Search Results

Printable lists of inappropriate books, book rating systems, Student Access, etc Book Galleries and Lists Inappropriate Books Found in NC Schools The books seen on our site have been read and reviewed by our team and other groups working together nationally. These books are available in school media centers and libraries in North Carolina. The PEP Team partnered with Rated Books to show a growing group of books that have questionable content and graphics. These books are also often available in classroom libraries or as digital media. We believe: Parents have a right to know what is available to their children in the schools and through media. Many books are age inappropriate, promote harmful ideologies, include explicit sexual and violent content, and should not be available to children for group or independent reading in public school without parental knowledge and consent. Most books are developmentally inappropriate for elementary, middle schools or high school students. Rubrics and rating scales should be used choosing books for children. Rated Books provides a method for evaluating books using a rubric or rating scale similar to the movie industry. Parents and guardians will find it helpful when determining if a book is suitable for their child. School staff must evaluate books with a more detailed and rigorous rating tool when purchasing books and addressing book challenges. See below. Red flag systems and secluded books behind a librarian's desk will not be enough to keep inappropriate literature out of a child's hands. It will require media specialists or staff to become book police, wasting precious time and resources in management. Parent must take action. The mental health of our young is at stake. We can no longer trust that the adults in charge hold or promote values similar to yours. Check my Child's School BOOK GALLERIES Gender Ideology/LGBTQ+ Comprehensive Rating Scale PRINTABLE Search Lists 6/2025 Search List of Books Rated 3-5 PEP BY AUTHOR Book Search List Sexually Inappropriate Harmful to Minors Books 8/22/2024 6/2025 Search List Gender Ideologies/LGBTQ+ List 7/12/2025 PEP Pre K-5th Gender/LGBTQ+ Picture Books North Carolina Book Locations Check my Child's School If you do not see your child's school district, it may be in the works. We could use your assistance to complete the work. Join our team. Join our Team Evaluating Children's Books for Media Centers and Libraries School districts throughout our country struggle to find a tool that educators can use in decision making which books to purchase and when evaluating challenged books for their content and placement. While none is perfect, the policy and model used in Keller Independent School District, Texas is one of the best we have seen to date. Rating scales used in North Carolina should adhere to NC § 14-190.1. Obscene literature and exhibitions. It can be viewed here. View KISD documents here COMPREHENSIVE RATING SCALE Other Rating Scales Click on the ICON to view. Entertainment Software Rating Board OPT in or OPT out..Student Access to Ebooks and Audio Books Through Public Libraries Many school districts offer access to ebooks located within nearby public libraries. Some use app links to Sora, Libby, or Overdrive. Most participating schools in NC use a program called Student Access. We believe this was a practice that began during Covid shut down with the intention of providing reading material to all students. Many districts have continued the practice, along with a program called NCKids Digital, funded by the NC General Assembly. NC Cardinal is a program of the State Library of North Carolina, supported by grant funds from the Institute of Museum and Library Services under the provisions of the Federal Library Services and Technology Act. These apps and programs are available to students on the school issued devices. We are concerned that filters are not in place and may leave students vulnerable. We are also concerned that some of the books included would introduce gender identity and ideology to students before 4th grade. Parents need to thoroughly explore the practices and policies of their district regarding these apps. If you believe your child is at risk, don't hesitate to OPT OUT of these programs. There are other apps that we will discuss at a later date. Sample from Henderson County Sample from Iredell-Statesville Schools Check the books in North Carolina Schools through the Book Locations/Schools Page Don't see your school district? Join our team and be part of a volunteer network. Contact Us/ Join Our Team

The Pavement Education Project is a nonpartisan initiative to educate North Carolinians by informing, engaging, and mobilizing communities for positive change in education. NC school district listings of inappropriate or obscene books found in the library and through apps are on the website. Your Child. Your Faith. Your Rights. Learn more... Why is WCPSS Allowing Teachers to Use Books With Young Students That Confuse and Violate Executive Orders and the Parents Bill of Rights? "…As a nonbinary/trans teacher, the below standards aligned perfectly with the use of this book. This text allowed students to explore how they can artistically express the cultures around them, including the LGBTQ+ community…" Read more... Defining Sex, Protecting Minors, Providing Opt Outs for Content in Conflict With Your Religious Beliefs North Carolina House Bill 805, now SL 2025-84, entitled "Prevent Sexual Exploitation/Women and Minors," defines sex as male or female based on biology across state laws, prohibits taxpayer-funded gender-transition surgeries, puberty blockers, or cross-sex hormones for inmates, and restricts these procedures for minors, while extending the malpractice lawsuit window to 10 years for gender-transition procedures. It mandates age verification for online pornography and regulates school sleeping arrangements. The bill ensures parents can opt their children out of classroom materials or activities conflicting with religious beliefs, with schools required to provide advance notice and alternatives. It also makes school library catalogs publicly searchable, allows parental control over library checkouts. The statute preserves biological accuracy in public records by linking amended birth certificates to the original. Read the full statute HERE OPT OUT FORMS Supreme Court Ruling in Mahmoud v Taylor Upholding Parental Rights to Opt Out of Harmful Curriculum In Mahmoud v. Taylor, the Supreme Court backed parents in Montgomery County, Maryland, who opposed the school board’s policy of including LGBTQ+-inclusive books in elementary curricula without an opt-out for religious objections. The Court ruled the policy violated parents’ religious freedom and parental rights, overturning a prior decision. Click the PARENT RESOURCES for OPT OUT documents for you to use. Ending Radical Indoctrination in K-12 Schooling Executive Order 14190 Issued 2/3/2025 Executive Order 14190, titled "Ending Radical Indoctrination in K–12 Schooling," is an executive order signed by President Donald Trump on January 29, 2025. It aims to restrict federal funding for K–12 schools that implement curricula or policies related to "gender ideology" and "discriminatory equity ideology," a term defined within the order. The order