Announcing Alberta's New Don't Say Gay Bill

Imagine you're 10 year old Alex who identifies as part of the 2SLGBTQ+ community, you walk into class and half or more of your classmates aren't there because their parents opted them out...

I dub the recently announced educational policy by Premier Smith of Alberta as the "Don’t Say Gay AKA Trans Panic" policy. This initiative appears to draw inspiration from one of Smith's admired figures, Governor Ron DeSantis of Florida. The policy seems tailored to accommodate parents who are hesitant to acknowledge the very existence of 2SLGBTQ+ youth, as if the acknowledgment itself might influence their own children, some of whom may identify as queer, to become part of the LGBTQ+ community simply by learning about the realities of the world.

Picture this. As the new policy takes effect, schools across Alberta implement the opt-in requirement for discussions on gender identity, sexual orientation, and human sexuality. A student from the 2SLGBTQ+ community, let's call them Alex, walks into their classroom, uncertain about what to expect. Alex, like any other student, deserves an education that includes a comprehensive understanding of diverse identities, relationships, and the broader spectrum of human experiences.

However, in this hypothetical scenario, a substantial number of Alex's classmates are absent. These absences result from parental decisions to opt-out their children from discussions pertaining to 2SLGBTQ+ identities. The atmosphere in the classroom is notably different, with the void left by the missing students signalling the absence of diverse perspectives and voices, and lack of acceptance.

Alex, now acutely aware of the situation, experiences a sense of isolation and marginalization. The very essence of their identity is deemed sensitive or inappropriate by the parents who have opted their children out. This scenario sends a distressing message, implying that discussions about 2SLGBTQ+ identities are not essential or valid for all students.

The opt-in requirement places an additional burden on 2SLGBTQ+ students, making them feel like an exception or anomaly within their own educational environment. This can contribute to a hostile and unsupportive atmosphere, hindering the mental and emotional well-being of these students. The fear of judgement and rejection becomes palpable, potentially leading to increased stress and anxiety. The extra burden on teachers is a further factor to consider and one that could easily be believed will lead to teachers not including these important topics at all.

Consider the introduction of a pre-approval process for third-party resource materials. One must ponder whether such oversight is not already implicitly in place and question the timing of its explicit implementation. This new procedural layer, based on the Premier’s proclivities on this matter, will most likely restrict access to age-appropriate, inclusive educational materials, leading to a dearth of accurate and affirming information about 2SLGBTQ+ identities. The concern arises that this could inadvertently perpetuate harmful stereotypes and misconceptions, prompting reflection on the necessity and implications of this sudden bureaucratic measure.

These newly introduced policies should evoke a sense of indignation among all Canadians who value diversity and human rights. The educational setting shapes individuals into capable adults prepared to navigate the complexities of society, which inherently includes the presence of 2SLGBTQ+ individuals. Allowing parents the option to exempt their children from crucial topics is not only irresponsible but also a disservice to society at large. Embracing and understanding essential subjects is pivotal for fostering an inclusive and well-informed citizenry.