UK: Headmistress of Elite Girls' School: Some Students Claim to Be Trans to Cause 'Turbulence at School'

The former headmistress of an elite all-girls school in London has gone on the record to admit what we all know. Transgenderism is mostly a fad, especially among the young kids who are always looking for something to rebel against.

The Daily Mail had the story.

Schools are facing a ‘transtrender problem’ with pupils identifying as transgender to be cool and rebellious, a former top headmistress said yesterday.

Clarissa Farr claimed that it has become trendy for some girls to say they are trans or ‘non-binary’.

She said while some pupils had genuine concerns about gender identity, staff believed others were trying to cause ‘turbulence’ in school.

The former head of the private St Paul’s Girls’ School in London suggested a bandwagon was causing students with no real gender issues to come forward claiming they are trans.

Transtrender is a term used for people who claim to be trans but never go through any altering surgeries or hormone treatments to proceed toward transition. Instead, they just demand the public call them by a pronoun that doesn't match their secondary sex characteristics.

Farr, the headmistress, admitted to the Daily Mail that the faculty knows what's going on. "‘It’s what we, I’m afraid, in the staff room at the end of a long day called the “transtrender problem” where you’ve got these individuals adhering to the issue because they’d adhere to anything that was a bit radical and might cause a little bit of turbulence in the school."

We all know kids like that, don't we? Back in my day, it was the punk rockers; then after them, it was the goth kids. Contrary to the claim by the far-left transgender crowd, transtrenders do exist and they outnumber kids who actually suffer from gender dysphoria. How many there are is unknown, but consider that the Gender Identity Clinic in the UK has seen a 400 percent increase in children referred for service. This is not a natural situation.

Instead of giving these kids access to whatever bathrooms or locker rooms they want while taking away privacy from the opposite sex, we should all start treating them exactly the way we do other rebellious kids. Detention and suspension. National policy needs to shift toward sex segregation through compulsory school age. After that, when they're 18 they can do whatever nonsense they want and yap endlessly about pronouns. But at this point, it's all a giant distraction that should not be allowed to go on in a school setting. Today's rebels are no different than yesterday's and they should all be in detention together.

If you don't believe that the kids are up to no good, peruse YouTube for a while under the topic "I was a transtrender." You'll find hundreds of video confessions just like this one. And just imagine how many more are out there too scared to admit they did it for the attention, or to shock the squares. Why do the adults in the room keep allowing it to happen?

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Can Independent Christian Study Centers Restore the Soul of Higher Education?

In The Soul of the American University published in 1994, the historian George Marsden gave a powerful account of how once-great pillars and trend-setters of American higher education have abandoned even a residual commitment to the Christian foundations on which they were founded.

The cultural, political, social and economic upheavals of the 20th century moved American higher education to try and recover its “soul,” hoping to support liberal democratic ideals and resist the totalitarian movements that tore the world apart from WWI on.

This search did not, however, lead educators back to the religious foundations of their institutions but to naturalism, liberal pragmatism, and postmodern relativism. The search for this “soul” led leaders in higher education to reject the very existence of what they were looking for. The result was the marginalization and, in many cases, elimination of religious perspectives from the university.

C.S. Lewis wrote that “[t]he task of the modern educator is not to cut down jungles but to irrigate deserts.” A university without a “soul”—and without the willingness to even ask what a soul is—fails to do either.

In the 25 years since the publication of Marsden’s book, the situation has become considerably worse in much of the academy. Religious perspectives, and especially the theologically orthodox, are not just marginalized through neglect, but berated as hateful micro-aggressions whose relegation to the “dustbin of history” is long overdue. As a result, the soul of secular higher education in the Western world is largely a void, manifested in the nihilism of many students and their painful struggles with addiction, depression, anxiety, and confusion.

To be sure, laying all the blame on universities is short-sighted; many churches bear some responsibility for this degeneration. Persistent strains of anti-intellectualism permeate throughout Christianity and have left generations of the faithful suspicious of the life of the mind. This disposition has pushed many young adults away from Church, and many congregations are ill-equipped to recognize or minister to the needs of college students. In the often-overwhelming experience of higher education, there is a great need for a kind of intellectual discipleship, but few places to turn.

Amid the chaos, several organizations have attempted to fill the void. Ministries such as Campus Crusade for Christ (Cru), Intervarsity Christian Fellowship, and the Fellowship of Christian Athletes have long served as refuges from the emptiness of University culture. Initially, these groups could enjoy official recognition and be allowed to reserve campus space, advertise their meetings, and recruit student leaders and faculty participants.

But in recent decades, that access to campus has diminished, and Christian organizations find themselves competing for fewer students with diminished resources and access while ministering to a culture increasingly hostile to their purposes. Duke University’s Young Life chapter, for example, recently lost official school recognition as a consequence of excluding actively gay students from leadership positions.

One could argue that a failure to remain independent of university bureaucracy made such problems inevitable. Outreach to the students on the university’s terms often allowed for a more amicable relationship between ministries and the university, and critical barriers to student access were removed. But such collaboration does not come without a price; ministry on the university’s terms was bound to become more problematic with academia’s increasing secularization. The mission of the universities and the goals of these Christian organizations have been diverging for decades.

Local pastors, faculty, and others, though, have begun to pursue innovative ways to re-insert a Christian presence back into the life of universities while remaining independent of higher education’s bureaucracy. They have, instead, begun to participate in a rapidly growing movement of Christian Study Centers.

Christian study centers, in most contemporary iterations, are independent non-profit organizations established near major secular universities in order to minister to the intellectual and spiritual needs of Christians and those on campus interested in exploring the faith. Their focus tends to be one of discipleship and lay education, with an emphasis on the Christian intellectual tradition that distinguishes them from more well-known campus ministries. Ideally, they own a space (such as a house or larger office space) where Christians can gather for intellectual conversations, lectures, and study.