also reinstates the 1776 Commission to promote "patriotic education". Read the complete document HERE. Examples of Violations Violations are centered on educational materials, curricula, and practices that are deemed to promote "discriminatory equity ideology" or "gender ideology". Specific actions and materials that could violate the order include: Facilitating social transition without parental consent: This includes a teacher or school counselor affirming a transgender minor's gender identity. Using preferred names and pronouns: Referring to a transgender or nonbinary student by their preferred name or pronouns, in instances where it would be interpreted as supporting "social transition" or "gender ideology". Granting access to segregated facilities: Allowing a student to use a bathroom, locker room, or sports team that differs from their sex assigned at birth. Teaching about systemic racism or implicit bias: School curricula that include concepts like "white privilege" or "unconscious bias" are considered anti-American and in violation of the order. Promoting DEI programs and frameworks: The order prohibits federally funded teacher training programs from including Diversity, Equity, and Inclusion (DEI) concepts. Distorting American history: Curricula that do not align with the "patriotic education" narrative promoted by the reinstated 1776 Commission could be seen as violations. Several NC districts have lost funding, access to grants, and funding freezes due to lack of compliance. Contact us if you feel your school in violation. Support HB 636: Promoting Wholesome Content for Students. SIGN THE PETITION. SIGN UP HERE Watch how explicit books adversely impacted Megan. Live in Wake County? Sign The Kite Runner Petition Edit

Opt Out Forms Following the Supreme Court decision in Mahmoud v. Taylor, parents can opt their child out of school lessons, activities, or materials related to LGBTQ+ and gender ideology if these conflict with their or their child’s faith. Download and edit our opt-out letter. Send a hard copy and an email to ensure delivery. Religious OPT OUT of LGBTQ+ Content Editable Document LGBTQ Opt Out Books Cited in the Supreme Court Case Advocates for Faith & Freedom, a California based law firm that focuses on parental rights and religious freedom for years, has created a customizable Opt-Out form for parents to use nationwide. Their document states Christian beliefs . Gender LGBTQ List (2) ELEMENTARY.docx Updated 11/2025 List of LGBTQ+ Books found in some school districts in NC. Check your webpage and search on the Follett site. HB 805/ SL 2025-84 ensures parents can opt their children out of classroom materials or activities conflicting with religious beliefs, with schools required to provide advance notice and alternatives assignments and/or materials. You may use our editable form to create a document for you to submit to your child's Principal and teacher. We encourage you to email the letter and ask for confirmation of receipt. Religious OPT OUT of Lessons and Materials Editable Document Opt Out Due to Religious Beliefs Sample of a passage that could be used to Opt Out of The Absolutely True Story of a Part Time Indian by Sherman Alexie As a parent/guardian, I am requesting that my child __________be excused from reading or engaging with the book The Absolutely True Diary of a Part-Time Indian by Sherman Alexie in the English Language Arts curriculum. This request is made in accordance with my sincerely held Christian beliefs, which guide our family’s values and decisions regarding educational materials. I have concerns about the content of this book, which includes profanity, sexual references, and depictions that may be culturally insensitive, particularly regarding Native American experiences. As Christians, we are called to uphold purity in thought and speech, as instructed in Philippians 4:8: “Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable— if anything is excellent or praiseworthy—think about such things.” The use of profane language and explicit content in the book conflicts with this biblical standard, which encourages us to focus on what is pure and edifying. Furthermore, as followers of Christ, we are called to treat all people with respect and love, as emphasized in Galatians 3:28: “There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.” The book’s portrayal of Native American experiences, while intended to provide perspective, may risk perpetuating stereotypes or insensitivity, which could hinder the biblical call to unity and respect for all cultures. HB 805/SL 2025-84 enables parents to manage school library checkouts and access a public catalog of library books. Use our book lists and reviews to determine age-appropriate content for your child. Supplementary Instructional (Library and Classroom) Opt Out Form Editable Book Lists Why is WCPSS Allowing Teachers to Expose Young Children to Confusing Content? Are ActivistTeachers Violating the Law? A records request showed a WCPSS teacher used What Are Your Words? by Katherine Locke with 2nd-graders in their Readers Theater lesson and afterschool presentation. Requests about the book’s use in other Wake schools remain unanswered. Why is Wake County delaying? Protect your child from confusing content—complete an Opt-Out form today. "…As a nonbinary/trans teacher, the below standards aligned perfectly with the use of this book. This text allowed students to explore how they can artistically express the cultures around them, including the LGBTQ+ community…" Click to view. Read the full lesson plan here. Ending Radical Indoctrination in K-12 Schooling Executive Order 14190 OPT OUT FORM Editable NC Parents' Bill of Rights

The SHOULDN'T READ LiST- Needs Parental Knowledge and Consent Read the Book Reports All Boys Aren't Blue by George Johnson Gender Queer by Maia Kobabe The Bluest Eye by Toni Morrison Tricks by Ellen Hopkins Looking for Alaska by John Green The Perks of Being a Wallflower by Stephen Chbosky Me and Earl and the Dying Girl by Jesse Andrews Crank by Ellen Hopkins Sold by Patricia McCormick Flamer by Mike Curato MISLEADING MESSAGE 1984 by George Orwell Interpretations of 1984 by George Orwell often overlook core themes of a dystopian society and totalitarian control. The novel serves as a warning against the erosion of truth. The Pavement Education Project supports the use of this book with mature students, late in high school. Here are some of the main themes: Totalitarianism and Oppression is depicted in a society under the iron grip of the Party, led by Big Brother, who exercises absolute control over every aspect of life. Surveillance and Loss of Privacy occurs through constant monitoring via telescreens, hidden microphones, and the Thought Police. The Party manipulates truth, rewrites history and controls information to maintain power as the book shows how truth can be distorted to serve political ends. Individualism is crushed by collective power. The Nature of Reality and Truth is altered by the ability of the Party to alter facts to challenge the existence of objective truth, leaving individuals powerless to resist. Psychological control is achieved through propaganda and mechanisms that manipulate emotions and thoughts to maintain loyalty to The Party and suppress dissent. Language is