Holocaust Trains & Siren Songs: the 'Trans' Child

We are lining our children up for certain death

I don’t know if children have ever been the battle ground for power in the way we see today. That they are being weaponised is for certain. That there is enough awareness and social will to end it? Time will tell.

In the past few weeks I have had more reports of children being ‘transed’ by their parents and the school ‘going along with it’. Thus far there has been rightful focus against the activism of schools and teachers to radicalise children into gender ideology against parent wishes. This comes in the form of the notorious LGBT Youth Scotland programs (as written about by

Malcolm Richard Clark

here ), TIE (Time for Inclusive Education Program written about by

Scottish Union for Education

here) and the capture of the teaching unions such as EIS (written about by me here). However there very little attention to the insidious placement of ‘trans children’ by radicalised parents into schools and the schools response.

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This of course is a curious thing in light of the Sandie Peggie case wherein we see competing rights in the faces of Dr. Beth Upton and Sandie Peggie herself. The insanity of that case is pretty bonkers and yet it is being stretched out over months. In the face of that however, we must consider that Sandie is an adult (as is Upton, though behaving like a petulant child it must be noted…).

As Parents and Supporters Coordinator for

Scottish Union for Education

we have provided a letter ‘protecting’ children from gender ideology for them to supply to their schools.

This was written with the help of a KC by one of the parents associated with the SUE parent groups.

But here’s the thing. With the best will in the world a CHILD is not going to go against his/her peers and certainly not his/her teacher if everyone else is using opposite sex pronouns for a child. And so social transition happens regardless. And the Cass Report gives very good indications of where that goes. Social transition is not a neutral act. A child who is socially transitioned will go onto a medical pathway.

And what of the impact on the non-transitioned children made complicit in a lie? In 2022 The Scottish Daily express reported the distress faced by a child on hearing her nursery friend had ‘changed gender’ from boy to girl.

Or of the 4 year old boy who was permitted to join a Church of England school ‘as a girl’ as reported in the Telegraph last year and whose true sex was hidden from his classmates and parents. One parent reported the trauma her 7 year old daughter experienced on recognising the truth after having befriended the child and thinking he was a girl.

The parent said her daughter started behaving strangely last term, including by refusing to talk or listen to the radio on the way home, hiding under the table, and suffering from stress-induced insomnia and constipation.

She said that after repeatedly asking her child if something was wrong, her child told her earlier this month that she knew “the secret” that her classmate was really a boy.

The mother said her daughter was “distraught” that her friend had “lied” to her and that she had been “holding hands with a boy”.

I fear this is a much more common experience than imagined. Reading the case of the boy above, I cannot help but think there is something more going on in his life that is not being addressed. Rather the ‘plaster’ of gender identity is covering the problem and allowing it to metastasise.

Even if you are a parent who is ‘on it’ - the whole venture is complicated by the ‘rights’ agenda children are being fed at schools. The United Nations Rights Respecting school program is in 75% of Scottish schools. It is a self centred project which breeds narcissism as children are bred not to see themselves as part of a ‘whole system’ but as individual units competing for rights. There is no responsibility or duty in this system. (Melanie Phillips speaks cogently on this in the latest

Andrew Gold

podcast) In the aftermath of the competition between groups you don’t have rights but demands. We see that playing out in the Sandie Peggie case most explicitly.

“…actually Universal human rights creates groups that fight each other for power and creates individualism which is basically self-centered and inimical to community and communal bonds… it sounds nice ‘Universal Human Rights’ -people when they hear this they say ‘oh so she's against rights so she's basically a kind of totalitarian fascist’ …you know this is so stupid because what we think of as rights is incoherent unless it's within the context of duties. If I claim a ‘right’ who am I claiming it from? The state? …

A civilized society is based on fundamentally duty and personal responsibility and once you have that structure which gives you a responsibility for creating the circumstances in which other people flourish then you have what we have now thought of as rights but if you detach that from duty then you don't give have rights you have demands…then you have the whole unraveling in a society that basically falls apart because it is run on the basis of individual demands…struggles for power between groups and an erosion of communal bonds and social solidarity” -Melanie Phillips

Which is precisely where we are, and where it will continue to go if we persist in fertilising this system.

