Tag: education

Germany: Over 1,100 teachers sign explosive letter stating many schoolchildren cannot tie their shoes or use toilet paper anymore

More than 1,000 teachers in the German state of Hesse have called for comprehensive changes in an incendiary letter, which has been delivered to the state’s Ministry of Culture. In the letter, they state that many elementary school children are not able to complete simple tasks such as tying their shoes or use toilet paper.

“Keeping order, recognizing and adhering to rules, using the toilet independently,“ are all listed as tasks students cannot do in the new resolution, which includes using toilet paper themselves.

Students can also no longer “cut, glue, sit (upright), or tie their shoes,“ the report reads, which was reported widely in the German media, including Welt.

Citing the letter, Junge Freiheit also reports that “independent personal hygiene is not always a given – colleagues even reported students who did not know how to use toilet paper.”

The letter also states that the children feature serious attention deficits, with the teachers writing: “Many children are no longer able to listen or follow instructions for long periods of time.”

The damning letter comes at a time when Hesse is experiencing unprecedented mass immigration, including into its school system. Already in 2022, the Ministry of Social Affairs and Integration reported that an estimated 50 percent of all children under the age of 6 were foreigners or had a foreign background. In the last three years since the report, many of these children have entered the elementary school system.

Teachers also report in the letter that they need to spend an enormous amount of time teaching children simple skills, many that were once taken for granted.

Keep reading

Mum taking legal action against SA government after teen exposed to ‘bestiality’ and ‘incest’ in public school presentation

A mother is taking legal action against the South Australian government over claims her 14-year-old daughter was exposed to a school presentation referencing bestiality and incest.

In an exclusive television interview, Nicki Gaylard broke down as she explained why she plans to sue the state in the District Court of South Australia to ensure no other family has to suffer the same distress as hers.

The impending lawsuit is being funded by faith-based legal organisation Alliance Defending Freedom (ADF) International, which is working with Ms Gaylard’s local Adelaide lawyers.

The hour-long presentation was part of a Respectful Relationships program meant to “promote LGBTQIA+ inclusivity and acceptance” that was delivered to year 9 girls by an external provider in March last year at Renmark High School in regional South Australia.

Ms Gaylard, a mother of six, wept as she recounted how her daughter Courtney felt so upset by the presentation, she left halfway through and went to the school’s sick bay.

Her mother collected her from school early and withdrew all her children attending the school that same day.

They now attend a local Catholic school.

“The first thing she said was: ‘They’re talking about having sex with animals’, so it took me a few minutes to get my jaw off the floor,” Ms Gaylard told Sky News.

“She said they just presented this list of words… Bestiality was one of the words and she said: ‘No one knew what that was, Mum.’ One of the girls asked: ‘What is bestiality?’

“(The presenter) said: ‘Oh, it’s having sex with animals, but don’t Google it girls’.

“When your daughter comes home from school, you don’t expect them to tell you things like how uncomfortable, how unsafe and how trapped they felt.”

She said Courtney had told her the first thing the students saw when they walked in the room was a slide that read: “We can see queer-ly now” and the students were left with three external presenters and no teacher present.

Keep reading

Homeschooling Hits Record Numbers

Whether called homeschooling or DIY education, family-directed learning has been growing in popularity for years in the U.S. alongside disappointment in the rigidity, politicization, and flat-out poor results of traditional public schools. That growth was supercharged during the COVID-19 pandemic when extended closures and bumbled remote learning drove many families to experiment with teaching their own kids. The big question was whether the end of public health controls would also curtail interest in homeschooling. We know now that it didn’t. Americans’ taste for DIY education is on the rise.

Homeschooling Grows at Triple the Pre-Pandemic Rate

“In the 2024-2025 school year, homeschooling continued to grow across the United States, increasing at an average rate of 5.4%,” Angela Watson of the Johns Hopkins University School of Education’s Homeschool Hub wrote earlier this month. “This is nearly three times the pre-pandemic homeschooling growth rate of around 2%.” She added that more than a third of the states from which data is available report their highest homeschooling numbers ever, even exceeding the peaks reached when many public and private schools were closed during the pandemic.

After COVID-19 public health measures were suspended, there was a brief drop in homeschooling as parents and families returned to old habits. That didn’t last long. Homeschooling began surging again in the 2023-2024 school year, with that growth continuing last year. Based on numbers from 22 states (not all states have released data, and many don’t track homeschoolers), four report declines in the ranks of homeschooled children—Delaware, the District of Columbia, Hawaii, and Tennessee—while the others report growth from around 1 percent (Florida and Louisiana) to as high as 21.5 percent (South Carolina).