weaponized to restrict expression and ideas. Alienation and isolation is the norm because genuine relationships and trust are nearly impossible. The truth is that the no one in our movement is intent on "banning books." For the reasons stated above, 1984 is recommended reading for mature teens. However parents should be notified by letter and/or email regarding whenever sensitive content is considered for use. Parents expect educators to curate book collections to make them suitable for the students they serve. What is the real motive for introducing and promoting content that could harm children and teens? Why do numerous books introduce themes of pornography, violence, drug abuse, and excessive profanity, while also misrepresenting the definitions and distinctions between a man and a woman? Parents need to do their own research, consult rating organizations such as PavementEducationProject.org, RatedBooks.org, or PluggedIn.com before deciding if their child will participate in lessons with content if they have concerns. North Carolina School Library and Media Association Support Banned Books Week North Carolina Association Encourages Banned Book Week 2024 This is a copy of a letter that the North Carolina School Library Media Association. Read about the various ways media specialists can celebrate Banned Books Week with public school students. NCSLMA Members, Banned Books Week is this week, September 22-28! Please explore THIS INFOGRAPHIC for some ideas on how you can celebrate with your students. Banned Books Week was launched in 1982 in response to an uptick in book challenges faced by libraries, bookstores, and schools. No one could have ever imagined that number would continue to grow to the frightening level we have seen during the past few years. We celebrate this week every year to help our students and patrons understand the importance of tolerance, respect, representation, and diversity in the printed words that surround us. Celebrating our right to read looks different for different levels. We hope some of these resources help you find an appropriate way to celebrate with your students! Here are a few things to consider as you plan: Rather than focusing on book bans, celebrating lower elementary students’ right to read might look more like a celebration of variety in your library collection. What if one day is all about the books in your library that feature the word “blue” in the title? Maybe another day is all about schools as a setting? And maybe yet another day is all about books that feature a bear as the main character? Displays, signage, and props can make it a great week to show off the collection! Upper elementary students might benefit from displays that showcase the gender, cultural, and racial diversity in your collection. Let them see themselves featured in a colorful display of awesome books! Middle school is ready to broach the subject of book banning. A display of age-appropriate, frequently challenged books can spark wonderfully complex discourse. They’ve got good questions. Answer them. For obvious reasons, the highest number of challenges are aimed at young adult books. They are most likely to feature the themes, characters, and events that some parents, administrators, and school boards find uncomfortable. That is understandable, and it also makes high school the perfect place to let students take the lead with Banned Books Week. Let them research the challenges and the whys. Let them choose the best way to showcase the books. Let them talk about the policies we have in place to ensure quality, appropriate literature for them. Let them ask you why you do -- and do not -- have certain titles in your collection. Then let them talk to the adults in their lives about all of it. There is a lot of uncertainty in our profession these days. There are a lot of distractions and extra responsibilities that sometimes make us forget why we wanted to become librarians. Banned Books Week can be a week to get back to one of the coolest parts of our jobs – helping students discover the freedom that can be found within the pages of a book. Happy Banned Books Week 2024! Sincerely, Lucy Wilcox NCSLMA Advocacy & Governance Director lucywilcox@ncslma.org Check these NC School Websites, Links, and videos Durham County School Guilford County School American Library Association Bannedbooksweek.org Wake County School Books can take children on new and exciting adventures, inspire them, and challenge them to be the best they can be. Books should be safe and developmentally appropriate, specially selected to support the curriculum and interest levels of the students. If you believe a book is unsuitable for children at your child's school, you should contact the school administrators. You will be able to challenge the book and it's placement in your child's school. We encourage you to also reach out to your legislators with your concerns. In our experience, some schools and districts are more responsive to parents than others. Legislators have it within their power to pass legislation protecting children that includes enforcement which is sorely needed in NC statute. Contact us/ Join our Team

Transgenderism, Gender Diversity, and the Impact on Children and Education Transgenderism and gender diversity describe individuals whose gender identity or expression differs from their assigned sex at birth, including transgender (male, female, or nonbinary) and gender-diverse identities that challenge binary norms. Increased visibility of transgender and gender-diverse (TGD) youth has sparked debates about their experiences in schools and healthcare, focusing on affirming identities while addressing mental health and medical intervention concerns. In May 2025, the U.S. Department of Health and Human Services (DHHS) released a 400-page report, "Treatment for Pediatric Gender Dysphoria: Review of Evidence and Best Practices," per Executive Order 14187, “Protecting Children from Chemical and Surgical Mutilation.” The report challenges the World Professional Association for Transgender Health (WPATH) Standards of Care, arguing that evidence for gender-affirming interventions like puberty blockers and hormone therapy is weak and treatments carry significant risks. The articles and information we include examine these complex issues cited by the Report and implications going forward. US DHHS Report on Gender Dysphoria and WPATH Response DOWNLOADABLE TEXT AT BOTTOM OF ARTICLE Foreword by Pavement Education Project The Report on Gender Dysphoria, including medical transition for minors, from the US Department of Health and Human Services was issued on May 1, 2025 (link provided below). It is fairly long (266 pages not including Appendices and Bibliography) and at times technical. But it contains extremely important information for parents of children who experience discomfort or anxiety over their sex and pubertal changes in their bodies, as well as for school board members, policy makers, lawmakers, and all persons of goodwill who are concerned for the well-being of children and adolescents who experience these feelings. School officials and Board members especially need to understand the Report because their actions to socially transition students (allowing use of opposite sex bathrooms and locker rooms, alternate