Tag: education

Scuba school told instructors they were allowed to KILL two students a year, shocking lawsuit from family of girl, 12, who died there alleges

A scuba school told its instructors they were allowed to kill two students a year, according to a lawsuit filed by heartbroken parents whose daughter died while taking lessons there. 

The astonishing claim comes after 12-year-old Dylan Harrison tragically drowned on August 16, 2025, while attending a class at The Scuba Ranch in Terrell, Texas, about 40 minutes outside of Dallas. 

Harrison, who was also known as ‘Dillie Picklez’ by her loved ones, was eager to get her National Association of Underwater Instructors (NAUI) Open Water diving certification so she could join her family members in the underwater activity. 

But sadly, her dreams never came true after she vanished during her training class that summer day. She was found dead about 45ft underwater, approximately 35ft away from the platform. 

Now, a new lawsuit filed on January 30 by Harrison’s mother and father, Heather and Mitchell, detailed the disturbing guidelines the scuba school owner told his employees before being entrusted with students in the water. 

Joseph Johnson, the owner of Scubatoys, a dive and certification shop that the family was using for Harrison, was ‘seen bragging to a roomful of Scubatoys Instructors’ that two students were allowed to die each year and the business would ‘still be fine,’ the documents allege. 

The unearthed footage, filmed in 2017 by an employee, captured a worker telling Johnson not to take lawsuits lightly. 

Stunningly, Johnson appeared to have very little compassion over the statement, shrugging and telling his workers: ‘All I know is we’ve killed what, four people, five people, and we’ve never even done a deposition. 

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Three-year-old ultra-Orthodox Jewish children told ‘the non-Jews’ are ‘evil’ in worksheet produced by London school

British three-year-olds have been told “the non-Jews” are “evil” in a Kindergarten worksheet handed out at ultra-Orthodox Jewish schools in north London, it can be revealed.

Documents seen by The Independent show children are taught about the horrors of the Holocaust when they are still in kindergarten at the Beis Rochel boys’ school in north London.

A whistle-blower, who wished to remain anonymous, has shown The Independent a worksheet given to boys aged three and four at the school. In it, children were asked to complete questions related to the holiday of 21 Kislev, observed by Satmer Jews as the day its founder and holy Rebbe, Rabbi Yoel Teitelbaum, escaped the Nazis.

The document refers to Nazis only as “goyim” – a term for non-Jews some people argue is offensive.

Emily Green, who used to teach at the same Beis Rochel girls’ secondary school, now chairs the Gesher EU organisation which supports ultra-Orthodox Jews who want to leave the community.

“It’s not uncommon to be taught non-Jewish people are evil in ultra-Orthodox Jewish schools. It is part of the prayers, teaching, their whole ethos,” she said.

Describing it as a form of “indoctrination”, Ms Green added: “Psychologically, you become so afraid of the world out there after being taught how dangerous and bad and evil non-Jews are, that it makes it harder to leave.”

Independently translated from Yiddish for The Independent, the worksheet’s first question reads: “What have the evil goyim (non-Jews) done with the synagogues and cheders [Jewish primary schools]?” The answer in the completed worksheet reads: “Burned them.”

Another question asks: “What did the goyim want to do with all the Jews?” – to which the answer, according to the worksheet, is: “Kill them.”.

“It doesn’t explicitly refer to the Holocaust,” the source said. “It’s a document that teaches very young children to be very afraid and treat non-Jews very suspiciously because of what they did to us in the past.

“It’s not a history lesson – you can’t say that. It’s a parable that is actively teaching the children extremism, hatred and a fear for the outside world.”

A spokesperson for Beis Rochel said that the worksheets would be amended and apologised for any offence. However they argued the phrase “goyim” was not offensive and accusations that they were indoctrinating children were “without basis”. “The language we used was not in any way intended to cause offence, now this has been brought to our attention, we will endeavour to use more precise language in the future.”

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Funding Disparities Rebrands American Gifted Children as Mentally Ill & Paris Hilton Doesn’t Help

America is starving for gifted education while financially rewarding psychiatric labeling. While bringing attention to the ADHD issue is appreciated, Paris Hilton’s recent Business Insider interview admitting “ADHD is my superpower” is a message wrongly pushing the alleged mental disorder as some kind of empowerment.

