In a recent board meeting, significant discussions emerged regarding the inclusion of gender identity in the anti-discrimination policy, particularly its implications for social transition in schools. The board was presented with a report from a four-year review on gender care conducted by NHS England, led by Dr. Hilary Cass. This review highlighted that social transition, while not occurring in clinical settings, is considered an active intervention that can alleviate distress in children experiencing gender dysphoria.

Proponents of social transition argue that it is essential for the well-being of these children. However, the review also referenced studies indicating that social transition may lead to a higher likelihood of persistent gender dysphoria. Notably, research suggests that between 75% to 90% of children experiencing gender dysphoria may outgrow these feelings during puberty without any intervention. This contrasts sharply with findings from a German study cited in the review, which reported that 94% of socially transitioned individuals pursued medical transition.

Concerns were raised about the influence of peer dynamics in middle school, where social acceptance can encourage children to adopt a trans identity, potentially leading to life-altering decisions. The review pointed out that clinicians currently lack the ability to predict which patients will continue to experience gender dysphoria long-term, with increasing reports of regret among those who have undergone irreversible medical procedures.

The board was urged to reconsider its policies on social transition, as critics argue that current practices may inadvertently guide vulnerable youth toward lifelong medicalization, with significant potential for harm. The meeting also included a personal appeal from a parent, Ashley Forsten, who requested that her daughter be allowed to remain at her base school, Riverbend Elementary, after her transfer request was denied.