pronouns, playing on sports teams of the opposite sex, GSA clubs, etc.) are not neutral acts that allow kids to explore their gender, but rather active interventions that psychologically condition children and adolescents to proceed onto medical transition (see our own brief review of the research on social transition elsewhere on our website). The Report comprises a summary of 17 international systematic reviews of the medical and psychiatric literature, including the Cass Review for NHS England (link provided below). These reviews evaluated the quality of evidence for gender transition of children and adolescents (i.e., how certain (or not) are the benefits that have been claimed). The reviews were performed by specialists with expertise in research methodologies and quality of evidence. The reviews found that the evidence supporting medical gender transition of minors was remarkably weak because of numerous methodological flaws such as lack of appropriate control or comparison groups, confounding variables, short term follow up, attrition, loss to follow up, small sample size, and reliance on voluntary patient self-assessment instead of clinical observations of mental health. The Report critiques in detail several seminal research studies, including the two original “Dutch Protocol” papers and two 2023 publications from different research groups that have been frequently cited to justify gender transition of minors. The Report points out how both the patients and the data were selected in these papers to favor making the claim for positive benefits. The Report also points out what are not adequately captured by the reviews, namely the possible harms caused by the treatments themselves, because these have generally not been the focus of the research publications. Beyond the evidence reviews, the Report details serious irregularities in the process of developing the World Professional Association for Transgender Health (WPATH) Standards of Care, version 8 (SOC-8, link provided below) that have been uncovered through the discovery process and depositions in court cases over certain state laws banning medical treatments to change the gender of minors (at the time the present Foreword was being written, the US Supreme Court upheld Tennessee’s law in United States vs Skrmetti). Despite claims in SOC-8 that its recommendations were evidence-based, it was uncovered that WPATH leadership did not allow publication of a number of evidence reviews that it had contracted a team at Johns Hopkins University to conduct after it became apparent that these reviews did not find strong evidence to justify certain treatments. Further, the strength of the recommendations were increased under pressure from Rachel Levine, Assistant Secretary of Health in the Biden Administration DHHS, without the consensus of the 119 co-authors of SOC-8 in contradiction to statements in SOC-8 itself that the formal process known as DELPHI was used to achieve consensus. Similarly, all the minimum age recommendations except for one that were agreed upon by consensus of the co-authors were deleted even after initial publication under pressure from certain officials of the American Academy of Pediatrics (AAP). The evidence presented suggests that these modifications were made to SOC-8 without going through the DELPHI process and not based on the medical evidence, but in order to shore up the legal position against state laws limiting medical gender treatments for minors. These revelations about the development of SOC-8 call into question the credibility of WPATH as an objective medical association grounded in science and ethics. Although the SOC-8 claims of “medically necessary” and even “life saving” still need to be maintained to get insurance claim reimbursements as well as support the position in court and legislative battles, the rationale for medical gender transition of minors recently has been shifting toward patient civil rights and autonomy. The Report points out how treatment for minors has shifted from the original “Dutch Protocol” requiring careful assessment of how longstanding the minor patient’s dysphoria has been, to now the “Gender Affirming” model wherein as soon as a patient declares that he or she is the opposite gender, that must be affirmed (accepted) and transition commenced shortly thereafter. (It is noted however that even sticking with the Dutch approach, there is no way to determine which patients will indeed persist in a life-long dysphoria.) At Pavement Education Project, our opinion of this autonomy argument is not only that it obliterates patient safeguards, but that the principle would allow consent by minors for all sorts of other things. Interestingly, the Dutch Protocol also required the approval and support of parents for the transition, whereas now in some states, such as California, and in many locales, children may be taken out of homes if parents do not go along with the gender transition. (Many school districts, including even a few in NC, will not inform parents of their child’s social transition unless the child permits “on a case-by-case basis.”) The Dutch Protocol study made the representation that the patients in that study did not have psychiatric co-morbidities. But the international systematic reviews found that the patient demographic now presenting at gender clinics includes a majority suffering other psychiatric co-morbidities. A significant minority have suffered sexual abuse. A large percentage is also neuro-diverse (autistic and/or having ADHD). The great majority are attracted to the same sex. The patient demographic has also shifted in recent years from mainly pre-pubescent boys to adolescent girls instead, tracking the rise in mental health disorders among adolescent girls. Yet SOC-8 does not even consider that gender dysphoria and the desire for transition could be an inter-related, mal-adaptive coping mechanism for other co-morbidities and adverse childhood experiences. The position in SOC-8 is that co-morbidities may be treated concurrently with medical gender transition treatments, but not before or in place of the gender transition. The day after the Report was published, WPATH and USPATH issued a joint response (link provided below) blasting the Report, as did the AAP. They repeat assertions that gender affirming care is based on thorough evaluation of evidence and rigorous research. But, the quality of evidence is precisely what is challenged in the Report and the 17 comprehensive international reviews of the medical literature. The reviews found that many studies were not rigorous, but had various methodological flaws. In our opinion, for WPATH-USPATH simply to make this assertion is really no response at all because no specific analysis or reasons are offered to show how the international reviews got it wrong in concluding that the evidence is remarkably weak. The chapter on adolescents in the WPATH SOC-8 even says that “A key challenge in adolescent transgender care is quality of evidence evaluating the effectiveness of medically necessary gender-affirming medical and surgical treatments.” So, which is it? How can it be claimed as medically necessary if the evidence doesn’t strongly support it? The present WPATH-USPATH response does refer to critical findings in recent