Written by Walter Hudson, the piece points out what he believes will be the ultimate effect of the legislation - not addressing bullying but indoctrinating young students.
Five-year-old Suzie heads off to kindergarten in rural Minnesota. She settles into her class routine full of activity, discovery, and friendship.
Then the day takes a turn. As part of newly mandated diversity training, Suzie’s teacher brings out Heather Has Two Mommies for some light mid-morning reading. A typically precocious kindergartener, Suzie pipes up during the story to correct the teacher’s telling. “God gave us a mommy and a daddy,” she exclaims.
Though no student takes exception to Suzie’s remark, the teacher cringes and becomes keenly aware of her state-mandated role to report any incident which could be construed as bullying. So Suzie gets pulled out of class and taken to the principal’s office where she’s met by a counselor.
There begins a process of formative intervention and remedial discipline. More than correction for objectively inappropriate behavior, this intervention focuses on changing who Suzie is, on correcting her values to ensure that she accepts each of her classmates and values their diverse backgrounds.
Confused, disturbed, and teary-eyed, Suzie comes away from the experience convinced she has done something wrong. Worse, she feels the very sense of rejection which her accusers claim to deplore. She learns her lesson, that the values taught at home are not welcome in school. A bit of her innocence dies. She grows more guarded, less expressive, and unfairly subdued.
Such a tale may be among the tamest of experiences awaiting children in Minnesota, if a task force of social engineers commissioned by Governor Mark Dayton succeed in lobbying for legislation which has already been approved by the State House. House File 826, misleadingly titled the Safe and Supportive Schools Act, serves as a trial balloon modeling what its supporters would like to implement nationally – a radical transformation of schools from institutions of academic achievement into political reeducation camps which correct Orwellian Wrong Think.
Sold colloquially as an “anti-bullying bill,” the proposed legislation actually institutionalizes bullying, targeting political minorities with suppressive badgering. The bill would repeal existing anti-bullying statutes which have proven effective. It would create an invasive, overbearing, and unfunded new state bureaucracy to impose politically correct values upon students, teachers, parents, staff, and anyone serving in or around the educational system. It would affect both public and private schools. In a state which already has one of the worst achievement gaps between white and black students in the nation, the bill would burden struggling districts with new mandates diverting precious resources away from academics. Teachers and staff will become thought police and value mediators, shifting their disciplinary focus from correcting inappropriate behavior to remediating students’ belief systems. As with any state bureaucracy, reams of new data will be generated and follow students throughout their academic career, if not the rest of their lives.