Tennessee Attorney General Jonathan Skrmetti called a Nashville public school’s accommodation of Muslim students during Ramadan &#8220;blatantly unconstitutional,&#8221; saying the school crossed the line from allowing religious exercise to actively promoting it.
In a Tuesday <a href="https://tennesseestar.com/justice/tennessee-ag-skrmetti-weighs-legal-implications-of-muslim-prayer-accommodations-in-nashville-public-school/khousler/2026/04/15/">interview</a> with the Tennessee Star, Skrmetti responded to reports that a Metro Nashville Public Schools employee set up a dedicated Islamic prayer room at John Overton High School and encouraged Muslim students to skip class to use it.
“Free exercise says the government can’t stop you from practicing your religion,” Skrmetti explained. “The establishment clause, as interpreted, and as we hear about every time the legislature tries to do anything these days, says that the state can’t … participate in promoting particular religious viewpoints.”
<blockquote class="twitter-tweet">
🚨BREAKING &#8211; I asked <a href="https://twitter.com/AGTennessee?ref_src=twsrc%5Etfw">@AGTennessee</a> Skrmetti today if the MNPS decision to allow Muslim prayers during school hours in a dedicated room led by an MNPS employee at Overton High School coerces non-Muslim students and violates the Religious Establishment Clause of the First Amendment. <a href="https://t.co/LhaaXAwEgL">pic.twitter.com/LhaaXAwEgL</a>
— Michael Patrick Leahy (@michaelpleahy) <a href="https://twitter.com/michaelpleahy/status/2044187616606859387?ref_src=twsrc%5Etfw">April 14, 2026</a></blockquote>
<script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script>
John Overton High School, according to a <a href="https://nashvillebanner.com/2026/04/07/ramadan-muslim-students-overton-high-school/">report</a> from the Nashville Banner, permitted over 80 students to skip class daily during Ramadan prayer sessions, in addition to separate “food-free” classrooms for fasting students and the aforementioned dedicated prayer rooms. Outside of the month of Ramadan, students are reportedly permitted to leave school grounds once a month to pray.
“So if the school is dedicating resources to something, that’s a very different situation than if the students are self-organizing,” Skrmetti added. “I look at it as an attempt to propagandize and proselytize [non-Muslim] students. That’s my view.”
In a similar vein, the U.S. Department of Education guidance released in February <a href="https://www.ed.gov/about/news/press-release/us-department-of-education-issues-guidance-prayer-and-religious-expression-public-schools">states</a> that “public schools may not sponsor prayer nor coerce or pressure students to pray.”
“School officials should allow members of the public school community to act and speak according to their faith, as long as&#8230; The school itself does not engage in religious activities or speech as an institution,” the guidance continues.
The Tennessee attorney general teased further state action on the issue, concluding: “I expect that we’ll be hearing more about it one way or another.”
The controversy comes as Tennessee lawmakers grapple with the role of religion in public schools more broadly. State House Bill 1491, which would have required public schools to set aside a period for prayer and Bible reading, was temporarily <a href="https://www.tnfirefly.com/news/protecting-religious-liberty-and-expression-in-public-schools-act-tabled-for-summer-study?ref=pamphleteer.co">tabled</a> in a 12-7 committee vote last week in favor of further research on the issue over the summer.
Proponents of the bill argue that the bill aligns with the Supreme Court&#8217;s Kennedy v. Bremerton decision in 2022, which held that the First Amendment protects individuals engaging in religious activities from government reprisal.

Cultural Center In Chicago Aids Rohingya Refugees Resettling In The U.S.

School Helped Organize Muslim Prayer And Now It’s Putting The First Amendment To The Test