studies, but gives no details or citations. Isn’t this an admission that gender affirming care for minors has been rolled out for many years without solid evidence to justify it, at least until recently (if at all)? In fact the Report does address studies that have come out since the international reviews within the last year. The Report notes that these studies suffer some of the same methodological flaws as the earlier studies included in the systematic reviews. The WPATH-USPATH response states that clinical practice guidelines (CPGs), including SOC-8, “are developed [sic] thorough evaluation of evidence, clinical expertise, patient values and preferences, and cultural and contextual considerations.” This begs the question: Are the CPGs based on evidence, or more on all those other things that are nebulous and ill-defined? What good is clinical experience if the evidence has not been found to justify the risk/benefit of the treatments? Again, how can they talk about thorough evaluation of evidence when SOC-8 said the quality of evidence was a key challenge, and further said that systematic reviews were not possible because of this? Moreover, as mentioned above, the record in the court cases challenging state laws restricting such treatments for minors shows that the SOC-8 guidelines were significantly altered to bolster legal arguments, not to follow the medical evidence. It is telling that the WPATH-USPATH response uses the term “Gender-Affirming Care” as opposed to pediatric medical gender treatments. This means that whatever gender identity a child declares must be affirmed and not questioned. This may be why “patient values and preferences” are included in the list of things that the CPGs are based upon. As a consequence, the WPATH-USPATH support for a “comprehensive, multidisciplinary assessment” is limited to co-occurring mental health issues and does not include an assessment of how long-standing or stable the professed identity has been (unlike the original Dutch protocol), or whether it is being sought as an escape from other problems. The joint WPATH-USPATH response also keeps repeating the claim that there is medical consensus for medical gender transition of minors. No, there is not!!! As a result of the international reviews, many countries, including the UK and the Nordic countries, have greatly curtailed the medical transition of minors and instead emphasize psychotherapy as the first line of treatment. Some of the key doctors who pioneered gender medicine have turned against medical transition of minors. A significant number of AAP’s members dissent from that organization’s position, too. WPATH-USPATH pontificates in their response that healthcare decisions should not be in the hands of politicians, yet the court record discussed above reveals that SOC-8 was substantially altered under pressure from a Biden Administration official. We find it odd that WPATH-USPATH would close their response with a statement that transgender healthcare policies should be guided by clinical evidence, not ideology. To make well-informed decisions on a matter of such serious consequence, all concerned parties need to put in the time to thoughtfully study the 2025 DHHS Report and also the Cass Review. The WPATH SOC-8 should also be read and studied in comparison. Readers will then be able to form their own opinion whether the WPATH-USPATH response has substance. Links are provided below. US DHHS Gender Dysphoria report: https://opa.hhs.gov/gender-dysphoria-report Cass Review for NHS England: https://webarchive.nationalarchives.gov.uk/ukgwa/20250310143933/https://cass.independent-review.uk/home/publications/final-report/ WPATH Standard of Care, version 8: https://www.tandfonline.com/doi/pdf/10.1080/26895269.2022.2100644 WPATH-USPATH response to DHHS Gender Dysphoria report: https://wpath.org/wp-content/uploads/2025/05/WPATH-USPATH-Response-to-HHS-Report-02May2025-1.pdf DHHS Report on Gender Dysphoria REV 3 (1).docx This document is intended to be used complete and unaltered. Any edits or modifications should be approved with the Pavement Education Project beforehand to maintain the intended message and integrity of the content. Social Gender Transitioning by Schools This document is intended to be used complete and unaltered. Any edits or modifications should be approved with the Pavement Education Project beforehand to maintain the intended message and integrity of the content. DOWNLOADABLE TEXT AT BOTTOM OF ARTICLE Social Gender Transitioning by Schools The recent inclusion of gender identity into the anti-discrimination policies of the Wake County Public School System, among other districts, will mean that the social transition of trans-identifying children and adolescents will be practiced by public schools. There are two sets of concerns arising from this action: (1.) What are the outcomes for those who undergo gender transition beginning with social transition, and (2) what will be the impact on faculty, staff, and other students who will be required to assent to social transition in their schools. The present article will deal with just the first concern. The authors wish to make clear that we do not wish to cause distress or any harm to those experiencing real difficulties over their gender. Quite the contrary!!! We wish people to be well-informed so that policies and treatments most beneficial for those having very real feelings of distress may be found by following the science. The first step in gender treatment for minors is often social transition in school. A review of gender care for children and adolescents was commissioned by NHS England and headed by renowned pediatrician Dr Hilary Cass. The Review took 4 years and the final report 1 was published in early 2024. The Review concluded that social transition is an active intervention even though not conducted in a clinic. 1 The Review came to this conclusion because evidence suggests that the percentage of students who persist in Gender Dysphoria is increased by social transition, 2,3 and most of these proceed onto a medicalized pathway of puberty blockers and hormones .3 For example, one study cited in the Review found that 97.5% of those socially transitioned persisted (94% as trans and 3.5% as non-binary) after 5.4 years, and a total of 71.6 % had proceeded onto the medical pathway, including those already on puberty blockers at the start, by the time the study concluded. 3 The percentage who ultimately go on the medical pathway will undoubtedly be much higher because many had not yet reached the age minimum recommended for medical transition by the time the study concluded. 3 This is in sharp contrast to many studies that have shown that the overwhelming number of children who have felt Gender Dysphoria outgrow those feelings as they go through puberty if left alone without any intervention. 4,5,6,7 Even the clinical guidelines from the pro-trans Endocrine Society acknowledges that social transition is associated with increased persistence, whereas only a minority of pre-pubertal children would otherwise persist. 8 There is no objective way to test which patients will persist and which will not, 8,9 Factors associated with persistence or desistance have been identified. 