Schools to Remain Neutral, Bully-Free Learning Environments
by Sondra Wilson. Version 2.0 – August 21, 2025

While significant medical interventions would be restricted until age 16 under my administration, and only permitted under strict medical standards, young people are not left unsupported. Every child deserves protection from harm and access to thoughtful, non-coercive support.

This includes:

1.) Neutral environments that reduce harm by not steering identity—spaces where youth are free to be themselves, without influence from adults, peers, or the institutional environment. Public schools should focus on education and life skills, not become arenas for ideological, religious, or political influence. Just as schools avoid promoting religious doctrine, they should also avoid spotlighting identity in ways that could pressure or sway students.

2.) Counseling and anti-bullying protocols that prioritize solution-oriented, long-term harm reduction.

Counseling and Bullying Response

Students who naturally express gender diversity may be referred to a counselor for neutral guidance. Objectively, a counselor ought determine:

• (1) If the student has a safe home environment,

• (2) If they are being bullied at school, and

• (3) If they are being abused at home.

If the student is safe at home and not being abused, parents should be compassionately informed that their child appears to be naturally expressing gender-diverse behavior, and reminded of the school and state’s commitment to non-influential neutrality. Referrals to organizations like PFLAG may be advised.

If bullying is occurring, the counselor should identify responsible student(s). Those who bully must also be referred to the counselor, who should determine:

• (1) If the bully has a safe home environment, and

• (2) If they are being abused at home.

If the bully is safe at home, parents should be alerted compassionately and informed that the school advises counseling. If parents object or reinforce bullying behavior, they must be given a choice:

• (1) The student continues counseling, or

• (2) “Two strikes, they’re out” (expulsion).

Most parents will choose counseling. Students who bully should be encouraged to understand the impact of their actions, make sincere amends, and—if bullying persists—face disciplinary measures.

Education can be framed as: “Here in America, veterans fought and died so that all people would have safety and rights. We need to honor their sacrifices by keeping that spirit alive, remembering that America is a nation of freedom.” Bullies should be encouraged to apologize when they are sincerely ready, not prematurely forced. Positive reinforcement from both counselor and parents should highlight when a student chooses to apologize and change—this is how we turn bullies into protectors.

History and Ideological Framing

History should be taught as a lens for understanding—and yes, some ideological framing is appropriate. Students should graduate with a strong appreciation for civil rights and an understanding that all people are deserving of respect, opportunity, and merit-based advancement within their capabilities.

As Albert Einstein said: “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Education should uplift, not confuse, coerce, or unfairly advantage some over others without regard for their diverse backgrounds.

Student Organizations and Peer Influence

Influence in schools does not only come from adults. Peer dynamics—cliques, “in-crowd/out-crowd” pressures, and ideological groupthink—can be just as powerful.

Student organizations should center on mentorship, skill-building, and community—not identity politics or religious doctrine. Religion and culture can and should be studied objectively, including how religious institutions have historically contributed to civil rights violations. This is precisely why we live in a secular society: one shaped by centuries of religious conflict.

If GSA clubs are allowed, conservative religious clubs must also be allowed. The real question is: do these clubs help students grow, or distract from what matters most? In today’s climate of culture wars, it may be time to sharpen the purpose of school organizations. Clubs should prioritize learning, creativity, service, sports, outdoors, tutoring, and mentorship—while enforcing strong anti-bullying and harassment provisions across the board.

My administration would seek input from educators, faculty, and staff to determine whether reframing student organizations is necessary. If so, policies must ensure inclusion and prevent bigotry. The Constitution’s Preamble commits us to “promote the general welfare and mutual defense” of one another. Too often, people cling to the First Amendment while ignoring this foundational obligation. Courts have rarely addressed this—but my administration would, ensuring more constitutionally sound rulings.

Book Bans —Some Books Are Inappropriate, but Blanket Bans are Not Okay

I strongly support including literature that amplifies underrepresented voices and cultures. But discretion matters. Some books contain graphic sexual content or ideological messaging that is not developmentally appropriate.

Here is one example of a book that does not belong in schools:

Blanket bans are harmful, but so is the idea that “zero bans” is the only ethical stance. What we need is thoughtful curation—not censorship, not saturation. Decisions must be made book by book, with age-appropriate guidance. It is entirely reasonable to say: “You’ll study that in [class] at [grade level].” Adults—not children—must guide these choices. Sexual content has no place in middle school materials.

Policy Goals

This policy recognizes that children often seek attention, validation, and belonging—and that well-meaning adults can inadvertently reinforce identity exploration in ways that feel affirming but may confuse or sway.

Public environments, especially schools, must avoid turning identity into a social currency or political centerpiece. Support should never be performative, ideological, or adult-driven. It must be grounded in constitutional safeguards, developmental science, and emotional neutrality—ensuring every child’s path is shaped by autonomy, not external influence.

My Administration will Listen to Educators to Build Upon this Policy

The input of faculty and staff will be invaluable in setting standards. Under the current administration, they have been silenced. Under my administration, we will seek their input and guidance—because those closest to the situation must help shape the solution. With invaluable input from educators from across the state, my administration will build upon this policy to the best of our ability.

The Bottom Line

My goal is to protect youth from being swayed—whether by adult agendas, peer dynamics, or institutional messaging. Support must be rooted in observation, not influence.

Schools should be places of learning, not ideological battlegrounds. Every student deserves the freedom to develop their identity organically—without being singled out, elevated, or nudged toward a particular worldview. Education should empower students to think critically, build character, and discover who they are through experience and reflection—not external pressure or politicized environments.

As Governor, I will safeguard our schools as spaces of learning, not arenas of division—protecting students from bullying, shielding them from coercion, and grounding policy in the Constitution, developmental science, and respect for every child’s right to grow freely.