Thread by @insomnochick

Parents: when your schools tell you they're gonna teach x or y because it is an 'inertial part' of achieving some worthy goal in your child's education, ask them "How do you know?" Demand quantitative research, and think it through; does it pass the smell test?1/

Does identifying "identities" and their intersections on a hierarchy of power or powerlessness seem like it leads to feeling safe and secure? Does reflecting on negative emotions and pushing kids to have difficult conversations about things they cannot change build resilience?2/

Make your schools start with their stated GOAL (make sure you think those are worthy btw, don't just accept them as 'good' b/c school chose them), and think to yourself: is this how I'd go about it with my kid? Would this work for ME? If my boss did this to me, would it be OK?3/

Never forget *you* are the parents, not the teachers. You don't know these people. They should not be poking around in your kids' psyches, period. It is literally not their job to teach "social emotional" skills, that's YOUR job. It's their job to set expectations and 4/

Hold kids (and parents) accountable to meet them. If they can't, or won't, deal with those issues as they arrive, outside the view of the other kids, but stick to core skills, and subject matter. They are trying to replace you, make no mistake.5/

If they claim they can't teach until they do all this SEL crap, or your kid can't learn unless he or she is perfectly "comfortable" in the classroom by THEIR definition of "comfort," not yours, or your kids', they're lying 6/

Over 100 years of public schooling (flawed though it was) proves people in situations much more dire and stressful somehow managed to learn to read, write, do math, etc. without all this group therapy. 7/

Consider the possibility that people dialed into their emotions are more easy to manipulate, and that cults use this technique to reel in members, and keep them receptive to their simplistic, one-dimensional "solutions" and answers to complex problems. 8/

Consider also the possibility that schools are working on a totally different project than you are; you want your individual child's GOOD, they want to USE your child for their definition of "GOOD" works. Your kid is tool of their agenda, not their own. 9/

Ask more probing questions: how does this help my child learn to read; how does this help my child learn math; how does this make my child more eager to do both of those things? And no matter what they say, ask "HOW DO YOU KNOW?!"/END

*INTEGRAL (though I think inertial was a Freudian slip! LOL)