4,6 Some argue that the high persistence rates were because those who had the strongest Gender Dysphoria were most likely to socially transition. 1,4 But this is speculation, because the persistence with social transition has not been compared within the same study with controls without social transition appropriately matched based on some measure of intensity of Gender Dysphoria. The complete switch in persistence rates between the separate studies with and without social transition, coupled with the dramatically increased number of patients who have socially transitioned in recent years, 4 makes it difficult to place much reliance on this hypothesis. Moreover, this and other factors associated with persistence have been considered of low clinical utility because of the highly variable nature of individual patient presentations. 6 Now, it should be noted that since about 2014, the patient cohort seeking gender treatment has risen exponentially and has also dramatically shifted from almost all pre-pubescent boys to now about 75% or more girls who have already begun puberty and most of whom have psychiatric co-morbidities and/or neurodiversity. 1,10 For now, there is no data to suggest that this new demographic would not also get over Gender Dysphoria without social transition, particularly if their other problems were addressed first. The Cass Review notes that we do not know how the new patient cohort would have resolved their Gender Dysphoria because alternate therapies aimed at reducing distress or no intervention at all have not been tried with this cohort. 1 In many settings now, therapy to help young people come to accept their sex and body is banned or at least condemned as a form of conversion therapy. 1,11,12 Some studies have reported short term improvements in mental health and/or social functioning of students who have socially transitioned. 13,14 However, the Cass Review found that no firm conclusion could be drawn from these studies because they were of low quality. 1 The quality ratings were provided to the Review by a group at the University of York who are expert at rating the quality of scientific and medical studies. 1 Other studies, 4,15,16,17 including two rated as moderate quality, 4,15 reported no improvement in mental health from social transition. In the latter paper (recently published and not rated in the Cass Review), the authors, one of whom was a top manager of the Tavistock Gender clinic in England before it was shut down, caution that their results should not be taken as proof that there is no benefit to social transition. 17 But yet no clear benefit has been demonstrated. (It is interesting to note that the time from when this paper was initially submitted to the journal until its acceptance was nearly four years. 17 Anyone experienced in the peer review process for scientific or medical journals would suspect that this length of time before acceptance indicates that there was serious contention between the reviewers, authors, and editor over some aspects of the study, and/or its conclusions, and/or citations of competing views.) Some leading figures in the field of psychiatry who are not opposed to transgender identities and who have treated many patients, have raised very strong ethical and medical opposition to the gender-affirming care model for minors. 18, 19, 20 Many rank-and-file clinicians, who went to work at the now shuttered Tavistock clinic because they wanted to help transgender youth, reported grave concerns that they were actually harming their young patients, many of whom presented at the clinic already fully socially transitioned from school with their hearts set on getting puberty blockers and hormones, when clinicians referred those young patients for the said medical treatments. 21 The Cass Review did not recommend an outright prohibition of social transition in schools but recommended that it be done with extreme caution only under supervision of a clinician, and only after addressing other mental health issues, and only with involvement of parents. 1 Note that the State of California has definitively taken the opposite approach on this last point after Governor Newsom signed into law AB 1955 which prohibits local school boards from requiring that parents be informed of their child changing their gender identity in school. 22 Thus in California, everyone including administrators, teachers, and other students will know a child is socially transitioning, but not the child’s parents!!! This has already been defacto policy in many locales even though legislative approval has not been given and people have not voted for it. In summary, the preponderance of evidence shows that the strong majority of children will outgrow Gender Dysphoria as they go through puberty if left alone, or perhaps were to receive alternative talk therapy and treatment for their mental health problems. But if they are socially transitioned, there is a very high probability that they will persist and go onto life-altering and life-long medical treatments that involve iatrogenic harms and side effects without ever having felt or experienced their natal gender in maturity after completing puberty. Moreover, there is little to no evidence that social transition improves psychological functioning or mental health. It is therefore hard to see how social transition could be medically indicated. If public schools truly want to protect trans kids, they should not implement social transition. References https://cass.independent-review.uk/home/publications/final-report/ Zucker, K. J. Debate: Different Strokes for Different Folks. Child & Adolescent Mental Health 2020, 25, 36 at 36–37. Available at https://doi : 10.1111/camh.12330 Olson, K. R. et al. Gender Identity 5 Years After Social Transition. Pediatrics 2020, 150, 1-7. Available at https://doi.org/10.1542/peds.2021-056082 Steensma, T., et al. Factors Associated with Desistence and Persistence of Childhood Gender Dysphoria: A Quantitative Follow-Up Study. J. Am. Acad. of Child & Adolescent Psychiatry 2013, 52, 582-90. Available at https://doi.org/10.1016/j.jaac.2013.03.016 Steensma, T. D., Kreukels, B.P., de Vries, A.L, Cohen-Kettenis, P.T. Gender Identity Development in Adolescents. Hormones and Behavoir 2013, 64, 288-297. Ristori, J. and & Steensma, T. Gender Dysphoria in Childhood. Int’l Rev. Psychiatry 2016 28, 13–20. Singh, D., Bradley, S. J., and Zucker, K. J. A Follow-Up Study of Boys With Gender Identity Disorder, Frontiers in Psychiatry 2021, 12, 1-18. Available at https://doi : 10.3389/fpsyt.2021.632784 Hembree, W. C., et al., Endocrine Treatment of GenderDysphoric/Gender-Incongruent Persons: An Endocrine Society Clinical Practice Guideline. J. Clinical Endocrinology & Metabolism 2017, 102, 3869-3903. Available at https://doi.org/10.1210/jc.2017-01658 Laidlaw, M. K., et al., Letter to the Editor: Endocrine Treatment of Gender-Dsyphoria/GenderIncongruent Persons. J. Clinical Endocrinology & Metabolism 2019 104, 686. Littman, L. Rapid-Onset Gender Dysphoria in Adolescents and Young Adults. Plos One 2018, 13, 1-44. Available at https://doi.org/10.1371/journal.pone.0202330 Coleman, E., Bockting, W., Botzer, M., Cohen-Kettenis, P., DeCuypere, G., Feldman, J., . . . Zucker, K. Standards of care for the health of transsexual, transgender and gender non-conforming people, version 7. International Journal