Islam

Public Schools

Religious Freedom

Tennessee

Across the country, policymakers have long assumed that boosting K-12 funding is the surest path to better student outcomes. Yet decades of rising spending have proven otherwise. The missing ingredient is not money — it’s meaningful choice.
Florida provides one of the clearest examples. In <a href="https://www.fldoe.org/schools/school-choice/k-12-scholarship-programs/ftc/">2001</a>, the state launched a modest tax-credit scholarship program to help low-income students access alternative educational options. Roughly 15,000 students participated in the program’s first year. Today, Florida’s school choice ecosystem serves <a href="https://www.edchoice.org/state/florida/">over 500,000 students</a> across multiple programs, giving families options tailored to their children’s needs.
Critics long warned that policies empowering parents with educational options for their children harm public schools and their students. The data, however, tell a different story — the positive effects of school choice extend beyond participating students.
Florida public school students exposed to greater levels of school choice competition have experienced learning gains equivalent to as much as <a href="https://www.federationforchildren.org/florida-school-choice-cost-effectiveness-study/">120 additional days</a> of instruction in reading — nearly two-thirds of a school year. These effects are especially strong for low-income students, who often have little to no alternative to their residentially assigned district public school, regardless of whether it fails to educate children in the basics or to keep them physically safe.
A substantial body of <a href="https://www.edchoice.org/wp-content/uploads/2022/04/123-of-School-Choice.pdf">research</a> across multiple states — including Florida, Ohio, and North Carolina — shows that as public schools face increased competition, students who remain in traditional public schools achieve higher test scores and stronger outcomes.
It is no coincidence that students do better when school choice exists. When families have options, schools must compete. The market force of competition is a powerful incentive that can drive innovation, sharpen priorities, and shift the focus from bureaucratic compliance to providing improved academic instruction. It also encourages schools to be more responsive to parents and more intentional in how they use resources.
For years, however, the default answer in education debates has been simple: spend more money. Calls to “fully fund” public schools are constant, yet rarely defined — and even less often tied to accountability for results. What matters is not how much is spent, but whether those dollars translate into improved student learning.
Despite steady increases in per-student spending nationwide, academic outcomes have persistently been low for years. According to the National Assessment of Educational Progress (NAEP), often called the “Nation’s Report Card,” <a href="https://www.nationsreportcard.gov/reports/reading/2024/g4_8/">reading scores</a> and <a href="https://www.nationsreportcard.gov/reports/mathematics/2024/g4_8/?grade=4">math scores</a> remained relatively flat, then declined sharply following the pandemic and prolonged school closures.
The most recent results reveal that <a href="https://www.nationsreportcard.gov/reports/reading/2024/g4_8/?grade=4">69% of fourth-grade students</a> and <a href="https://www.nationsreportcard.gov/reports/reading/2024/g4_8/?grade=8">70% of eighth-grade students</a> are not proficient in reading, while <a href="https://www.nationsreportcard.gov/reports/mathematics/2024/g4_8/">61% of fourth-grade students</a> and <a href="https://www.nationsreportcard.gov/reports/mathematics/2024/g4_8/">72% of eighth-grade students</a> aren’t proficient in math. With an additional <a href="https://www.aei.org/research-products/report/the-200-billion-question-how-much-of-federal-covid-19-relief-funding-for-schools-will-go-to-covid-19-relief/">$200 billion</a> poured into K-12 public education during the pandemic, these figures underscore that greater funding does not equate to increased student learning.
Simply put, more money has not produced better outcomes. Instead, what has made a measurable difference is competition.
A recent <a href="https://www.federationforchildren.org/florida-school-choice-cost-effectiveness-study/">analysis</a> by Patrick Graff finds that Florida’s school choice programs are more than 11 times as cost-effective at improving public school student achievement compared with equivalent increases in K–12 spending. Achieving similar gains through funding alone would have required more than $1,400 in additional spending per student annually, totaling roughly <a href="https://www.federationforchildren.org/florida-school-choice-cost-effectiveness-study/">$31.8 billion</a> over 15 years.
Nationwide, school choice spending accounts for an incredibly small share of state funding. For example, in 2022, school choice programs accounted for just <a href="https://www.edchoice.org/the-fiscal-effects-of-school-choice/">0.3%</a> of total state spending. In Arizona, critics have fear-mongered that the state’s school choice program with universal eligibility would bankrupt the state. The claim is far from factual as the <a href="https://www.edchoice.org/the-fiscal-effects-of-school-choice/">Arizona Empowerment Scholarship Account</a> program funding in 2022 was “only 0.9% of the state budget,” and the state experienced a <a href="https://www.goldwaterinstitute.org/arizonas-universal-esa-program-a-history-of-surplus-savings-media-misinformation/">$2 billion surplus</a>. The end result of school choice is enormous savings to the state.
These are not isolated cases, but are becoming a consistent pattern emerging across the country. The improved outcomes driven by school choice are becoming increasingly difficult to ignore.
A 2025 <a href="https://bpb-us-e1.wpmucdn.com/wordpressua.uark.edu/dist/9/544/files/2025/10/2024-25arkansaseducationfreedomaccountsprogramannualreport.pdf">study</a> of Arkansas’ Education Freedom Accounts finds that school choice is delivering strong academic performance, high family satisfaction, and sustained participation, signaling real benefits for students.
In Washington, D.C., students who used a scholarship through the D.C. Opportunity Scholarship Program were <a href="https://www.congress.gov/event/112th-congress/house-event/LC2715/text?utm_source=chatgpt.com">21 percentage points</a> more likely to graduate from high school than their peers who did not receive one.
Similarly, in Milwaukee — home to the country’s longest-running modern private school scholarship program — longitudinal research shows that students participating in a school choice program are <a href="https://scdp.uark.edu/milwaukee-parental-choice-program-evaluation/">more likely</a> to graduate from high school and attend college than comparable public school students.
A study by the Urban Institute on the Educational Choice Scholarship program found that students in Ohio using private school scholarships were significantly more likely to <a href="https://www.urban.org/research/publication/effects-ohios-edchoice-voucher-program-college-enrollment-and-graduation">attend and complete college</a>, including higher rates of bachelor’s degree attainment.
Together, these findings point to lasting benefits that extend beyond K–12.
As the traditional system continues to fall short, the evidence points to a clear reality: funding levels alone do not account for differences in student performance. What does make a difference is access to educational options. School choice introduces the kind of competitive pressure that has long driven improvement in other sectors — and education is no exception. As more families recognize these benefits, demand grows further.
If the goal is to raise student achievement — particularly for the most vulnerable — expanding access to educational options warrants adoption. It delivers significant advantages for students who pursue alternatives and for those who remain in traditional public schools.
Education policy should be guided by what works. For decades, the prevailing assumption has been that increased spending will reliably produce better results. The data tells a different story. School choice, by contrast, has demonstrated consistent, measurable effects — not only on academic performance but also on long-term outcomes such as high school graduation, college enrollment, and degree attainment.
The question is no longer if school choice works — it’s whether policymakers elected by the taxpayers, but beholden to the teachers unions, are willing to act on the evidence.
* * * 
Dr. Keri D. Ingraham is a Senior Fellow at Discovery Institute, Director of the American Center for Transforming Education, and a Senior Fellow at Independent Women’s Forum.

