Governor Dayton’s Safe and Supportive Minnesota Schools Prevention of Bullying Task Force Report is the guide to understanding the meaning of the carefully crafted words in the Safe and Supportive Minnesota Schools Act (HF 826). This report includes language that opens the door to emotionally damaging, sexually explicit curriculum for all school-age children regarding human sexuality.
The Governor’s Prevention of Bullying Task Force Report reveals that their anti-bullying strategies include changing the “values, attitudes, and behaviors” of children by teaching them “the nature of human sexuality.” (Page 1_8)
Promoting and normalizing sexually diverse behaviors and lifestyles is also the primary focus of bullying prevention and safe schools programs such as, AMAZE, Respect for All, and Welcoming Schools.
When it comes to human sexuality, “inclusive” means normalizing anal sex and presenting it as equivalent to vaginal intercourse. It is not possible to “normalize” all types of sexual behavior without misleading children to think they are equally safe. This is an extreme health risk to any student who is led to experiment with this high-risk behavior.
The emphasis on comprehensive, inclusive sexuality education for bullying prevention in both the AnokaHennepin Anti-Bullying/Anti-Harassment Task Force Report and Governor Dayton’s Prevention of School Bullying Task Force Report shows the legislative intent to· include sexually explicit, controversial lessons for school-age children, beginning in preschool-all under the banner of inclusive curriculum.
Modern neuroscience research reveals how sexual images can alter a person’s brain formation. Dr. Victor Cline, considered to be the world’s foremost expert on sex addiction, says that sexually graphic images viewed by a child will be imprinted on their “hard drive” leaving a child confused, changed, and damaged. The result is sexual acting out and sexual harassment due to the modeling-effect or imitative-learning effect.1
Legislators concerned about protecting children must bring 21st century established scientific research into public policy decisions regarding anti-bullying legislation, lest they risk bringing life-damaging harm to the children they seek to protect.