of Transgenderism, 13, 165–232. Adelson, S.L. Practice parameter on gay, lesbian, or bisexual sexual orientation, gender nonconformity, and gender discordance in children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 2012, 51, 957–974. Durwood, L., McLaughlin, K. A., & Olson, K. R. Mental health and self-worth in socially transitioned transgender youth. Journal of the American Academy of Child & Adolescent Psychiatry, 2017, 56, 116–123. Olson, K. R., Durwood, L., DeMeules, M., & McLaughlin, K. A. Mental health of transgender children who are supported in their identities. Pediatrics, 2016, 137(3). Available at https://doi.org/10.1542/peds.2015-3223 Sievert, E. D. C., et al., Not Social Transition Status, but Peer Relations and Family Functioning Predict Psychological Functioning in a German Clinical Sample of Children with Gender Dysphoria. Clinical Child Psych, & Psychiatry 2021, 26, 79-95. Available at https://doi.org/10.1177/1359104520964530 Wong, W. I., van der Miesen, A. I. R., Li, T. G. F., MacMullin, L. N., & VanderLaan, D. P. Childhood social gender transition and psychosocial well-being: A comparison to cisgender gender-variant children. Clinical Practice in Pediatric Psychology, 2019, 7, 241–251. Available at https://doi.org/10.1037/cpp0000295 Morandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with Mental Health Status in Children and Adolescents with Gender Dysphoria? Arch Sex Behav 2023, 52, 1045–1060. Available at https://doi.org/10.1007/s10508-023-02588-5 Levine, S. B. Ethical Concerns About Emerging Treatment Paradigms for Gender Dysphoria. J. Sex & Marital Ther. 2018, 44, 29. Availailable at https://doi.org/10.1080/0092623X.2017.1309482 Riittakertu Kaltiala (2023) The Free Press. Available at https://www.thefp.com/p/gender-affirming-care-dangerous-finland-doctor Ruuska, S. M., Tuisku, K., Holttinen, T., & Kaltiala, R. (2024). All-cause and suicide mortalities among adolescents and young adults who contacted specialised gender identity services in Finland in 1996-2019: a register study. Available at BMJ Mental Health, 2024, 27, 1-6. Available at https://doi . org/10.1136/bmjment-2023-300940 Hannah Barnes, “Time to Think. The Inside Story of the Collapse of the Tavistock Gender Service for Children.” Swift Press, 2023. Text available at https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1955 This document is intended to be used complete and unaltered. Any edits or modifications should be approved with the Pavement Education Project beforehand to maintain the intended message and integrity of the content. CONTACT/JOIN US

Acerca de ¡ADVERTENCIA! Estos extractos pueden ser explícitos e inapropiados para los niños. el poeta x Por Isabel Acevedo Editorial ‏ : ‎ Quill Tree Books; Edición de reimpresión (7 de abril de 2020) Idioma ‏ : ‎ Inglés Tapa blanda: 384 páginas ISBN-10 ‏ : ‎ 0062662813 ISBN-13 ‏ : ‎ 978-0062662811 Extracto de la página 35 ...Estoy aprendiendo a acariciar... Extracto de la página 127 LIBROS EN CUESTIÓN

eBooks These sexually explicit ebooks are available through Libby and Overdrive. All that is needed is a library card nu Many schools also have subscriptions to ebooks that may include these titles. Libby is a reading app for borrowing digital books and audiobooks from the library's OverDrive collection. A Court of Mist and Fury by Sarah Maas All Boys Aren't Blue by George M Johnson Darius the Great Deserves Better by Adib Khorram Extremely Loud and Incredibly Close by Jonathan S Foer Looking for Alaska by John Green George by Alex Gino Gender Queer by Maia Kobabe I Am Not Your Perfect Mexican Daughter by Erika Perez Identical by Ellen Hopkins Last Night at the Telegraph Club by Malinda Lo l8r, g8r by Lauren Myracle Little and Lion by Brandy Colbert Me and Earl and the Dying Girl by Jesse Andrews Real Live Boyfriends by E. Lockhart Red, White, and Royal Blue by Casey McQuiston Speak by Laurie Anderson The Absolutely True Diary of a Part-Time Indian by Sherman Alexie Thirteen Reasons Why: A Novel by Jay Asher This One Summer by Jillian and Mariko Tamaki ttfn by Lauren Myracle When I Was the Greatest by Jason Reynolds CONTACT US

The Love America Project is aimed at sharing activities and lessons with children and teens that create a love for our country. Love America Project The Pavement Education Project wants to share our love of America with children and teens of our state. We plan to accomplish this with special lessons and activities that reveal the story of our country, the struggles, the truth of our history, and the bright future we believe still exists. If you would like to be part of the team by co teaching or creating content, contact us with your information and background. The Creation of the US Constitution Members of the Love America Project (LAP) recently completed AMERICA’S RULEBOOK: THE CONSTITUTION AND ITS ROOTS" and updated the 5th Grade Constitution Day Readers Theater scripts. We include activities on the Articles of the Confederation, introduction to concepts and vocabulary needed to navigate the Constitutional Convention, the readers theater script, and a follow up Detective Missions. We are excited to share it with you. Please contact us and share your name, grade level you teach, and your school Contact/Join Please donate to support our efforts to educate and protect North Carolina children. DONATE Memorial Day Members of the Love America Project (LAP) created a Memorial Day Project this year. We will be sharing "Remembering Our Veterans" materials in 2026 with educators that wish to use innovative and engaging lessons with their students. Please contact us and share your name, grade level you teach, and your school. Contact/Join Please donate to support our efforts to educate and protect North Carolina children. DONATE

Follow the action steps to protect your child from harmful content. ACTION STEPS TO PROTECT YOUR CHILD OPT IN or OPT OUT of Lessons that are in conflict with your religious beliefs .In Mahmoud v. Taylor, the Supreme Court upheld parents' rights to opt their children out of LGBTQ+-inclusive storybooks in Montgomery County Public Schools, citing a violation of their religious freedom under the First Amendment. The Court issued a preliminary injunction allowing opt-outs during ongoing litigation. This decision prioritizes parental rights over education policies. Use one of the templates to opt your child out of lessons and materials that are in conflict with your religious beliefs. CLICK on the PARENT RESOURCE page FOR FORMS and to view the Supreme Court Ruling. PROTECT YOUR CHILD FROM INAPPROPRIATE LITERATURE 1. Monitor your child's reading assignments. Parents may request alternate materials if the text is objectionable or in conflict with your religious or moral beliefs. Your child's grades and standing should not be affected. 