Parents Are Gaining More Control In Education And The Results Are Hard To Ignore

Charter Schools

Florida

School Choice

Students

This piece is part of MI x DW, a collaboration that brings Daily Wire readers exclusive commentary and research from the Manhattan Institute&#8217;s world-class team of scholars.
In this piece, Manhattan Institute Fellow Carolyn Gorman urges conservative education reformers to tackle school-based mental health programs. As Gorman explains, these initiatives have done little to improve students&#8217; mental health, but have contributed to falling outcomes — and cost taxpayers a pretty penny. — Tim Rice
***
American public education is at a crossroads.
Conservative education reformers have made real gains in recent years, on school choice — now universal in <a href="https://www.heritage.org/religious-liberty/commentary/school-choice-about-religious-liberty-not-just-better-test-scores">18 states</a> — <a href="https://www.scotusblog.com/2026/03/divided-court-sides-with-parents-in-dispute-over-california-policies-on-transgender-students/">parental rights</a>, <a href="https://www.city-journal.org/article/dismantle-department-of-education-trump-elon-musk">ideology</a> and <a href="https://www.foxnews.com/opinion/linda-mcmahon-my-vision-eliminating-department-education">bureaucracy</a>. As a result, we&#8217;re barreling towards what the American Enterprise Institute&#8217;s Robert Pondiscio <a href="https://www.aei.org/articles/the-last-days-of-public-school/">predicts</a> will be an “unprecedented crack-up” of public education.
If the old education model is to enter its last days — if, as Pondiscio says, “we’ve hit and passed ‘peak public school’&#8221; — conservative reformers need to set their sights on their next goal. And that goal should be fighting school-based mental health treatment — another woke, wasteful, ineffective idea that’s reduced accountability in schools.
These programs date back to the early 20th century, when progressive <a href="https://pmc.ncbi.nlm.nih.gov/articles/PMC2408392/">reformers</a> urged schools to promote mental health, train teachers to recognize signs of distress, and locate health clinics in schools. If schools could identify problems early and deliver treatment widely, reformers promised, mental illnesses could be prevented; academic and behavioral problems <a href="https://www.researchgate.net/profile/Lois-Flaherty/publication/226535892_History_of_School-Based_Mental_Health_Services_in_the_United_States/links/5703061708aedbac126f4241/History-of-School-Based-Mental-Health-Services-in-the-United-States.pdf">might improve</a>, too. 
In the ensuing century, periodic <a href="https://www.aei.org/articles/the-mental-health-crisis-that-wasnt/">proclamations</a> of <a href="https://govinfo.library.unt.edu/mentalhealthcommission/reports/FinalReport/FullReport-1.htm">looming</a> mental health <a href="https://manhattan.institute/article/school-based-mental-health-initiatives-challenges-and-considerations-for-policymakers#:~:text=In%20recent%20years%2C%20troubling%20increases%20in%20the%20prevalence%20of%20school%20violence%20and%20youth%20emotional%20distress%20have%20prompted%20a%20sense%20of%20urgency%20among%20policymakers%2C%20leading%20to%20the%20bipartisan%20action%20of%20committing%20billions%20of%20dollars%20annually%20in%20federal%20funding%20to%20bolster%20these%20programs.">crises</a>, tragedies like <a href="https://obamawhitehouse.archives.gov/node/193271">school shootings</a>, and expensive, bipartisan <a href="https://manhattan.institute/article/school-based-mental-health-initiatives-challenges-and-considerations-for-policymakers#:~:text=In%20education%20policy,being%20in%20schools.">spending efforts</a> have caused school mental health programs to explode. Today, nearly all public schools — <a href="https://ies.ed.gov/learn/press-release/over-half-public-schools-report-staffing-and-funding-limit-their-efforts-effectively-provide-mental#:~:text=All%20data%20released%20today%20can,/spp/results.asp.&amp;text=Nearly%20all%20public%20schools%20provide,%2D22%20%5B25%20percent%5D).">97 percent</a> — offer some form of <a href="https://www.kff.org/mental-health/the-landscape-of-school-based-mental-health-services/">mental health services</a>, like counseling and talk therapy, universal screening, wellness programming, referrals, or telehealth. The number of <a href="https://www.bls.gov/ooh/community-and-social-service/school-and-career-counselors.htm">school counselors</a> and <a href="https://www.bls.gov/oes/2023/may/oes193034.htm">school psychologists</a> is more than four times the number of <a href="https://www.bls.gov/oes/2023/may/oes193033.htm">clinical psychologists</a> and <a href="https://www.bls.gov/oes/2023/may/oes291223.htm">psychiatrists</a> in a given community.
Over <a href="https://effectiveschoolsolutions.com/wp-content/uploads/2024/12/Mental-Health-Funding_Trends_FINAL_10_3_24.pdf">$130 billion</a> in federal and state funding has gone to school mental health in the past decade or so alone. Medicaid pays <a href="https://www.ed.gov/sites/ed/files/about/offices/list/osers/docs/medicaid-funding-for-school-based-services-03-08-2024.pdf">$4 to 6 billion</a> annually for school districts to provide physical, mental, and behavioral health services, and states <a href="https://www.medicaid.gov/sites/default/files/2023-07/sbs-guide-medicaid-services-administrative-claiming-ud.pdf#page=9">can pay</a> higher Medicaid rates for services in schools than in community healthcare settings.
None of this has produced results. Decades of evaluations show school-based <a href="https://media4.manhattan-institute.org/sites/default/files/Gorman-Mental-Health-First-Aid.pdf">mental health awareness training</a>, <a href="https://pmc.ncbi.nlm.nih.gov/articles/PMC2682225/">mental health screening</a>, universal and targeted <a href="https://pubmed.ncbi.nlm.nih.gov/31734106/">prevention programs</a>, and even <a href="https://www.sciencedirect.com/science/article/abs/pii/1054139X9500236L">school-based health centers</a> have not improved outcomes relative to the absence of these services.
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Aggregate youth mental health outcomes have declined as school-based mental health services have expanded. Between 2016 and 2023, the prevalence of adolescent-diagnosed mental or behavioral health conditions <a href="https://www.ncbi.nlm.nih.gov/books/NBK608531/#:~:text=Between%202016%20and,problems%20was%20stable.">increased</a> by 35%. In 2016, 4.1% of youth <a href="https://www.childhealthdata.org/browse/survey/archive2021/results?q=4992&amp;r=1">reportedly</a> had ADD or ADHD and received treatment for it. That rate has grown nearly three times as high. At least some of this has been documented as <a href="https://www.wsj.com/articles/the-ritalin-generation-1473630453">overdiagnosis</a> <a href="https://manhattan.institute/article/school-based-mental-health-initiatives-challenges-and-considerations-for-policymakers#:~:text=Federal%20guidance%20in,in%20decades%20prior.">driven by schools</a>. The youngest students in a given grade are disproportionately flagged by teachers and school staff as potentially having ADHD, then get diagnosed and medicated.
But school-based mental health has not simply had a poor return on investment. It also seriously undermines accountability for all parties. By confusing roles and responsibilities across the education and mental health systems, these programs give everyone involved — parents and teachers, students and school administrators — an excuse to point the finger elsewhere when grades, behavior, or student safety falls short of goals.  
Schools are not meant to provide mental health services. They&#8217;re meant to educate kids. Some die-hard proponents will debate that, suggesting schools are well-positioned to address mental health because it&#8217;s where kids spend most of their time, but that&#8217;s a weak argument: adults spend most of their time at work, but no one expects offices to offer psychotherapy or prescription refills.
Just as workplaces are meant for working, class time is meant for learning. Yet students are <a href="https://www.reddit.com/r/schoolcounseling/comments/18cmp90/students_are_constantly_being_pulled_out_of_my/">routinely</a> <a href="https://www.reddit.com/r/Teachers/comments/1gdsoa1/behavioral_health_pulling_students_out_of_class/">pulled</a> from instruction for counseling or “emotional support.” When you consider that many school therapists think they can boost students&#8217; mental health by talking about <a href="https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.22606">racism</a> and <a href="https://www.portlandmh.com/decolonizing-mental-healthcare-and-mental-health-leadership-a-reflection-on-the-work-of-pavna-k-sodhi-edd/#:~:text=Colonialism%20has%20left,and%20social%20marginalization.">colonialist oppression,</a> it&#8217;s no wonder these efforts are failing while reading and math scores <a href="https://www.npr.org/2025/09/09/nx-s1-5526918/nations-report-card-scores-reading-math-science-education-cuts">plummet.</a>
The best way for schools to help students&#8217; mental health is to simply be schools and be safe. Education has protective effects against poor mental health. ​Disorderly classrooms and violent hallways cause distress. Schools should clearly communicate and fairly enforce school discipline policies so that students know what behavior is expected and what happens when expectations aren&#8217;t met. Disruptive or violent students then learn consequences, and other students who&#8217;d otherwise be harmed know they&#8217;re protected.
When public schools aren’t doing what works, we know better than ever that there are alternatives to simply doubling down. 
***
Carolyn D. Gorman is a fellow at the Manhattan Institute.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

