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Parents and students at Peninsula board meeting press for clearer harassment procedures and inclusive curriculum
Summary
Public commenters at the March 18 board meeting urged the district to strengthen harassment reporting and accountability and defended instruction about gender identity; one parent alleged procedural failures in a harassment investigation involving a teacher.
Several community members used the March 18 Peninsula School District board meeting public-comment period to press the district on harassment reporting procedures, transparency and curriculum content.
Matthew Williams, a Gig Harbor resident and parent, asked the board to review district policies to ensure protections for “students of all races, creeds, religions, sexual orientation and gender identity and expression,” saying policies should include “clear punishments when schools fail to meet these standards.” Williams said he wants district policies aligned with the district strategic plan’s goals for a safe, equitable and inclusive learning environment.
Josh Johnson, a parent of three district students, alleged the district mishandled a harassment and bullying incident involving his son. Johnson said staff did not file a required formal report after he reported harassment, that school administrators placed his son and the alleged aggressor in the same room, and that his attempts to escalate the matter encountered delays and refusal to accept formal complaints. Johnson said the district’s handling “avoided accountability,” referenced state law requirements (he described a required “formal” reporting form) and said he had been unable to secure a meeting with Superintendent Barr. Johnson asked the board to restore transparency and ensure staff follow prescribed complaint procedures. The transcript records Johnson’s remarks as public comment; the district did not give a board response on the record at the meeting.
Camry Clawson, a junior at Peninsula High School, spoke in favor of including instruction about gender identity in middle-school health curricula. Clawson said parents reviewing middle-school materials found slides with questions such as “How does someone know their gender identity?” and argued that teaching these topics fosters empathy and helps students respect classmates with different identities.
The board did not take immediate action during the meeting; public comment speakers were directed to follow up by email and the board clerk noted the option to file formal complaints per district processes.