It is of interest that Hilton would raise the ADHD mental disorder to superpower status while, at the same time, the United States is significantly underfunding gifted education and financially incentivizing psychiatric labeling practices. High-profile figures, like Hilton, who frames ADHD as her “superpower,” contribute visibility to a growing trend in how behavioral conditions are marketed as sources of empowerment.

Hilton describes ADHD as fueling her “drive, curiosity, and creativity,” along with “a million ideas all the time.” She also mentions “rejection-sensitive dysphoria” (intense unbearable emotional pain caused by perceived rejection) as linked to ADHD, calling it “exhausting” and “painful.”

The financial disparities between ADHD funding and gifted programs are telling. The U.S. Department of Education’s appropriation for the Javits Gifted and Talented program is just $16.5 million, compared to estimates that ADHD services cost the U.S. education system $13.4 billion annually. The current system prioritizes mental health funding for diagnosis over the identification of superior educational ability.

Crucially, the attention deficit hyperactivity disorder (ADHD) diagnosis lacks an objective biological marker… no blood test, brain scan, or X-ray. Put simply, there is no known abnormality that is the alleged ADHD. Instead, diagnoses rely on behavioral checklists and school-based screenings, broadening the label and creating pathways for the behavioral health industry and pharmaceutical market within educational settings.

This system warrants scrutiny beyond treatment facilities; it must also include how labeling pipelines shape outcomes. When behaviors are categorized as disorders, questionable mind-altering medication becomes the default intervention, steering children away from educational opportunities and toward clinical drug management.

Many gifted children, who often display heightened sensitivity and intensity, are instead mislabeled as having behavioral disorders. Characteristics such as defiance, oppositional behavior, hyperactivity, mood fluctuations, and attention difficulties—traits frequently seen in gifted individuals—are too often misinterpreted as pathology. Once labeled, these children are managed clinically rather than nurtured academically, a process perpetuated by the financial incentives inherent in current mental health policy, where the disparity between funding for education opportunities for the gifted receives a little more than $16 million, while ADHD-related programs enjoy nearly $14 billion in funding.

The widespread misdiagnosis of the nation’s gifted is consequential. When institutions classify gifted students as psychiatrically disordered, subject them to medication, and lower academic expectations, the result is lasting harm to individual lives and societal potential.

Historically, under President Eisenhower with the National Defense Education Act of 1958, the U.S. prioritized identifying high-ability students, supporting guidance and testing within schools. However, legislative priorities shifted under pressure from behavioral-health and pharmaceutical interests, moving schools away from talent identification toward managing behavior through diagnostic labeling and medication.

The funding imbalance suggests that gifted students are not overlooked by happenstance and, rather, are systematically converted into patients within a lucrative behavioral management industry.

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Burma’s Conscription Law: Destroying Education and Accelerating Brain Drain

The Burma (Myanmar) military junta activated its conscription law on February 10, 2024, requiring men aged 18 to 35 and women aged 18 to 27 to serve in the military. Professionals, including doctors, engineers, and technical specialists, can be conscripted up to age 45 for men and 35 for women.

Those conscripted are required to serve a minimum of three years. This includes educated adults with engineering, medical, and technical skills, further draining Burma’s already collapsing education and professional sectors.

Conscription means serving a junta that seized power in 2021 by overthrowing the elected government and arresting pro-democracy leaders. It also means being forced into a civil war in which as much as 80 percent of the population opposes military rule.

For ethnic minorities, who make up roughly 40 percent of the population, conscription is especially devastating. It means being ordered to participate in widespread atrocities, including murder, rape, and the burning of villages, directed against their own families and communities.

The International Labour Organization estimates hundreds of thousands have fled Burma to escape conscription since February 2024. Fear of being drafted drove so many young men to flee to Thailand in 2024 that they set a record for the highest annual number of undocumented Burma migrants to arrive in Thailand. The International Organization for Migration estimates over 4 million Burma migrants live in Thailand, about half of whom are undocumented. In addition to the personal hardship, they face as undocumented aliens in Thailand, separated from their families, the conscription law is decimating Burma’s education system.