Sad teenage boy sitting by male counselor discussing in school office

It’s Time For Schools To Get Out Of The Mental Health Business

Education

Medicaid

Mental Health

Private Schools

Last week, the Supreme Court of the United States issued an important ruling in Mirabelli v. Bonta, a case addressing whether schools can implement policies that deliberately exclude parents from critical decisions about their children’s well-being. The Court answered that question with a clear and resounding no.
In its order, the Court reinstated a prior injunction, barring California schools from enforcing policies that conceal students’ gender transitions from parents or require teachers to use names or pronouns inconsistent with biological sex. Under these rules, this information was withheld from parents unless the child consented. Naturally, many parents and teachers challenged these policies, arguing that they violated constitutional rights.
The Court agreed that the parents raising religious objections are likely to win their claims under the First Amendment’s Free Exercise Clause. The justices also found that the policies are likely to interfere with parents’ long-recognized constitutional right to direct the upbringing and care of their children under the Fourteenth Amendment.
In reaching that conclusion, the Court relied on decades of precedent that affirm the role of parents in guiding their children’s development, including Wisconsin v. Yoder and Troxel v. Granville. The message is straightforward: when it comes to consequential decisions affecting a child’s identity, mental health, and moral development, the government cannot simply push parents aside.
This ruling arrives amid a broader national debate over how schools respond to students experiencing gender dysphoria. In many districts, policies have emerged that treat transgender identity as a matter between the student and the school, <a href="https://www.americafirstpolicy.com/issues/protecting-children-from-social-transition-act">rather than between the child and their family</a>. Supporters argue that such policies protect vulnerable students. But the Court’s decision highlights a critical problem: removing parents from the conversation can undermine the very support systems children need most.
Parents are typically the first line of care when a child is struggling emotionally or psychologically. The Court recognized this reality, noting that <a href="https://www.americafirstpolicy.com/issues/gender-dysphoria-and-the-social-transition-intervention">gender dysphoria</a> is a condition with significant <a href="https://www.americafirstpolicy.com/issues/gender-dysphoria-and-the-social-transition-intervention">mental health implications</a>. When schools conceal information about a child’s confusion with their biological sex from parents, they risk shutting out those most responsible for providing guidance, counseling, and medical care.
The Court’s reasoning also exposes an uncomfortable truth that has been too often ignored in public policy debates: decisions about “gender” identity during adolescence can have profound and lasting consequences.
That reality becomes particularly important as more individuals speak openly about the experience of detransition — discontinuing gender transition procedures after coming to regret them. While research on detransition remains limited, emerging evidence suggests that some young people who went through so-called “gender affirming care” did so because of social pressure. Others say the real reason for their psychological distress was not addressed, and the transition process only further complicated their existing pain.
This is why parental involvement matters. Adolescence is a time of rapid emotional and cognitive development. Decisions made during that process should not occur in isolation from parents who are legally and morally responsible for their children’s welfare.
This week, advocates and researchers will observe Detransition Awareness Day on March 12. The day highlights the experiences of individuals who have reversed or questioned their earlier identification as transgender and seeks to promote better research and support for those navigating a similar path.
Their stories underscore an important point: the debate surrounding our biological sex is not simply theoretical. It involves real people whose lives are shaped by the policies adopted by schools, medical institutions, and governments.
Acknowledging detransition means recognizing the complexity of adolescent identity and the need for careful, responsible approaches that prioritize long-term well-being.
The Supreme Court’s decision in Mirabelli does not resolve every problem that surrounds the gender topic, but the ruling establishes a vital principle: parents cannot be treated as obstacles in their children’s lives. In fact, they are the opposite – parents are the people primarily responsible for guiding their children through the most difficult and formative stages of adolescence. To exclude them from decisions that carry permanent, harmful, and lasting consequences is contrary to the very concept of what it means to raise a child.
As the nation reflects on detransition and the broader questions surrounding the gender issue, policymakers would do well to remember what the Court reaffirmed this week — families matter, and parents deserve a seat at the table.
* * *
Dr. Jennifer Bauwens is America First Policy Institute’s Director of American Values.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

Mother hold hand schoolboy walking to bus. Energetic pupils running crossway.

The Parent Trap: The Detransition Reality Schools Tried To Hide From Moms And Dads

California

Children

detransitioner

Opinion

Parental Rights in Education

Parenting

Parents rights

Supreme Court

Transgender

The Virginia General Assembly has now passed legislation regulating how public schools may teach about the events of January 6, 2021. If the bill becomes law, teachers discussing the topic will be required to present the events in a very specific way and prohibited from presenting certain viewpoints about the 2020 election.
Regardless of where one falls politically on those issues, the constitutional problem should be obvious. The First Amendment exists precisely to prevent the government from dictating what citizens must believe or say about matters of public debate. The government may adopt curriculum standards and decide what subjects are taught in public schools, but there is a significant difference between setting a curriculum and mandating a particular political or historical conclusion.
Specifically, the legislation provides that if a Virginia public school chooses to teach about the events of January 6, 2021, the instruction may not portray those events as a “peaceful protest.” It also prohibits teachers from presenting as credible any statement suggesting that there was widespread election fraud that could have changed the results of the 2020 presidential election. The statute goes even further by directing that the events must be described as an “unprecedented, violent attack on United States democratic institutions…for the purpose of overturning the results of the 2020 presidential election.”
In practical terms, the law does two things at once. First, it prohibits certain viewpoints from being discussed as credible in the classroom. Second, it compels teachers to affirm a specific government-approved description of the event.
That distinction matters constitutionally.
The United States Supreme Court has repeatedly made clear that the government cannot compel individuals to speak a government-approved message. From West Virginia State Board of Education v. Barnette in 1943 to more modern cases involving compelled speech, the Court has consistently held that the First Amendment protects citizens from being forced to adopt or express ideological viewpoints mandated by the state.
 This principle is not about whether one agrees with the government’s position. In fact, the entire point of the First Amendment is to protect speech that the government — or even the majority — dislikes.
Once the government is permitted to mandate the “correct” interpretation of a political event, the precedent is dangerous. Today it may be January 6. Tomorrow it could be any number of controversial historical topics. Ask yourself this – if you think HB333 is good – how would you feel if President Trump ordered the Department of Education to mandate all K-12 education that ICE never made mistakes and anyone protesting them were domestic terrorists? Or that Joe Biden was a puppet president lacking mental capability to make any legitimate decisions. No alternatives – just those narratives – in every school in America – no negotiation. I suspect if you are left of center that would make your blood boil – and it’s for these reasons that the Constitution does not allow the government to decide which political narratives are permitted and which must be suppressed.
It is also worth remembering that the role of education is not to enforce political consensus but to encourage critical thinking. Students should be exposed to evidence, debate, and competing interpretations of historical events. That is how a free society educates its citizens. A law that restricts discussion to one approved narrative does the opposite.
To be clear, none of this means schools must endorse every viewpoint or conspiracy theory. Teachers can and should teach facts supported by evidence. But that is different from a legislature commanding that one political interpretation must be presented and others may not even be discussed as credible.
When the government crosses that line, the courts exist to review whether the Constitution has been violated. If this bill becomes law, there is a strong argument that it raises serious First Amendment concerns involving compelled speech and viewpoint discrimination. Those issues deserve careful consideration by the judiciary rather than being resolved through legislative decree. The debate about January 6 will continue for many years, as debates about major historical events always do. But in a constitutional republic, those debates should occur through free discussion and scholarship — not through laws that attempt to enforce a single government-approved narrative.
The Constitution protects the right of Americans to disagree about politics, history, and public affairs. That protection applies even — and perhaps especially — when the government would prefer that disagreement disappear.
 * * * 
Timothy V. Anderson is an attorney and a former member of the Virginia House of Delegates.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

