Concept
The newest iteration of SEL appears to be the “Whole Child” initiative, which combines the academic education of children and the management of their physical, mental, and emotional well-being. The “Whole Child” initiative is driven primarily by the Association of Supervisors and Curriculum Development (ASCD) in conjunction with the Centers for Disease Control (CDC) in an apparent effort to expand government agency influence into the home life and parenting of children. It is described by the Whole School, Community, and Child (WSCC) model as having 10 components:
Physical education and physical activity
Nutrition environment and services
Health education
Social and emotional climate
Physical environment
Health services
Counseling, psychological, and social services
Employee wellness
Community involvement
Family engagement
Other collaborators are the Priscilla Chan/Mark Zuckerberg Initiative and Collaborative for Social and Emotional Learning (CASEL). Both these collaborators’ organizations have been criticized recently for surreptitiously weaving controversial Social Justice doctrine into seemingly innocuous education programs.
Whole Child programs can take on a variety of forms. The Chandler Unified School District’s approach includes several specific, and far less controversial, programs such as:
Athletics
Art Masterpiece
Mandarin Dual Language
Academy and Traditional Schools
Special Needs Programs
Band and Orchestra
Spanish Dual Language
Gifted Programs
STEM Programs
There seems to be no generally accepted guidelines on SEL programs and the proper balance of academic instruction (the realm of teachers) and social instruction (the realm of parents). Both communities appear to be encroaching upon each other’s “turf” with parents recoiling about intrusive social instruction in the classroom and teachers dismayed about alternative school choice options being exercised by parents because of their discomfort.
It is long past time to resolve these conflicts with clear and distinct boundaries with respect to the education of, and raising of, children. Our children will be the ones who benefit most.
Kurt Rohrs is a candidate for the Chandler Unified School District Governing Board. You can find out more about his campaign here.
Among the potential eleven ballot measures voters will see on their ballot this November, two make critically important reforms to the ballot measure process itself: Proposition 128 and Proposition 129.
Arizona is a target for out-of-state special interest groups that spend millions of dollars to put their radical ideas on the ballot. They take an issue that is unpopular with the electorate, like tax hikes, spend a few million dollars to park circulators in Phoenix and Tucson for a couple months, and throw bad policy on our ballots.
Take, for example, Prop 208, which narrowly passed in 2020…
It seems nowadays, the only ones who want to raise taxes are the government and far-left elites. That shouldn’t come as a big surprise. They’ll do whatever it takes to further their radical agenda—especially when their bank accounts go unaffected. But in a country that’s supposed to be governed by representation, too many tax increases in America—including right here in Arizona—are coming down to a simple majority.
Of course, we just saw this at the federal level when the so-called “Inflation Reduction Act” passed on a 51-50 vote in the Senate thanks, in large part, to Senators Mark Kelly and Kyrsten Sinema. Now, because of the slimmest majorities along party lines, taxpayers are left with a $700 billion repackaged version of President Biden’s Build Back Broke plan.
But this issue isn’t limited to the federal government, Congress, or even state legislatures. Just look at what happened with Prop 208 in 2020. This disastrous piece of legislation, which was pushed by out-of-state special interest groups, passed with only 51% of people voting for it. And it would’ve turned Arizona into a high tax state had it not been for the court system killing it once and for all.
Allowing 51% of the population (who probably don’t have to pay the tax increase) to vote to tax the other 49% to pay it, is wrong. And while today’s tax increase may not affect you, tomorrow’s most certainly will.
Parents want options for their children’s education. That is why so many went to the legislature and the governor and asked them to pass the Universal Empowerment Scholarship Account (ESA) Program for all of Arizona’s students!
The ESA program has been around for 11 years, but it’s only been available for a limited number of students who have qualified under particular classifications. As a mother of a child who has qualified under the category of special needs, I have seen our son thrive with his education for the last 9 years on an ESA. The tax dollars that we have been able to draw down are completely accountable to the state. After submitting all the documentation for every purchase and having it all approved by the Department of Education, we can then have access to the next quarter’s funds.
There is no better advocate for a child than their parents. Public district and public charter schools are not for everyone. We need options for students and parents who don’t thrive in these settings. For our son, the public district school failed us, and the public charter schools disappointed us. That is why we left the “public system” of education. Every child is uniquely different and has different needs. ESAs simply ensure that each child’s needs can be met without significant financial sacrifices from their families.
The latest controversy now seems to be between the parents and the teachers’ unions. But it is not an EITHER/OR for public schools and ESAs. It really is a BOTH/AND. We need strong public schools, and we also need options for our children who don’t fit into that cookie-cutter style of learning. Children may be doing very well in a public school now and that is great, but their needs may change. Or the school may change and then, an ESA may be needed in the future.