Many also provide opportunities to connect students to local churches, mission trips, and service experiences. Some study centers also provide off-campus housing for Christian students, as well as internships and scholarship opportunities.

No two study centers are exactly alike and are not governed by any central denominational or administrative structure. Instead, they collaborate and share ideas through the Consortium of Christian Study Centers and look for ways to orient their ministry to the unique needs of their campus community.

The first Christian study center I had ever heard of was Anselm House, which has served the University of Minnesota (under different names) since 1974. Their mission statement is paradigmatic of the Christian study center movement:

“The mission of Anselm House is to help University of Minnesota students and faculty—and the surrounding Twin Cities community—connect the dots of study, life, faith, and relationships to each other. We want to see the world and approach our lives as God created them to be: whole.”

Anselm House has a Fellows program, welcomes high-profile speakers from across the disciplines, hosts study sessions, group discussions, and more while engaging 3,000 students, faculty, and community members annually.

By maintaining property, administration, and funding separate from the university, groups such as Anslem House can remain apart from the politics of public higher education while providing much-needed discipleship to students. Rather than seeing themselves as adversarial to the university, Christian study centers regularly demonstrate how valuable the Christian faith can be to campus and community life.

The number of study centers has increased substantially over the last couple decades and now spans the country. The North Carolina Study Center, for example, serves the campus of UNC-Chapel Hill and hosts the annual Wilberforce Conference while also holding seminars, providing fellowship opportunities, and organizing mentoring groups. Yale’s Rivendell Institute hosts lecture series’ and student retreats emphasizing spiritual formation. Hill House serves the enormous campus of the University of Texas-Austin and records a podcast while hosting Bible studies and movie nights for discussing the intersection of Christian faith and popular culture. Chesterton House, ministering to Cornell University, provides student housing and even offers for-credit courses in Biblical and ministry-related subjects through an agreement with Gordon College, a non-denominational Christian school in Massachusetts.

As many student-affairs professionals and faculty have observed, today’s students often struggle with the “why” of their educational experience. Acquiring skills and knowledge to succeed professionally reduces individuals to little more than future employees, consumers, and donors without ever integrating the larger whole of which their education is a part. Students leave college under-developed and, at times, malformed, because so little of them has been cultivated. At the same time, churches often struggle to minister to young adults and seldom possess the personnel and the resources needed for the intellectual discipleship these students and others desperately need. It is encouraging to know the movement of Christian study centers has risen to meet this need and is poised for significant growth in the years to come.

Still, these centers cannot, on their own, restore the soul of the universities. The decline of church attendance and religiosity in America shows little sign of slowing down, and higher education has tended to double down on its hostility to religion generally. But this is no time for despair or retreat. Any faculty member who has taken the time to get to know their students has seen the deep spiritual and moral struggle they go through on a daily basis. They are desperate for hope, for meaning, truth, and the Gospel. Christian study centers are uniquely called and equipped to meet this pressing need.

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British students told to take 'consent courses' before enrolling for degree

Universities are making students undergo "consent courses" before enrolling for degrees, a report representing Britain's vice-chancellors has found.

Universities UK (UUK), the representative organisation for educational institutions, on Wednesday published a report on harassment and hate crime on campuses.

The report, entitled Changing the Culture, assesses the progress that universities have made since a taskforce was set up in 2016 to look at the scale of harassment and hate crime across higher education.

After surveying almost 100 universities, researchers found that 81% have updated their discipline procedures, with 53% introducing or making additions to the student code of conduct.

A further 81% improved support for reporting students and 67% improved support for responding students and 78% provided students with clear information on how to report an incident.

It concluded that institutions have given priority to dealing with sexual misconduct and gender-based violence, with less attention given to race-related incidents and harassment.

However the report also gave examples of various university initiatives to raise awareness of expected behaviour offline and online - as well as sanctions if these standards are breached.

These included: developing “pre-arrival online consent courses and ensuring it is a condition of registration” as well as other measures such as “broadening the existing ‘consent quiz’ to include the inclusivity quiz as part of the registration process”.

The Telegraph understands that “a small number” of universities now require prospective students to take the online consent course before enrolling, and that if they fail to do so, their university application is void.

The School of Oriental and African Studies (SOAS) is among the institutions which require students to take place in group workshops during enrolment week.

A spokesperson for SOAS University of London said: "The workshops address many important issues, including consent, sexual and gendered violence, as well as other forms of harassment, violence and abuse.

“They’re delivered by trained facilitators during enrolment week and, while mandatory, students are able to access support from our Student Advice and Wellbeing Team and opt instead for survivor-led workshops. So they’ve become a highly valued addition to enrolment, positively received by students - and are a strong example of an important student-led national campaign."

The University of Oxford is another institution to introduce mandatory sexual consent workshops.

In response to the report, Chris Skidmore, the Universities Minister, warned university chiefs that there must be a "zero-tolerance culture" to all types of harassment and hate crime.

He added: "Any form of harassment, violence or hate crime is abhorrent and unacceptable anywhere in society, and this includes our world-leading universities, which should be safe and inclusive environments.

"The impact of these offences can be devastating on victims, and while this report shows the progress which has been made, it also highlights the sad truth that there is much further to go to combat the culture of harassment, support those affected and take serious action where needed.

"I am struck by the report's finding that not all senior leaders are taking strong ownership of the issue, which is simply not good enough.”

Nicola Dandridge, chief executive of the Office for Students,  the independent regulator for higher education in England, added: “All students should be able to thrive in higher education without fear of harassment, assault or discrimination.

“The findings from UUK show progress is being made by universities to develop systems and policies to address these issues, but more must be done. These improvements need to be taking place across all universities.”

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