Abigail Spanberger Sworn In As Virginia Governor

Blue State Moves To Muzzle Oral History Of J6

January 6

Leftists

Virginia

According to a new law, all public and private schools in Pennsylvania will be required to add cursive handwriting lessons into their curriculum beginning next month.
The bill was signed into law by Pennsylvania Governor Josh Shapiro (D) last month and will take effect on April 12. It also had bipartisan support and passed the House 195‑8 and the Senate 42‑5 before being signed by the governor, according to <a href="https://www.fox29.com/news/pennsylvania-schools-will-be-required-teach-cursive-again-starting-april">Fox 29 Philadelphia.</a>
PA Senator and bill sponsor Wayne Langerholic (R) said in a statement that &#8220;by reintegrating cursive into the curriculum…we are investing in our students’ cognitive development, strengthening their legal preparedness and preserving their connection to historical literacy.&#8221;
&#8220;Cursive is more than handwriting. It’s a bridge,&#8221; Rep. Dane Watro (R), a cosponsor of the bill, said in a statement. &#8220;It connects us to our history, strengthens learning and deepens our understanding of the world. By teaching cursive, we’re equipping students with skills that sharpen the mind and safeguard our shared heritage.&#8221;
There’s been a big debate over cursive writing instruction ever since the Common Core Standards for public school education, which were adopted in 2010, did not include a cursive handwriting requirement. Those standards stressed printed writing and keyboard skills to be used for writing instead. 
One recent <a href="https://pmc.ncbi.nlm.nih.gov/articles/PMC11943480/">study</a> found that cursive helps children with brain development. 
“The Neuroscience Behind Writing” found that “cursive writing involves greater activation of the motor cortex and cerebellum, as it requires fine motor coordination and smooth transitions between letters.” The report went on to note that, …this fluidity enhances memory retention and cognitive engagement, as the writer must anticipate the next letter in a continuous motion.”
Per the website <a href="https://mycursive.com/states-that-require-cursive-writing/#:~:text=Arizona,introduced%20as%20recently%20as%202022.)">MyCursive</a>, almost half of states still require or encourage cursive instruction in the classroom. That number has been steadily increasing over the years. 
New Jersey just updated their cursive writing requirements earlier this year as Governor Phil Murphy (D ) signed a cursive mandate into law just before leaving office in January. The new standards will go into effect next school year for students.
“We owe it to our students to give them a well-rounded education that ensures they have the tools to fully understand our rich history and become competent leaders,” Murphy said in a statement at the time, per the <a href="https://nypost.com/2026/01/20/us-news/nj-flips-script-mandates-teaching-cursive-writing-in-schools-starting-next-fall/">New York Post</a>.

cursive handwriting

Cursive Makes A Comeback In Pennsylvania Schools

Cursive Handwriting Instruction Will Be Required In Pennsylvania Schools

Josh Shapiro

Pennsylvania

Schools

A Nashville charter school threatened a first-grade teacher with termination after he refused to read an LGBTQ book about same-sex marriage to his class, according to a legal advocacy group.
KIPP Antioch College Prep Elementary issued a “Final Warning” to Eric Rivera, a Christian first-grade teacher, after he declined to read a book featuring a same-sex married couple and child in the language arts curriculum, despite having no previous disciplinary history, according to First Liberty Institute.
Rivera requested a religious accommodation after discovering the LGBTQ book in the curriculum, according to a demand <a href="https://firstliberty.org/wp-content/uploads/2026/02/Eric-Rivera-FINAL-Demand-Letter62_Redacted.pdf">letter</a> First Liberty sent to KIPP Nashville on behalf of Rivera.
&#8220;Mr. Rivera asked a colleague to read the book to his class of first-graders, while he remained in the classroom to observe — a substitution that Mr. Rivera believed would be workable and accepted,” the demand letter said.
School officials denied his request, summoned him to the principal’s office, and threatened his job, the demand letter claims.
The “Final Warning” letter accused Rivera of failing to meet the “expectation” of teaching the curriculum “with fidelity” and said that as a result of his conduct, students would “miss content aligned with the scope of the unit” — even though a substitute teacher was still teaching the curriculum to students.
“[T]he principal indicated that the belief in same-sex marriage is so fundamental to the language arts unit that Mr. Rivera could not possibly be permitted to teach any portion of the unit, and therefore had to be removed from the first grade classroom,&#8221; according to First Liberty&#8217;s letter.
The school’s letter concluded with a further threat of disciplinary action, including termination, and stated, “A copy of this unsatisfactory notice is being placed in your personnel file.”
“Requiring a teacher violate their religious beliefs in order to keep their job is blatant discrimination that violates the Civil Rights Act,” <a href="https://firstliberty.org/media/nashville-first-grade-teacher-banished-from-classroom-after-asking-accommodation-from-pro-same-sex-marriage-book/">said</a> Cliff Martin, Senior Counsel at First Liberty Institute. “Our client cares deeply about his students and simply has a religious objection to teaching certain lessons and asked for a simple religious accommodation. The school has sent the message that anyone who has a traditional view of marriage is unfit to teach first grade.”
First Liberty accused the school of potentially violating Tennessee law by failing to disclose two books listed in the &#8220;LGBTQ+ Books&#8221; category on Amazon to parents.
&#8220;Both of the books to which Mr. Rivera objected require parental notification under Tennessee law, and to our knowledge, none was given. Accordingly, based on our understanding of KIPP’s practices, KIPP should review whether it is in compliance with its obligations to parents under Tennessee and federal law,&#8221; the letter said.
First Liberty’s letter to the school on behalf of Rivera demands that KIPP remove the &#8220;Final Warning&#8221; from Rivera&#8217;s personnel file, cease religious discrimination, and commit to accommodating religious employees who object to reading materials that conflict with their faith.

image

Nashville Charter School Threatened To Fire First-Grade Teacher For Refusing To Read LGBTQ Book

LGBT

High school student filling out test answers with pen

San Francisco Banned ‘Racist’ Algebra A Decade Ago. The Results Are Now In.

San Francisco Banned 'Racist' Algebra A Decade Ago. The Results Are Now In.