The latest figures likely underestimate growth in homeschooling since not all DIY families abide by registration requirements where they exist, and because families who use the portable funding available through increasingly popular Education Savings Accounts to pay for homeschooling costs are not counted as homeschoolers in several states, Florida included. As a result, adds Watson, “we consider these counts as the minimum number of homeschooled students in each state.”

Recent estimates put the total homeschooling population at about 6 percent of students across the United States, compared to about 3 percent pre-pandemic. Continued growth necessarily means the share of DIY-educated students is increasing. That’s quite a change for an education approach that was decidedly not mainstream just a generation ago.

“This isn’t a pandemic hangover; it’s a fundamental shift in how American families are thinking about education,” comments Watson.

Keep reading

America’s Largest Teachers Union Is Doubling Down On Radical Left Ideology

Recently obtained internal documents from the National Education Association, the largest teachers union in the US, focus on training educators to become far-left activists in support of spreading woke propaganda to their students.  

According to information gathered by a conservative non-profit called Defending Education, the NEA’s upcoming training at an undisclosed location this December doesn’t focus on academics, but on attacking Republicans as “racist and transphobic,” pushing race-class-gender narratives, and promoting gender-transition guides for staff.

The training is targeted for union staff and teams as part of the NEA UniServ and Organizing Training Program 2025–2026.  

The goals of the session include, but are not limited to, “dismantling systems of privilege and oppression as it relates to LGBTQ+ educators and students” and “deepening skills and strategies to confront implicit bias, micro-aggressions and stereotypes.”  

Republicans are characterized as using an “arsenal of racist dog whistles,’ according to training materials. Participants are instructed how to evoke a “Race Class Gender Narrative” to push back.  

“Over the last ten years, Republicans in state legislatures have increasingly turned to anti-transgender rhetoric and legislation as a powerful complement to their arsenal of racist dog whistles used to whip up fear and consolidate power…they have paired these attacks with fear-mongering about Critical Race Theory, mobilizing their base with a potent mix of racist and transphobic tropes.”

The documents focus heavily on issues like “structural oppression” and transgender propaganda with an emphasis on defending the medical transitioning of children.  Teachers are encouraged to use gender fluid language (like neutral pronouns) with students while avoiding scrutiny from parents and administrators. 

Keep reading

Cal State Schools Require Students To Take DEI Classes To Graduate. Options Include ‘Queer Crip Lit’ and ‘Decolonize Your Diet.’

The University of California system made news earlier this year when it eliminated mandatory diversity statements for new hires. But at California’s other public university system, DEI isn’t in retreat—it’s required.

Nearly every California State University campus requires students to pass at least one diversity and cultural competency class, according to graduation criteria identified by Do No Harm, a group that opposes identity politics in medicine. The exact requirements vary across schools, but they typically prescribe a specific course or allow students to pick from a list of classes that “explore the interrelatedness and intersection of race and ethnicity with class, gender and sexuality, and other forms of difference, hierarchy, and oppression.”

San Francisco State University has among the most demanding criteria, requiring students to take courses in “areas that the campus feels are important to graduates”: American ethnic and racial minorities, environmental sustainability and climate action, global perspectives, and social justice. Some classes cover several requirements, like “Queer Crip Lit,” which examines “connections between ableism and other forms of discrimination, such as racism, sexism, classism, homophobia, and transphobia” in literary works. Another class that covers multiple requirements: “Decolonize Your Diet: Food Justice and Gendered Labor in Communities of Color” focuses on “food justice in communities of color addressing issues including sex/gender and food production, racism and attacks on traditional food systems.”

Some Cal State schools require students to take two DEI courses, one with a domestic focus and another centering on global issues. Students at the Humboldt campus can satisfy the domestic requirement with “Decolonizing Public Health,” which applies “decolonizing methodologies and anti-racism interventions to analysis of public health frameworks.” The options on the international side are more straightforward, though among the classes offered is “Sex, Class and Culture: Gender and Ethnic Issues in International Short Stories.”

Do No Harm senior director of programs Laura Morgan said the Cal State system “is all in on politicized propaganda.”

“These classes are based on concepts that have roots in critical race theory and promote ideology instead of sound learning principles,” Morgan told the Washington Free Beacon in a statement. “As a taxpayer-funded system, [Cal State] is obligated to prioritize education instead of operating a factory for politically indoctrinated activists.”

Keep reading

UC-San Diego Report Indicates Shocking Number of Students Entering College in California Lack 8th Grade Math Skills

A new report from the University of California San Diego indicates that a shocking number of students entering the University of California system lack the math skills one would expect from a middle school student.