And it’s not just on the subject of identity - this rights, responsibilities and duties thing. What do we actually expect of children? And what do we as adults see as our own moral and social duty to them?

I often speak to parents who bemoan the fact that so little is expected of their children in their schooling in practical terms. Just last week I was speaking to some parents about the poor quality of work that passes for ‘acceptable’ in their children’s schools. These are educated and engaged parents in ‘good’ school districts who want their children to be challenged. I can see it in my own child who had a report to do recently and had no will to spend time on it as he knows (as do I) that his ‘mark’ will be merely related to completion - not on the quality of the work presented. He literally could spend two minutes on his ‘report’ scribbling a few (illiterate) words on a sheet and be ‘on track’. (I have never heard of a child being ‘off track’ so it’s unclear what that might look like especially given the mad circumstances surrounding many of our Scottish children’s lives, not least only 59% of children in poor areas being able to read properly after 12 years of school….)

And then we have this madness. For my child’s upcoming residential trip Glasgow City Council tells me he-at 12- can ‘consent’ to medical treatment.

It’s not just that children are bred to see themselves as individual agents by this program, but that they are told they have adult capacity to understand medical treatments and….???

When I first received this form I was shocked. My child certainly does not have capacity to understand ‘medical treatments’. I would expect if (God forbid) something was to happen on his school residential trip the adult in charge would - ‘adult’ - and take the lead in ensuring he was safe and cared for.

It also begs the question on the legality of such a statement. As I understand it, other than exceptional circumstances where Gillick competency or the Fraser guidelines apply (related to contraception) the age of legal consent to medical treatment is 16. (see Section 47 of the Adults with Incapacity (Scotland) Act 2000). Even in the case of Gillick and Fraser the child must be assessed for the ruling to be applied. Signing a form does not cut it. Yet this is Glasgow City Council policy. And let’s be honest, most if not all children will defer to the adult present in the instance of medical need. And if there is going to be an adult they defer to- it should be me.

And what happens when we give children a false sense of their own powers? We leave them open to abuse. Just last week another trial is being reported of a LGBTQ+ activist Stephen Ireland who plotted to kidnap and sexually assault school children. Stephen worked in schools.

“Jurors were told the pair discussed targeting children outside school gates while pretending to be a talent coach or music manager, as well as how to avoid CCTV cameras.”

But schools and councils are ignoring that childhood even exists. We see this in the UNCRC, we see this in the highly sexualised RSHP program based on a model of overshare (with adults with whom they only have a passing relationship) and ‘sexual rights’. The schools can parrot the illusion of ‘choice’ and ‘consent’ within the schools walls but it’s all a lie. Because children will most time defer to the adults present. And in the case of pronoun use gender ideology will become the de-facto religion in the classroom unless the adults do their duty and reinforce the boundaries.

And they must because the causalities are already too big, too vast, too devastating for our children. This is the largest most insidious child abuse scandal in all history, because it’s in plain sight. What happens years hence when the broken adults, with broken bodies, shattered psychologies and shortened lifespans look back and say ‘why didn’t you help me I was a child’? We can ruminate on what happened during Nazi Germany with the ‘good Germans’ who watched their neighbours herded into trains for death and continued on regardless with nary a pip and see how easy it is to ignore gross injustice.

And for those caught in the trap of the gender madness I can also consider the Greek mythology of the Sirens Song wherein their haunting melodies lured unwary mariners to their deaths. Lying will never work out well. Children need boundaries and they need adults to provide them. We need to remember we are not lone agents and individual bits but all parts of a large system, that we must understand our duty and obligation to. It is not easy to resists being drawn in by these things, for the illusion or the comfort. But we must. Our children depend on us whether we recognise it or not.

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Scottish Union for Education – Newsletter No38