Blacks

College

Diversity Equity and Inclusion (DEI)

High School

Mathematics

Matt Walsh

Teenagers

Violence

Whites

As tensions in Minnesota continue to flare up over Immigration and Customs Enforcement (ICE) actions and allegations of rampant fraud, far-Left actors and activists have decided that it would be expedient to inflame the issues further. So, it shouldn&#8217;t come as a shock that the teachers unions and their activist allies have chosen to join in and provoke further unrest and strife.
In fact, a recent <a href="https://x.com/BGOnTheScene/status/2011524444905435353">video</a> posted on X claims to show K-12 students and teachers in Saint Paul, Minnesota walking out of school in protest over ICE. Days later the Saint Paul Federation of Educators (SPFE) put out a <a href="https://x.com/JennaReports/status/2011493535812338109?s=20">statement</a> calling for its members to engage in a “Day of Action” and stating that there would be “no work, no school, and no shopping.” Unsurprisingly, the communiqué comes with a list of demands such as the removal of ICE from the state and the defunding of the federal agency.
The organization of “educators” then publicly proclaimed that it was “on the side” of the students, while simultaneously shutting down schools in a district where roughly 70% of all elementary students are not <a href="https://www.usnews.com/education/k12/minnesota/districts/saint-paul-public-schools-104201">proficient</a> in math and reading. However, SPFE and its members are sending a clear message that their top priority is not the education of the children and families they serve, but far-Left social justice activism.
Unfortunately, this is a feature, not a bug, of the dominant ideology permeating the Gopher State’s education system writ large. Social justice activism is now the primary ethos of a system corrupted by Left-wing political actors who have been turning classrooms into street activist training programs in service to a Revolutionary Industrial Complex.
In the Colleges of Education, for instance, teacher candidates are conditioned into far-Left political ideas that are often sold to budding educators as “best practices.” Future K-12 instructors are then expected to incorporate these ideas into their own methodologies.
For example, Minnesota State University Mankato’s College of Education <a href="https://defendinged.org/incidents/minnesota-state-university-mankato-corrupted/">states</a> in its “Conceptual Framework” that the teacher training program’s vision is to “inspire lifelong learning and professional engagement through racial consciousness, social justice, and inclusion.” The program aims to prepare “anti-racist practitioners” by using Critical Race Theory (CRT) as a foundational framework focusing on privilege, oppression, systemic racism, and social justice activism. In fact, future elementary school teachers are required to take a course titled “ED 101 – Introduction to Critical Race Theory in Education.”
But it is not just the training of teachers that is problematic. Some university programs are offering free lesson plans and resources to K-12 teachers that promote Left-wing biases and agendas.
Such is the case with the University of Minnesota Twin Cities’ Race, Indigeneity, Disability, Gender &amp; Sexuality Studies (RIDGS) program, which has <a href="https://defendinged.org/investigations/liberated-university-of-minnesota-twin-cities/">created</a> and made publicly available ethnic studies lesson plans for K-12 schools that are riddled with far-Left ideologies promoting youth activism. For instance, a sixth-grade lesson titled “Protest Art &amp; the Movement for Black Life” focuses on the Black Lives Matter movement and how to “create their own protest art for a cause of their choice.” The multi-day plan reads like a revolutionary training program meant to prepare eleven-year-olds for some yet to be determined protest.
However, if there is any doubt about these ideologies trickling out of the universities and into K-12, look no further than Saint Paul Public Schools’ (SPPS) <a href="https://defendinged.org/incidents/liberated-saint-paul-public-schools/">critical ethnic studies</a> curriculum. A 2023 RIDGS report on the deeply divisive course highlights the “seven principles” students are taught throughout the year, including “critical consciousness” and “resistance.” According to statements included in the document, students learned about “protests” and “civil disobedience” and were inspired by the Third World Liberation Front.
Like SPPS, Minneapolis Public Schools’ (MPS) <a href="https://defendinged.org/incidents/minneapolis-public-schools-ethnic-studies-course-teaches-students-that-capitalism-and-western-culture-is-exploitative-and-leads-to-slavery-colonialism-genocide-and-white-supremacy/">ethnic studies</a> courses are also saturated with revolutionary dogmas. In one of the classes, students learn to “challenge the ‘white savior’ narrative” and that slavery, genocide, and white supremacy all stem from capitalism and Western culture. Naturally, the course in question also includes student activism.
So, it should come as little surprise that K-12 students from both SPPS and MPS appear to be <a href="https://defendinged.org/wp-content/uploads/2026/01/2026_Twin-Cities-Student-ICE-protest-chat.pdf">planning</a> their own mass &#8220;strike” and “walkout” over ICE. Of course, it is highly probable that they are getting “guidance” from parents, teachers, and local activists.
While Minnesota’s streets heat up during the dead of winter, parents and the public need to be aware that far-Left actors inside and outside the education system have been preparing teachers and students for years to be street activists and protestors.
Local and national leaders, first and foremost, need to ensure that the youth and their teachers can peacefully exercise their First Amendment rights safely. But there also needs to be investigations into the Revolutionary Industrial Complex that has taken over Minnesota’s entire education system. Families, students, and communities deserve better from their education system.
 * * * 
Rhyen Staley is a researcher for Defending Education. He holds a master&#8217;s degree in elementary education and has over a decade of classroom experience in both public and private schools. He has over 25 years of volleyball coaching experience from Women’s Division I down to junior high.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.

St. Paul, Minnesota student anti-ICE (Immigration and Customs Enforcement) demonstrations, January 2026