At the beginning of the revolution, thousands of students walked away from junta-run universities and schools as part of the civil disobedience movement. Many shifted to alternative education options, including community-run higher education institutions in ethnic minority areas and online programs. The conscription law, however, made it unsafe for them to remain in Burma while completing these programs.

As a result, the Thailand Education Fair held in April 2024 saw overwhelming attendance, and the November 2024 fair was extended to two days as attendance doubled. Students whose families can afford it, or who secure scholarships, are fleeing to study at Thai universities. As Burma’s economy collapses, however, this option has become increasingly out of reach. Annual tuition of roughly $3,000 represents about two years’ salary for Burmese families fortunate enough to still have employment.

The law has exacerbated a brain drain that was already causing young people to leave Burma, impacting education and the labor market.

The United States Agency for International Development funding freeze suspended the Development and Inclusive Scholarship Program, affecting more than 400 Burma students pursuing degrees in the Philippines, Cambodia, Indonesia, and Thailand. Inside Burma, parents are pulling children out of school and sending them to neighboring countries to look for work, driven by fear of conscription. Both inside Burma and across the region, child labor violations involving children aged 12 to 16 have increased as youth fleeing the country or joining resistance forces have created labor shortages.

The crisis extends beyond students. Teachers and professors have either fled to the jungle to join the resistance or escaped the country altogether in search of work. As a result, educated adults and former professionals now find themselves in Thailand and other countries working as day laborers alongside young people who fled before finishing university, or in many cases, even high school.

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Too On Brand: School Purges 1984, Animal Farm, Lord of the Flies, and Others to Promote ‘Diversity’

You really can’t make things like this up. 

Seriously. Liberals may want to purge libraries of “wrongthink,” but you would expect that anybody with an IQ above room temperature could have figured out that tossing out more than half your books in a school library, including 1984 and Animal Farm, would be a bad look. 

But no. Not in Canada, apparently. And certainly not at the Thames Valley School District in London, Ontario. Out of a High School library of 18,000 books, 10,000 were “deselected” and tossed into the trash because they didn’t fit the vision of having an “inclusive” library. Presumably, that explains why they tossed out books by J.K. Rowling, which I assume were quite popular with the kids; she engages in wrongthink about gender, and needs to be purged. 

A London, Ontario, secondary school binned more than 10,000 library books between January and March this year under the Thames Valley District School Board’s “inclusive libraries revitalization project,” eliminating more than half of the school’s 18,000-book collection.

H.B. Beal’s library once held one of the largest collections in the board. Today, fewer than 8,300 books remain. The estimated value of the discarded materials exceeds $180,000.

Education Minister Paul Calandra moved quickly to halt further library culls while the ministry investigates the Beal revitalization project. A spokesperson for the ministry confirmed last week that “the minister has directed that all current and future library collection reviews be paused, pending further evaluation.”

According to board documentation, the project aims “to revitalize the collections of Thames Valley schools to ensure they are culturally responsive, reflect our diverse student population, and contain accurate and up-to-date information.” The project adds that it will focus on “deselecting texts with harmful images, messaging, slurs, and racial epithets to facilitate the safety and well-being of all students.”

Some of the books “deselected” blow your mind, not because it would surprise you that radical leftists would want to hide them, but because it makes their goals of purging the library of any ideological diversity so blatant. They literally purged books about…book banning. 

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Federal probe sought to refocus school districts’ priorities

A public watchdog has filed a federal complaint against a Wisconsin school district that prefers to hire “diverse” and “culturally competent” teachers rather than effective ones.

Michael Chamberlain, director of Protect the Public’s Trust, says the West Allis-West Milwaukee School District’s 2025-2030 strategic plan details goals of “increasing staff diversity” and prioritizing “hiring and retaining a diverse workforce that better reflects our student population.”

His team, which monitors public officials and institutions for ethics, transparency, and accountability, filed this federal complaint after taking similar action against another school district in Vermont.

“We received a tip from a concerned citizen … and what we discovered when we looked into it was yet another school district that was prioritizing politics and ideology over the civil rights and the needs of students,” Chamberlain summarizes.

They are setting goals for certain ethnicities and using terms like “equity,” which Chamberlain says is wrong.

“People in education know … that means putting the needs of certain students above the needs of others based upon certain characteristics that the students can’t control and using criteria like that rather than merit and looking to improve student achievement overall,” he details.