Some of this can be blamed on school closures during Covid, but not all of it. At the end of the day, this is a failure of the schools and teachers that failed to impart these basic skills.

It’s also an excellent reminder that not everyone needs to go to college. If you can’t do high school level math, why should you even be considered?

Newsweek reported:

Students at California University Without 8th Grade Math Skills Skyrockets

A sharp rise in students entering the University of California system without middle school-level math skills is raising alarms among educators.

A new internal report from the University of California, San Diego (UCSD) reveals that the percentage of incoming students scoring below Algebra 1 on placement exams—a math course typically completed by the end of eighth grade—has tripled over the past five years.

Why It Matters

In 2020, just 6 percent of first-year students at UCSD placed below Algebra 1. By 2025, that number had surged to 18 percent, according to the UCSD Senate Admissions Working Group (SAWG) report.

The findings reflect a growing disconnect between high school transcripts and actual college readiness. The SAWG report links the increase to pandemic-era learning disruptions, long-standing inequities in California’s K–12 system, and the elimination of standardized testing requirements in UC admissions.

What To Know

The number of UCSD students requiring Math 2, a course originally designed for less than 1 percent of the incoming class, surged from under 100 students annually to over 900 by fall 2024.

This example of an easy question failed by many students is just stunning.

Keep reading

One in FIVE students entering UC San Diego can’t write properly, new data reveals

Roughly one in five Americans entering UC San Diego cannot write at an entry level standard, a new report revealed. 

About 20 percent of incoming students to the California university had to be placed in analytical writing courses after failing to meet the requirements of a writing placement exam, which forced them into specialized courses called ‘AWP’.

The report published by a UC San Diego admissions committee added that writing skills and literacy are in decline across the entire US. 

According to the university’s faculty, freshmen students’ vocabulary was ‘increasingly’ limiting their ability to engage with longer and harder texts. 

As a whole, the school had seen a ‘steep decline in the academic preparation’ of its domestic freshmen students.

The November 6 report read: ‘Admitting large numbers of students who are profoundly underprepared risks harming the very students we hope to support, by setting them up for failure.’

One possible solution offered was ‘moving beyond GPA and course titles’ in high school to evaluate how ready students actually are for writing at a college level.

Keep reading

Rep. Jamie Thompson: Despite age of consent being 16, state BOE wants to teach ‘safe and healthy’ sex to 8-year-olds

Michigan’s Department of Education has proposed major updates to the state’s health education standards, reshaping how schools teach about sex, relationships, and identity. The draft guidelines, still under review, emphasize inclusivity, consent, and respect, and have sparked debate among educators, parents, and lawmakers across the state.

The proposal moves away from the state’s longstanding abstinence-focused framework toward a more comprehensive model. It calls for lessons that explicitly address sexual orientation, gender identity, and gender expression, encouraging respect for all individuals regardless of their background.

Students in middle and high school would learn to define and distinguish between biological sex, gender identity, gender expression, and sexual orientation, treating each as a distinct part of personal identity. The framework also asks students to practice empathy and show courtesy toward those whose sexuality or gender differs from their own.

Rep. Jamie Thompson, R-Brownstown, who has been a vocal critic of the new guidelines, told The Midwesterner that “it shifts essential aspects of child development from parents to schools without sufficient oversight. It uses a classroom to push radical and unproven ideologies and downplay the real consequences of adult decisions.”

Keep reading

Why It’s Impossible For Public Schools To Be ‘Neutral’ About Politics And Religion

Robert Pondiscio had a superb piece recently that’s circulating widely, both on the left and the right. In it, he points out that many public school teachers are trained to see themselves as agents of societal change. The examples he gives are almost exclusively liberal or left-wing: teachers as “change agents” challenging alleged “systems of oppression” to “transform society,” commit to “diversity,” and adopting a “social justice orientation” that turns the classroom into a “platform for identity.” He also chides as equally-misguided recent Republican responses attempting to, as he sees it, fight fire with fire.

Besides the most fundamental and correct point of his piece — that humility is a necessary virtue for teachers — Pondiscio suggests that teachers (and policymakers) should aim above all for neutrality. But, I’d argue, this is mistaken. Properly understood, public schools are not, cannot, and, in fact, should not be neutral.

A Brief History Lesson

In the summer of 1787, the Constitutional Convention was drafting a new form of government in Philadelphia. At the same time, the original U.S. Congress was still governing, and on the 13 of July they passed the Northwest Ordinance to govern much of what is now the American Great Lakes region. Besides facilitating the orderly transfer of federal lands to American farmer-settlers and outlawing slavery, the Northwest Ordinance established that “Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.”

