From rainbows to storm clouds: unraveling the hidden harms of New Brunswick’s changes to Policy 713

The recent changes to New Brunswick’s Policy 713 have caused immense concern and confusion among teachers, school staff, and the public. The education minister’s comments that using a child’s chosen name and pronoun, even informally or verbally, without parental consent, is now forbidden has left some employees unsure of how to proceed. Part of the issue is that the changes made to the policy on gender identity are unclear, leaving many uncertain whether to follow the written policy or the minister’s instructions. This situation is distressing and has a significant impact on the well-being and inclusivity of students.

My worry lies with the harm that has already been done, regardless of whether the proposed changes are implemented or not. How many young individuals have had to hide their true selves and go back into the closet just when it seemed like they could finally be themselves? Is it fair to take away the rights and freedom of expression that have been hard-won by the two-spirit, lesbian, gay, bisexual, transgender, and queer (2SLGBTQ+) community?

Trans and nonbinary teens are at higher risk of suicidal thoughts due to societal stigma. In New Brunswick, the government’s failure to acknowledge their identities hinders their positive outlook. Is this a reflection of the current situation faced by queer individuals in the United States? Shouldn’t we advocate for acceptance and equal rights to prioritize everyone’s well-being and dignity? Our primary focus should be to protect our children, but the changes in Policy 713 have caused more harm than good.

In order to incorporate policies surrounding 2SLGBTQ+ identities in elementary, middle, and high schools, it is important to balance the rights of both students and parents while being respectful and transparent of diverse perspectives. However, we must also acknowledge the potential harm that queer youth may face when their right to self-identification and disclosure (or non-disclosure) is taken away, which can lead to discrimination, coercive control, and violence. Therefore, it is crucial to prioritize the needs of young 2SLGBTQ+ individuals who have more to lose in this political game.

Recognizing the significance of preserving the welfare and rights of children, the newly revised Child and Youth Well-Being Act in New Brunswick is commendable progress. However, amidst ensuring the protection of children from harm within the education system, we must prioritize their right to privacy and uphold confidentiality.

Supporting these students is essential for creating a safe environment, and providing age-appropriate education can help reduce stigma and discrimination. Recognizing and affirming individuals’ self-identified pronouns can foster inclusivity and reduce discrimination. Pronoun education requires ongoing effort from all stakeholders, including students, parents, educators, and community organizations. Educating teachers, administrators, and students about gender diversity and using correct pronouns is vital for creating a more accepting and supportive educational environment.

It is essential to approach the challenges surrounding gender identity and pronouns in public schools with compassion and collaboration. Legislation and policies must be clear, appropriate, and guided by constructive dialogue that meaningfully involves all stakeholders. Professionals such as social workers and psychologists must provide unwavering affirmative support and promote social inclusion.

We must combat negative stereotypes and discrimination against marginalized groups, including the 2SLGBTQ+ community. Categorizing trans youth, drag performers or lesbians and gays as deviants reinforces harmful beliefs. Education, awareness, and empathy are needed to promote respect for everyone’s dignity, regardless of gender identity or sexual orientation. Creating inclusive environments for 2SLGBTQ+ individuals in New Brunswick’s rural areas is crucial to fostering a sense of belonging and acceptance.

Being a graduate of Bathurst High School in the early 2000s and belonging to the 2SLGBTQ+ community, I understand the importance of teachers in creating a safe and accepting environment for queer students. Sadly, many of my queer friends were expelled from their homes, and most of us were subjected to bullying and violence. However, some of our educators were advocates, role models, and trusted allies who showed us respect and understanding. The positive relationships between these teachers and queer students provided a safe space for guidance and support. Nonetheless, the proposed changes to policy 713 could jeopardize the trust and supportive connections teachers have built with their queer students for years.

Teachers cannot rid the storm clouds of queer-based discrimination and intolerance alone. An inclusive curriculum and addressing bullying are also essential. Ongoing professional development and training are necessary to equip teachers with the tools to support queer students effectively. Teachers and staff can positively impact the lives of 2SLGBTQ+ students by promoting inclusivity, educating the student body, and addressing discrimination. Only then can a positive learning and working environment exist.

Politicians often use social issues, like 2SLGBTQ+ rights, as a distraction technique to divert attention from pressing policy matters. This tactic can harm societal progress, perpetuate division, and hinder constructive dialogue. To combat this, citizens must stay vigilant and advocate for evidence-based policies while holding elected officials accountable.

The Education Minister’s actions seem out of step with progressive education. As members of the queer community gear up to celebrate pride, it is disheartening to see that our provincial government disregards and mistreats some school-aged children, who are among the most marginalized in our community, with impunity. By prioritizing substantive policy discussions and valuing the rights and well-being of all individuals, we can work towards a more inclusive and equitable future. There is hope for better days for all the students and families affected by Minister Hogan’s storm cloud. The forecast is calling for rainbows.

Charles Furlotte, MSW, RSW (he/him/his), is an Assistant Professor in the School of Social Work at St. Thomas University.