Though the strategy does include plans to increase student success as well, the Daily Caller says the district admits that only 33% of its third grade students are testing proficient or advanced in literacy and 33% of its eighth graders are earning the same status in mathematics on the state exam.

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Minnesota To Mandate K–12 Ethnic Studies Instruction In 2026

In the coming weeks, school boards across the Land of 10,000 Lakes state will decide on curricula to meet ethnic studies mandates for the 2026–2027 academic year.

There appear to be limited alternatives to the free instructional materials developed with taxpayer dollars and endorsed by the state teachers’ union.

That curriculum instructs 6th graders to learn the 13 guiding principles of the Black Lives Matter movement; 7th graders on how protesters have breached federal buildings; and higher schoolers to “identify plans of action that people have used to resist, refuse, and create alternatives to oppressive systems,” according to the materials developed by the University of Minnesota’s Center for Race, Indigeneity, Disability, Gender and Sexuality Studies (RIDGS).

“Students will be able to explain how race is socially constructed and how that social construction has been used to oppress people of color, specifically in relation to Jim Crow, segregation, and racial covenants,” reads the description for the 11th and 12th-grade Jim Crow of the North course.

The Center of the American Experiment, a Minnesota-based education policy organization that opposes partisan and race-based curricula, is helping districts find politically neutral alternatives that it says are more like traditional social studies and history electives and less like social justice advocacy guidance.

“The words ethnic studies have been hijacked,” Catrin Wigfall, a policy fellow with the center, told The Epoch Times.

“But boards [of education] have more power in this than they might think.”

Additionally, state laws allow parents to review a curriculum and opt their child out of any instruction they find objectionable, in which case the school is required to provide alternative materials, Wigfall said.

The Minnesota Department of Education defines ethnic studies as an interdisciplinary area of instruction that “analyzes how race and racism have been and continue to be social, cultural, and political forces, and the connection of race to the stratification of other groups.”

The state law requires public schools to incorporate ethnic studies lessons in mandatory social studies courses across all grade levels, in addition to offering a stand-alone ethnic studies elective course for high school juniors and seniors.

In 2023, the Minnesota Department of Education stipulated that the ethnic studies context is expected to be embedded in other subject areas, including math, physical education, and health, as courses are periodically revised.

The Center of the American Experiment argues that those standards habituate angry, inaccurate, and “identity-first” ideological and political perspectives.

By definition, ethnic studies should focus on global histories, cultures, and religions, but the instruction pushed in Minnesota schools forces a polarizing and narrow political worldview, Wigfall said.

“It’s been a bait and switch campaign,” she said.

The center endorses the American Experience curriculum by the Foundation Against Tolerance and Racism, which Johns Hopkins has approved as a model for ethnic studies instruction, as a suitable alternative to the University of Minnesota’s instructional materials.

In addition, the 1776 Unites free curriculum focuses on historical stories that “celebrate black excellence, reject victimhood culture, and showcase African-Americans who have prospered by embracing America’s founding ideals,” according to its website.

Wigfall said her organization will work with school districts to navigate curriculum choices and the timetable for meeting state requirements across various subject areas.

The center isn’t advocating litigation over the mandate, but local education leaders, under federal Title VI provisions, have legal recourse if they are forced to foster a hostile learning environment under state requirements.

“It will be interesting to see what the rollout looks like,” she said. “When you emphasize tribalism, what does that do to knowledge development?”

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Finally! Department of Ed. Ends One Billion in Student Aid Fraud, Promises More Action

The U.S. Department of Education has reported an end to more than $1 billion in attempted student aid fraud in 2025.

These reforms were needed after the massive waste and fraud resulting from loosened rules during the Biden regime.

“Federal investigators found nearly $90 million in aid had already been fraudulently disbursed, including over $30 million to deceased individuals and more than $40 million to bots posing as students,” according to a report from Campus Reform.

That’s a lot of fraud, but it’s hardly surprising. Under Democrats, fraud and waste are rampant, as we learned in the era of DOGE.

Common sense has returned with the Trump administration.

As Education Secretary Linda McMahon put it, needing ID “to access taxpayer-funded aid is common sense.”

“From day one, the Trump administration has been committed to rooting out waste, fraud, and abuse across the federal government,” she said. “Merry Christmas, taxpayers!”

