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There has been a recent shift in attitudes in the Connecticut legislature. It crept in like a dreary fog in the guise of safety. The State wants to be the parent, because some parents cannot parent. Therefore the government bureaucracy must be the parent to all children. Everyone is equal. All families are in need of the State to train them how to parent, whether the family wants it, or needs it, the State will decide. From vaccines to psychiatric services, the State knows best. The school will now be a place for children’s health. In 2022 legislative session the State of Connecticut passed a school based mental health bill into law.
There is more legislation this session that is revolved around Social Emotional Learning, and Restoratives Practices. The “School Climate Bill”. Schools are being redesigned into something that no longer resembles a place of learning. Schools are becoming health centers for children.
AN ACT CONCERNING IMPLEMENTATION OF THE CONNECTICUT SCHOOL CLIMATE POLICY.
The bill replaces the definition of “school climate” in current law with a new definition. Under the bill, “school climate” means the quality and character of the school life, with a particular focus on the quality of the relationships within the “school community,” defined as (1) people, groups, businesses, public institutions, and nonprofit organizations invested in the school system’s welfare and vitality; (2) students and their parents or guardians; (3) board of education members; and (4) school volunteers and employees.”
Highlights of the School Climate Bill
This is a tall order for public schools. Are schools now the epicenter of a child’s life? What is Social Emotional Learning and Restorative Practices? According to Wikipedia, SEL goes back to 1960 and Yale University, Comer School Development Program. I checked the Wikipedia reference. Interestingly, the link was broken. When I looked up the Comer School Development Program at Yale School of Medicine, it states,
“The Comer Process is not a project or add-on, but rather an operating system—a way of managing, organizing, coordinating, and integrating programs and activities. Three teams—the School Planning and Management Team (SPMT), the Student and Staff Support Team (SSST), and the Parent Team—work together to create a Comprehensive School Plan (CSP); to design and conduct staff development aligned with the goals of the Comprehensive School Plan; and to assess and modify the plan as necessary using a wide range of student and school-level data to ensure that the school is continuously improving. The teams are guided by three principles: decision making by consensus, no-fault problem solving, and collaboration.”
The Comer Process was a stepping stone into this new form of Social Emotional Learning. SEL is now a public health approach to education that turns traditional academics and schools into a health centers that focus on feelings and health messages from the CDC and NIH. The CDC has a new initiative called the Whole School Whole Community Whole Child aka WSCC. This program aims to turn schools into medical centers offering a range of medical practices, psychiatric services, vaccines, and sexual health services.
Whole School Whole Child Whole Community
Clips from CDC's Whole School Whole Child Whole Community Initiative
The School Climate bill, not yet a law, and the recent children’s mental health bill that passed into law last year was written according to CDC policy. The language of the legislation is in lockstep WSCC initiatives.
Who decides what is healthy for your child? The school? Who decides what is equal and equitable? Why is the CDC now involved in education? Who are the bureaucrats within the CDC? The CDC is comprised of unelected people shaping laws and policy. These policies put the school at the center of a child’s life. The parent is now reduced to someone that must be educated on “health” and “nutrition” protocols dictated by the CDC. What if a parent is at odds with the Whole Child Whole Community policy?
Children will be trained in a process known as Restorative Justice aka “Restorative Practices”, developed in the justice system as a way to mediate and repair relationships between offenders and their victims, and offering a way forward.” Social emotional learning is exactly how it sounds. Learning via emotions with the use of restorative practices. Every one must participate, teachers, students, and ideally parents and the community at large. This is a brand spanking new social science being adopted globally. Supported by John Hopkins, the NIH, and the United Nations.
Restorative Practices makes everyone the same, and offenders are given an empathetic ear. The community is looked at as part of the problem. Taking responsibility from the offender, and placing it on the community and the victim. Offenders and victims are encouraged to meet and make amends. In schools it looks like this:
What if parents have no desire to participate in any of this? The public school is meant to serve the public, not the government. It seems everything has been flipped upside down. We as a society pay taxes to support the schools. If citizens are at odds with bureaucrats dictating policy what recourse is there? All of this is really an experiment on our children. Just like the uselessness of masking and vaccines for COVID we are encountering the same type of narrative. The “experts” know best, discourse is deemed as bigotry or right wing conspiracy theories. Even their own think tanks recognize that SEL is not proven to be a beneficial way to educate children and treat parents.
“The recent expansion in popular interest in SEL coexists with what might best be called a healthy skepticism about teaching social and emotional skills in schools. Despite considerable research suggesting that SEL is a vital component of academic achievement and later success in life, various stakeholders hold divergent and often incompatible views as to how or even whether SEL skills should be explicitly taught in schools. To further complicate matters, the existing evidence is somewhat conflicting: some studies find that interventions designed to teach and support SEL skills have positive effects, and others don’t; some students seem to benefit more than others.”
Ultimately, all roads lead to the 17 Sustainable Development Goals developed by the United Nations. The UN is a giant global public private-partnership. Its message is that real diversity, freedom and liberty are dangerous! Unfortunately this message resonates with the progressive policies of the super-majority controlling both houses in Connecticut.
“The definition of fascism is the marriage of corporation and state ”
― Benito Mussolini
By Jennifer Sparks aka J.Cherry
Independent Journalist
Jennifer Sparks aka J.Cherry is an independent journalist, radio host, and producer. On the airways she was known as J.Cherry where she produced a popular local radio show, VOICE of the CITY, airing on WESU 88.1FM. There she conducted in depth and candid interviews with artists, politicians, authors, activists, scientists, and community leaders. In 2020 Jennifer left WESU to pursue an independent podcast where she could freely talk about controversial subjects. A mother and wife before being a journalist, she felt compelled to break free and dig into medical freedom, government policy, parental rights, public health, corruption, and big pharma.
Over the years Jennifer has been published in local newspapers as a freelance writer. Frustrated with being censored and not being able to publish the stories she felt were important and under reported, she began her own blog.
Her work can be found at jcherrrypresents.com and on Substack https://jcherry152.substack.com/.
References and Links:
https://portal.ct.gov/SDE/WSCC/Whole-School-Whole-Community-Whole-Child
https://medicine.yale.edu/childstudy/services/community-and-schools-programs/comer/
https://www.cdc.gov/healthyschools/wscc/index.htm
https://www.cga.ct.gov/ph/BHPOC/