If you read House Bill 2853, you will see that there is a significant amount of money that is allocated to the public school system. They also retain all federal and local tax dollars. A student on an ESA only receives 90% of the state per pupil funding. According to the Joint Legislative Budget Committee, a public school child will receive approximately $14,326 in the coming school year, but an ESA recipient will receive $6,966. This is a win-win-win for the student, the public schools, and the taxpayers!
But right now, a group called Save Our Schools is out on the streets attempting to get the people of Arizona to sign a petition that could stop families from having the freedom of school choice. They’re trying to spread the false narrative that the new ESA law only benefits rich parents who want to send their kids to private school. If that were the case, you would expect to see a low demand for these ESAs. And yet, the new ESAs have been so popular with parents across all backgrounds and political spectrums that it has overwhelmed the Arizona Department of Education’s website!
It’s time for the people of Arizona to see through the lies. Save Our Schools wants to defund and deprive Arizona kids from receiving an amazing education. But thankfully, hundreds of parents have joined the Decline to Sign Movement. These engaged parents have been peacefully countering the Save Our Schools petition gatherers before a voter signs it to make sure that they understand what they are signing.
I encourage every voter in Arizona to Decline to Sign any petition from Save Our Schools. When our lawmakers put our children first, that is always a WIN! And that’s exactly what Governor Ducey did when he signed the new ESA law, making Arizona the gold standard for school choice laws in the country. Let’s leave this new law the way it is so that parents have full control over their children’s education. Our state and our kids will be better off if we fund students rather than systems.
Christine Accurso is a wife, mother, and ESA parent leading the charge for the Decline to Sign Movement. You can find out more about this effort here.
As we see a steady stream of experienced teachers leave the profession, we should be questioning why they are leaving. Maybe it is not always about money.
If teachers are expected not only to educate our kids, but now to raise them as well, perhaps we should consider that teachers may not realistically be able do all the things they are being asked to do.
Teachers usually come to love their kids, care about them deeply, and want what is best for them. It is part of what being a teacher means. But is there a limit to how much intervention a teacher should have in a child’s life?
We are now seeing an aggressive effort by Progressive Liberals to reshape American society to match their own personal preferences. This has become most evident in school classrooms where there appears to be a deliberate intent to influence children to accept their particular worldview. So, are teachers now expected to step in front of parents to drive these controversial ideologies?
This is leaving parents concerned and dismayed by the social conditioning that is being exposed in the classrooms with regard to sexuality, race relations, and political ideologies. They are also becoming more agitated and outspoken as they perceive their own children being weaponized against them.
So are Progressive Liberals, in the form of “Woke” activists, engaging in a deliberate effort to pit teachers against parents in a rather ruthless bid to gain political power and control?
Are these activists now simply using teachers as tools to accomplish their political goals? This would be deeply disrespectful to the profession. If this realization sets in for teachers, it is quite doubtful that they will appreciate being used in this way. And hopefully, they will start to turn away from this scheme.
But teachers aren’t the only ones affected. Children can also feel caught in the middle between parents and teachers, which could leave them traumatized by this contrived conflict. It’s like children who watch their mother and father argue at the dinner table and, wanting to please both, don’t know which way to turn. This cannot be a healthy and positive situation for children. It is of little wonder that we seem to have more children displaying mental and emotional health issues than before. They are being unnecessarily over stressed.
We have also seen national teachers’ unions trying to bully, intimidate, and discredit parents who dare to question their efforts to control dialogue in the classrooms. They label these parents as “Domestic Terrorists” and threaten that dissenting parents be sanctioned by the Justice Department.
Because of these aggressive activities, there is a concern that the bond of trust between parents and teachers is being frayed almost to a breaking point. This is a great disappointment. Now, more parents want to pull their children out of public schools because of the dissatisfaction with this type of undesirable social conditioning. Many feel that their children are being taken away from them, so they are responding by removing these children from that perceived threat.
There is a responsibility for teaching professionals to develop and maintain healthy and positive relationships with parents, to explain to parents what they are teaching and why, to define the limits of their intervention in the raising of children, and to reassure parents that they are not trying to replace them. They must convince parents that public schools are the best place to send their kids—and that there are well understood boundaries of what will and will not be presented to their kids in the classrooms.
Kurt Rohrs is a candidate for the Chandler Unified School District Governing Board. You can find out more about his campaign here.
We have always known that the left is strongly opposed to election integrity. In their hearts, they want voting to resemble how they select the best performers on American Idol—no security, no ID, no paper ballots, and no concern if someone decides to vote a few extra times.
Usually though, the left is pretty good at not saying this out loud. They couch their desires as supporting “voter access” or “expanded voting rights.” Very rarely do they reveal their true intentions of supporting open fraud in the system—yet they have now. And in open court no less…