Teachers Unions Shut Down Minnesota Schools For Activism

Critical Race Theory

Ethnic Studies

K-12

Liberals

Minneapolis

Minnesota

Progressivism

Teachers Unions

Woke Culture

Last week, the White House convened an education roundtable with U.S. Secretary of Education Linda McMahon titled, “Biased Professors, Woke Administrators, and the End of Free Inquiry on U.S. Campuses.”
Secretary McMahon opened the event by <a href="https://www.ed.gov/about/news/press-release/us-secretary-of-education-linda-mcmahon-participates-white-house-roundtable-left-wing-ideological-capture-of-universities">stating</a>, “It was an honor to be at the White House today with this dedicated coalition of students, faculty, institutional leaders, and policy advocates to highlight the issue of woke ideology and the capture of our institutions of higher education. DEI policies have turned universities from free marketplaces of ideas to purveyors of manufactured ideological conformity, chilling free speech and undermining academic rigor.”
She <a href="https://www.ed.gov/about/news/press-release/us-secretary-of-education-linda-mcmahon-participates-white-house-roundtable-left-wing-ideological-capture-of-universities">explained</a>, “We are committed to working with higher education leaders to reverse course from these decades of decline.”
The Secretary highlighted actions taken by the Trump Administration, including dissolving DEI programs, enforcing merit-based practices, and guiding universities to comply with federal law, noting that over 400 institutions have made substantive changes. The U.S. Department of Education is working to incentivize universities to operate with fairness, academic rigor, and civil discourse.
Providing strong, positive leadership, Secretary McMahon <a href="https://www.ed.gov/media/document/secretary-mcmahon-white-house-remarks-12325-112619.pdf">shared</a>, “We want to provide every opportunity for colleges to recommit themselves to principles like non-discrimination, open discourse and neutrality, financial responsibility, resisting foreign influence, and putting students first.” She called for a recommitment to principles of reason, individual excellence, and non-discrimination to create a “golden age” of higher education.
This was the second in a series of higher education roundtables. The first roundtable was held at the White House on November 19, titled “Administrative Bloat and Low-Value Programs: How U.S. Universities are Failing American Families and How They Can Reform.” It addressed higher-education affordability and key components of President Trump’s One Big Beautiful Bill Act, including new caps on graduate loan borrowing aimed at reducing costs and boosting accountability.
Undeniably, the Trump Administration is providing pivotal leadership to reform public higher education. As Eric Bledsoe, Special Assistant to the President for Domestic Policy with a focus on education, explained at last week’s roundtable, “universities serve a public interest and must be held accountable by the public.” Bledsoe also noted that higher education should be about “cultivating mature citizens who are prepared for the workforce.”
It’s common sense 101, and thankfully for the American people, this administration is working overtime to change the status quo and cultivate a return to normalcy in public higher education, which has been overtaken by wokeness.
In October, the “Compact for Academic Excellence in Higher Education” was released by the Trump Administration and sent initially to nine institutions. It outlined eight “priorities of the U.S. government in its engagement with universities that benefit from the relationship.” It clearly <a href="https://www.washingtonexaminer.com/wp-content/uploads/2025/10/Compact-for-Academic-Excellence-in-Higher-Education-10.1.pdf">notes</a> that “Institutions of higher education are free to develop models and values” other than those outlined “if the institution elects to forego federal benefits.”
The priorities are as follows: equality in admission, marketplace of ideas and civil discourse, non-discrimination in faculty and administrative hiring, institutional neutrality, student learning, student equality, financial responsibility, and foreign entanglements.
The Compact <a href="https://www.washingtonexaminer.com/wp-content/uploads/2025/10/Compact-for-Academic-Excellence-in-Higher-Education-10.1.pdf">reads</a>: “The leadership of an academic institute is directly responsible for its strategy, success, and adherence to legal and governmental requirements.” More specifically, each year, the institute’s President, Provost, and Head of Admissions will be required to certify that the university abides by the principles outlined in the Compact.
Violators — whether willfully or negligently — will lose benefits for at least one year. Repeat offenders will lose benefits for at least two years. Additionally, funds advanced to the university by the federal government during the year of violation must be returned. Most <a href="https://www.washingtonexaminer.com/wp-content/uploads/2025/10/Compact-for-Academic-Excellence-in-Higher-Education-10.1.pdf">notably</a>, “any private contributions to the university during the year(s) in which such violation occurred shall be returned to the grantor upon the request of the grantor.”
Universities collectively receive hundreds of billions of dollars each year, yet do not deliver soundly on their mission. This much-needed accountability is a major step in the right direction.
As Secretary McMahon <a href="https://www.ed.gov/media/document/secretary-mcmahon-white-house-remarks-12325-112619.pdf">communicated</a> at the most recent White House education roundtable, she is inviting those leading higher education institutions to join her in “creating a golden age of academe — committed to reason, not racial preferences. Merit, not marginalizing the so-called ‘oppressor.’ Individual excellence, not ideological indoctrination.”
University leaders would be wise to get out of the business of indoctrination and discrimination and instead focus on fulfilling their institution’s mission of open inquiry and excellence in academics. Even if they do not align with the Trump Administration, agree with the Compact, or value meritocracy, their institution’s bottom line will be better for it. And most importantly, so will their students and our nation.
* * *
Dr. Keri D. Ingraham is a Senior Fellow at Discovery Institute, Director of the American Center for Transforming Education, and a Senior Fellow at Independent Women’s Forum.
The views expressed in this piece are those of the author and do not necessarily represent those of The Daily Wire.
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Universities II. Google Gemini design.

Ending The Woke Monopoly: White House Takes Aim At Higher Ed’s Ideological Capture

American Universities

Ivy League

Linda McMahon

Trump Administration

White House

Authorities arrested a high school assistant principal in Virginia on Wednesday after he and his brother allegedly made detailed plans to attack <a href="https://www.dailywire.com/news/trump-admin-sets-sights-on-next-city-for-immigration-raids?author=Jennie+Taer&amp;category=News&amp;elementPosition=4&amp;row=0&amp;rowType=Vertical+List&amp;title=Trump+Admin+Sets+Sights+On+Next+City+For+Immigration+Raids">federal immigration agents</a> and other law enforcement officers, according to local reports.
Kempsville High School assistant principal John W. Bennett, 54, is accused of plotting the violence alongside his brother Mark B. Bennett, 59. An off-duty Norfolk police officer overheard the pair discussing their plans as they dined at a local pho restaurant on November 15, <a href="https://www.13newsnow.com/article/news/local/mycity/virginia-beach/virginia-beach-men-arrested-threats-police-officers-ice/291-47d9b0c4-d0eb-472f-b030-1cff19f043ec" target="_blank" rel="noopener">according</a> to ABC13, citing court documents.
The brothers were allegedly heard saying Immigration and Customs Enforcement agents were “kidnapping individuals,” while Mark Bennett mentioned plans to fly to Las Vegas to meet with “like-minded individuals” and return with “enforcement ideas and plans.”
Mark had purchased a flight for November 19, authorities later confirmed. He also mentioned recently purchasing an assault rifle because it could fire rounds that could cut through body armor, saying he yearned to “go hunting,” according to the outlet.
John seemingly endorsed the plan and expressed interest in joining his brother on the trip to Vegas, according to the report.
Authorities captured the pair at the Norfolk International Airport.
Right now, DailyWire+ annual memberships are fifty percent off during our Black Friday sale. Join now at <a href="http://dailywire.com/blackfriday">dailywire.com/blackfriday</a>.
The brothers were each charged with one conspiracy to commit malicious wounding and were granted $25,000 bond on Thursday, <a href="https://www.wavy.com/news/crime/kempsville-high-school-assistant-principal-brother-arrested-for-threat-against-ice/" target="_blank" rel="noopener">according</a> to WAVY. While out of custody, the two must cut contact with each other and wear a GPS tracker.
The assistant principal has worked at the school district since 2009, according to ABC13. He is now on leave, school officials said.
“These allegations of violence against law enforcement, the very ones who protect and serve our communities, are incredibly alarming,” Virginia Beach Police Department Chief Paul W. Neudigate said in a statement.
ICE has faced a 1,000% surge in assaults since President Donald Trump returned to office and commenced a historic deportation operation across the country.
An anti-ICE shooter <a href="https://www.dailywire.com/news/second-illegal-immigrant-detainee-dies-after-dallas-ice-shooting">opened fire</a> on an agency facility in Dallas in September, killing two detainees and himself.
At another North Texas ICE facility, a group of alleged <a href="https://www.dailywire.com/news/trump-admin-hits-antifa-with-very-first-terrorism-charges-in-anti-ice-attack">Antifa militants</a> lured agents outside by setting off fireworks on July 4 before spraying bullets in their direction. One of the alleged attackers shot a local police officer in the neck while hiding in the woods.

John Bennett

High School Principal Arrested For Allegedly Plotting To Attack ICE Agents

Crime

Immigration and Customs Enforcement

Immigration and Customs Enforcement (ICE)

U.S.