To support the education of American children, the Northwest Ordinance built upon the Land Ordinance of 1785 which had guaranteed a plot of land in each township to be set aside “for the maintenance of public schools.” Public education dated back to colonial New England, but this marked a national prioritization of the institution. Indeed, the Land Ordinance made public education “go national.” Since then, public schooling has been as American as apple pie. We have the American founders to thank.

Why did they do this?

To teach those things (in this case, “religion, morality, and knowledge”) “necessary to good government.”

Pondiscio rightly echoes this purpose for public education, arguing that teachers are “not to change society but to sustain it,” and “to transmit the shared knowledge, language, habits, and civic norms upon which self-government depends [emphasis added].” Teachers must acknowledge “that their authority rests not on self-expression, but on self-restraint [emphasis added].” Indeed, as Pondiscio says, “Public schools are not platforms. They are civic institutions.” Public schools are the government and teachers are “state actors.”

Which brings us back to the present purpose of America’s public schools: to provide education that is necessary for citizens to have a “good government,” to “sustain” society, to “transmit” that “upon which self-government depends.” In other words, the very raison d’être of America’s public schools is to support the government, i.e., the government established by the U.S. Constitution and the principles and civic norms upon which it rests.

Keep reading

United Nations Finally Recognizes Homeschooling — By Demanding Government Ruin It

For decades, families around the world have fought for the freedom to homeschool their children, often against hostile laws, heavy-handed bureaucracies, and, in some cases, outright persecution. I’ve walked alongside many of these families as a global advocate for homeschooling rights, challenging oppressive regimes and urging governments and international institutions to recognize what should be obvious: Parents have the fundamental right to direct the upbringing and education of their children.

That’s why UNESCO’s new report, “Homeschooling Through a Human Rights Lens,” is significant. For the first time, a major United Nations agency has taken homeschooling seriously — not merely as an educational alternative, but as a legitimate expression of the human right to direct the upbringing of one’s children. As a member of the report’s panel of experts, I can attest to the thoughtful and at times tense dialogue that shaped the final document.

While I commend UNESCO for the report, I reject its unwarranted recommendation that calls on governments to register homeschooling families and evaluate them according to state-imposed standards. This recommendation is antithetical to the principles of liberty upon which the United States, and even the United Nations itself, was founded. American homeschoolers are rightly skeptical of any report that calls for greater regulation, but because international policymakers are influenced by international human rights notions, this report has the potential to help families who live in countries where parental freedom in education is not favored.

Millions of families have demonstrated across every continent and culture that homeschooling works — and it works well. To its credit, the UNESCO report acknowledges the diversity of homeschooling approaches, the growing body of research supporting its efficacy, and the sincere motivations of parents who choose this path. It even cautions against assuming that homeschoolers are outliers or abusers. That acknowledgment matters. For decades, the homeschooling movement, even here in the United States, has fought against statist and misbegotten assumptions. At the international level, this report marks an important shift in that conversation.

For all its positive acknowledgments, its recommendation reveals a strong assumption of state supremacy. But families are not wards of the state; they are the primary and natural educators of their children. The oldest of the United Nations’ declarations, the Universal Declaration of Human Rights (UDHR), itself acknowledges in Article 26.3 that parents have a “prior right” to decide how their children are educated, and Article 16.3 describes the family as “the natural and fundamental group unit of society.”

Far from being a threat to educational quality or child welfare, homeschooling is often a lifeline for families seeking safety, excellence, or authenticity in education. When parents take responsibility for their children’s education, they are exercising freedom in its purest form: the freedom to order their lives according to conscience and conviction. Homeschooling reflects the principle of self-governance at the heart of our American experiment, and these basic truths are articulated in the UDHR.

While refuting Harvard Law Professor Elizabeth Bartholet’s fringe view that homeschooling should be banned, I have explained that the U.N.’s “statist” worldview is rooted in a “positive rights” mindset, which sees government not merely as a protector of liberty but as the central actor in nearly every aspect of human life. Under this paradigm, rights are granted and fulfilled by government, and education becomes a public utility — monitored, managed, and molded by the state.

The dangerous assumptions here are that freedom requires supervision, parents can’t be trusted, and kids are just future workers, or worse, weapons in a war for cultural domination via compelled government indoctrination. However, our Constitution and Declaration of Independence reflect the opposite idea: that rights should limit government power. The First Amendment does not grant the right to speak; it prohibits the government from infringing on it. The Second Amendment doesn’t create a right to bear arms; it forbids the government from restricting it. Our concept of liberty assumes rights come from our Creator and governments are instituted to secure them, not to create them.

Keep reading