As President Trump has emphasized many times, his policies are common sense, and we are the party of common sense.

The Department of Education has also launched a website warning about AI scams posing as legitimate colleges that fool prospective students.

These AI fake sites use fake degrees and deepfake content to mislead students.

Now that we have a real president in the White House, “the Department is building a dedicated fraud detection team within Federal Student Aid to expand enforcement.”

This new unit will help protect students from these fake college scams.

While more work is needed, it’s refreshing that common sense is back, and this administration is doing a lot of work to protect students from these scams.

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Artificial Intelligence In The Classroom Destroys Actual Intelligence In Students

Ialways assumed that before AI destroyed our humanity, we’d at least put up a fight. No, I’m not talking about AI gaining consciousness and physically enslaving us (though I’m certainly not ruling that out as a possibility) — but it is alarming how quick many are to accept AI usage not just in their daily lives, but in education.

As an educator, I’ve heard high school teachers and college professors alike defend teaching AI usage in the classroom: “The technology isn’t going away, so kids have to learn how to use it responsibly.” “AI can be a useful tool.” “Learning how to write the right prompts is a marketable skill.” They say we should not only allow but encourage students to use AI to brainstorm ideas, write outlines, and provide feedback on their work.

On the surface, these suggestions can seem benign. Our society is pushing the idea that AI usage is not only inevitable but good. “You’re a writer,” a silky tone on an advertisement for AI software sings, “even if you are the kind who relies on AI.” Okay, so that’s not the exact verbiage, but that’s the idea we’re being sold. We’re reassured that AI can simply be a legitimate “tool.” You are a writer even if you use an AI generator. You are an artist just by instructing prompts. You are a creator, although it’s the algorithms doing the creating.

If the goal is simply to produce outcomes, one could argue that AI usage should not just be tolerated but encouraged. But education shouldn’t be about producing outcomes – whether it be a sparkling essay or a gripping short story – but shaping souls. The purpose of writing isn’t to instruct a prompt or even to produce a quality paper. The purpose is to become a strong thinker and someone who enriches the lives of everyone, no matter their profession. 

Each and every step of the struggle it takes to write is essential. Yes, it can all be arduous and time-consuming. As a writer, I get how hard it is and how tempting it might be to take shortcuts. But doing so is cheating oneself out of growth and intellectual payoff. Outsourcing parts of the process to algorithms and machines is outsourcing the rewards of doing one’s own thinking. Organizing ideas, refining word choices, thinking about tone are all skills that many citizens in this nation lack, and it’s often apparent in our chaotic, senseless public discourse. These are not steps to be skipped over with a “tool,” but rather things people benefit from learning if they value reason. Strong writing is strong thinking.

But these thoughts aren’t just my own opinions. A recent MIT study shows that AI usage decreases cognitive function like critical thinking. Seems rather odd to insist that something proven to weaken our brains should be introduced to places where institutions of learning, isn’t it?

Many argue that in order to thrive in today’s job market, young people need to master the skill of “writing prompts.” The assumption is that it’s a great skill to learn how to tell a robot to do a job for you; a skill so great, in fact, that we need to send kids to school for it.  For decades, educators have argued kids need screen time to prepare them for today’s job market. They acted as if using the internet were a skill that needs years of training when in reality three-year-olds naturally become experts. Let us first focus on developing the minds of the youth — something best done without AI assistance — and then let them use those skills in the workplace as needed. Students should aspire to be more than mere “prompt writers,” but minds capable of thinking, reasoning, and perseverance.

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NYC teachers discover teens can’t read clocks after school cellphone ban

Time got away from them!

New York City teachers have found that scores of teenagers can’t read traditional clocks after a cellphone ban in schools statewide — because students figured the skill would be useless in the digital era, according to a report.

“The constant refrain is ‘Miss, what time is it?’” said Madi Mornhinweg, who teaches high school English in Manhattan.

“It’s a source of frustration because everyone wants to know how many minutes are left in class,” she told Gothamist. “It finally got to the point where I started saying, ‘Where’s the big hand and where’s the little hand?’”

Many tech-minded teens have no clue what time it is during the course of the school day because classrooms generally only have analog clocks on the walls, teachers told the outlet.

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