California officials misled a federal judge about policies that hide students&#8217; &#8220;gender transitions&#8221; from parents at schools, bombshell documents uncovered by a legal firm appear to show.
On Monday, California officials will appear before U.S. District Judge Roger Benitez for a <a href="https://cdn.prod.website-files.com/63d954d4e4ad424df7819d46/690e752307c0ae224314bd61_Dkt.%20294_ORDER%20-%20Show%20Cause%20RE%20Sanctions.pdf">show cause hearing</a> to provide evidence on why they shouldn’t be sanctioned for attempting to mislead the court about state policies that would prohibit parents from being informed about their children’s supposed &#8220;gender identity.&#8221; The hearing is the latest saga in a multi-year challenge to school policies adopted in California that teachers say would force them to lie to parents about students suffering from gender dysphoria. 
“We now have irrefutable evidence that the [California Department of Education] covertly moved these unconstitutional gender secrecy directives inside a password-protected training hidden away from public view, and distributed them to school districts statewide,” said Paul Jonna, a lawyer with the Thomas More Society. Jonna is representing two teachers, Elizabeth Mirabelli and Lori West, who sued the Escondido Union School District in 2023 over a policy that kept parents in the dark about their children&#8217;s so-called gender identity. 
The California Department of Education has argued that it should not be a party to the case because it claims not to have mandated parental exclusion. They claim that a <a href="https://web.archive.org/web/20240113000622/https://www.cde.ca.gov/re/di/eo/faqs.asp">frequently-asked-questions</a> page posted by the department has been edited to show that they do not mandate parental exclusion, and so there is no more cause for complaint. The FAQ page included a line that said &#8220;with rare exceptions, schools are required to respect the limitations that a student places on the disclosure of their transgender status, including not sharing that information with the student’s parents.&#8221;
While that guidance was deleted, policies that kept parents in the dark about their children were still promoted in statewide teacher trainings.
Lawyers for the Thomas More Society obtained training materials developed by the state that appear to prove just that. The materials were found in California’s PRISM <a href="https://www.cde.ca.gov/ci/pl/prism.asp">framework</a>, which describes itself as “a six-course online training for certificated educators that provides resources to support LGBTQ+ youth.”
Currently, the materials are unavailable on the state’s <a href="https://prismcalifornia.org/home">website</a>, but the Thomas More Society included them in a court <a href="https://cdn.prod.website-files.com/63d954d4e4ad424df7819d46/6913872618ec89d3116895a5_Supplemental_Briefs_Mirabelli_Sanctions.pdf">filing</a>. They can be viewed on a <a href="https://www.youtube.com/watch?v=p5k2FLutwlQ">video</a> uploaded to YouTube. 
<img loading="lazy" decoding="async" class="alignnone size-full wp-image-1000987" src="https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.01.46-PM-scaled.png" alt="" width="2560" height="1065" srcset="https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.01.46-PM-scaled.png 2560w, https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.01.46-PM-300x125.png 300w, https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.01.46-PM-1024x426.png 1024w, https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.01.46-PM-768x319.png 768w, https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.01.46-PM-1536x639.png 1536w, https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.01.46-PM-2048x852.png 2048w" sizes=" (max-width: 2560px) 100vw, 2560px" />
Inside those materials is a section on “School Legal Responsibilities,&#8221; which it says includes mandates for “inclusive policies, respect for gender identity, anti-discrimination protections, and privacy rights.” It recommends and links to guidelines from the Our Family Coalition that say parents should be kept in the dark if they are not supportive.
“School staff must respect students’ right to privacy and may not affirmatively disclose a student’s LGBTQ status to others without the student’s permission,” the guidance from the San Francisco-based LGBT organization says. “Students have a right to privacy in personal information about their sexual orientation and gender identity, and outing students both at school or at home violates this right and also risks exposing students to harassment. If a student is not out at home, schools should offer them support for working towards family acceptance.”
<div id="attachment_1001005" style="width: 1652px" class="wp-caption alignnone"><img loading="lazy" decoding="async" aria-describedby="caption-attachment-1001005" class="size-full wp-image-1001005" src="https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.53.52-PM.png" alt="" width="1642" height="632" srcset="https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.53.52-PM.png 1642w, https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.53.52-PM-300x115.png 300w, https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.53.52-PM-1024x394.png 1024w, https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.53.52-PM-768x296.png 768w, https://dw-wp-production.imgix.net/2025/11/Screenshot-2025-11-14-at-1.53.52-PM-1536x591.png 1536w" sizes=" (max-width: 1642px) 100vw, 1642px" />Our Family Coalition.</div>
The official teacher training also links to recommendations from the ACLU of Southern California that outline similar standards. 
“Generally, school staff cannot share information about your gender identity and sexual orientation without your permission, except under very limited circumstances, such as in case of an emergency,” the guidance says, adding that only in “limited circumstances” can school staff tell parents about their child’s gender identity. 
The PRISM training also linked to policies from the Gay, Lesbian, and Straight Education Network that stated, “School staff shall not disclose any information that may reveal a student’s transgender status to others, including parents or guardians.&#8221;
Jonna said the evidence that California officials attempted to mislead Benitez is damning. 
“The State claimed in court that it had rescinded the gender secrecy directives we are challenging,” he said. “But we now have evidence of a coordinated, statewide campaign to enforce Parental Exclusion Policies. The State Defendants are attempting to knowingly mislead a Federal Court in order to evade judicial review and prejudice Plaintiffs and the Certified Class. This is one of the most egregious attempts I’ve seen — if not the most — to mislead a Court, and it warrants severe sanctions.”
Benitez will also consider the constitutionality of “parental exclusion policies&#8221; on Monday. He has certified the case as a class action lawsuit, meaning that it will apply to any parent or teacher who objects to California’s policies. Those policies were put forth in California Assembly Bill 1955, which was signed by California Governor Gavin Newsom, and prohibits local school districts from passing measures requiring teachers to inform parents about a student&#8217;s identity. 
Benitez, an appointee of President George W. Bush, already granted an injunction to Mirabelli and West back in 2023, protecting them from having to abide by the policy. 
Defendants in the case <a href="https://www.courtlistener.com/docket/67279752/parties/mirabelli-v-olson/">include</a> Newsom, California Attorney General Rob Bonta, and gubernatorial candidate and California State Superintendent of Public Instruction Tony Thurmond. Bonta sued the Chino Valley Unified School District in August 2023 over a policy it implemented protecting parental rights to know how their children are identifying. 
Greg Burt, the vice president of the California Family Council, said that it appeared that the state was &#8220;scrambling&#8221; to hide its policies and that it looked like parents in the Golden State were going to pick up a win.
&#8220;We are very excited these two teachers, down in the San Diego area, stood up to the state and instead of just following what they were saying about keeping secrets they said they couldn&#8217;t do that,&#8221; he told The Daily Wire. &#8220;Their decision to be brave is going to have a positive, hopefully a positive effect on the entire state.&#8221;

MixCollage-14-Nov-2025-01-47-PM-7796

California Officials Hid Truth About Secret Gender Transitions In Schools, Law Firm Says

California Officials Hid Truth About Secret Gender Transitions In Schools, Documents Show

Gavin Newsom

gender ideology

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