2. Know what your child is choosing from the media center and choosing on ebook apps. Our searches identify books in school libraries but not all the ebooks available through Destiny Follett. Libby, Sora, NC Cardinal, and NC Kids Digital Library. View links at the bottom of the page. Learn more about NC Cardinal, NC Kids Digital Library, and Sora on the READING, BOOKS, AND MORE page. 3. EMAIL the teacher, Principal and School Board Representative with your concerns about the materials your child is expected to read or use. An email provides a written record of your concerns and requests. Phone calls or written notes do not. 4. EMAIL your Representative and Senator about what you see happening in your child's school and/or district. We have been told that an email is more meaningful, provides a record, and carries more weight than a phone call. View links at the bottom of the page. Know Your School District Policies View Many School District Policies through the Online Web Hosting Services of the NCBCA. The North Carolina School Board Association (NCSBA) provides online web hosting for many of North Carolina's school boards. It offers services such as manual updates and evaluations. It is a member organization. What policy changes have been made in North Carolina to help districts follow the Parents' Bill of Rights directive that took effect in January 2024? Click here to for easy access to many district policy manuals. Challenge a Book Book banning is not PEP's goal, but we are concerned about sexually inappropriate content, gender concepts, extreme violence, self-harm, suicide, and horror in books and materials available to minors in school libraries and classrooms. Parents have the right to challenge inappropriate instructional or supplementary materials in their child's school, including in media centers, classroom libraries, or assignments. The Process Reconsideration of Instructional Materials First - Print and complete the REQUEST FOR RECONSIDERATION OF INSTRUCTIONAL MATERIALS FORM from your child's school district. It may be found online at the school or school district website. If it isn't, contact the Principal or Media Specialist at the school. Letter and Artifacts Second - Write a personal letter to the Principal explaining your thinking. Submit your letter, the Request for Reconsideration form, and book artifacts such as photos, chapter, and page references with objectionable material BY EMAIL. Email will provide you a paper trail if needed. Principals and Review Committees Lastly - After the Principal's review, hopefully your book will be out of circulation or use. If not,the challenge will go through a series of committee reviews. The number and make up of the review committees will be directed by school board policy. In many districts it is SB policy 3210. It will be most likely be composed of school personnel, librarian, and parents. Ask who will be on the committee. They should read and review the book just as you did. Check back on their progress weekly. Now What? If the book is approved to remain on the shelves, continue to ask school personnel to send your book challenge to the next level, which will likely be a school board committee. If you do not receive the decision you wanted, contact your district Superintendent, State Superintendent, the NC Board of Education and legislators. Email them with your documents and steps you have taken to change the situation. Address the School Board with Your Concerns Most schools have an online sign up process for comment. Check the Board's website. The process in some districts takes place on location before the meeting begins. Check it out a few days before you plan to speak. You may be asked whether you will be responding to items on the agenda or policy changes. Observe a board meeting to learn how the meeting is structured. Most school boards allow 2-3 minutes for public comment. Prepare your remarks with that in mind. Its not typical for the Board to ask or answer questions during Public Comment time. State your key idea or point. Preparing facts and statistics are helpful. So are personal stories. Be confident, this is your school district and you have every right to be heard even if others present do not agree with you. OPT IN or OPT OUT of Reproductive Health Lessons Parents currently have the option to opt out from human sexuality instruction for their children. Schools will usually have you opt in or out of instruction when you register your child for school, or they will send home forms throughout the year for special programs, or training events. You must OPT OUT as of this posting. Anti-bullying, mental health, family diversity, social emotional learning (SEL) and sex education trainings are pathways of influence with your child. Opt out of everything or pull your child out of school during these instructional times when such material is being presented. Unless you have reviewed the curriculum and materials, parents have no way of knowing what is actually being taught and some curriculums approved for use in North Carolina are not faithfully following state statutes for NC children. Do you know what comprehensive sex education really is all about? Take a look at the graphics to learn just a few concepts and values that of some CSE programs. from Siecus There are many curriculums that North Carolina school districts may choose for their students. The Parents' Bill of Rights prevents sexual instruction before grade 4. See PBR for complete text. There are many curriculums that are not in compliance with North Carolina State Statutes. Opt Out or wait to Opt In until you have thoroughly inspected all materials and digital resources that students may access. SL SESSION LAW 2023-106 SENATE BILL 49 49 § 115C-76.25.Parent legal rights for their child's education. (a) Parents have legal rights with regards to their child's education, including the following: (1) The right to consent or withhold consent for participation in reproductive health and safety education programs, consistent with the requirements of G.S. 115C-81.30. (2) The right to seek a medical or religious exemption from immunization requirements, consistent with the requirements of G.S. 130A-156 and G.S. 130A-157. Stop the Viewing of Sexually Inappropriate Material on Public School Devices. REPORT INCIDENTS. We need your help to stop North Carolina schools from ignoring the harm being done to innocent children when they access adult websites on school devices. This is happening in the classroom, on the bus and at home. Please take a few minutes to hear from one mom’s experience in Wake County. See the blog: Pornography on School-Issued Device If you know of a family that has been impacted by this issue, please have them contact us . With enough complaints, legal action might proceed. It’s time to hold the North Carolina Department of Public Instruction, the Board of Education, and District School Boards accountable for violating obscenity laws and for not protecting minors from sexual content on school devices. OTHER GROUPS CONCERNED ABOUT EDUCATION IN NORTH CAROLINA Our Mission Activities Overview: Empower and unify member teachers to provide unbiased sound content and to improve public school quality and literacy; provide affordable tutoring and online courses. Pender County Concerned Citizens- CONTACT US

Negative impacts of childrns mental health, Effects of erotica on children, NC Data on Self Harm and Suicide HARMFUL AND OBSCENE CONTENT NEGATIVE IMPACTS ON CHILDREN'S MENTAL HEALTH The effects of inappropriate material, pornography, and Covid shutdowns have negatively impacted the mental health of the young. Review of statistics show our children have increased sense of hopelessness and persistent feelings of sadness that has increased 40% between 2009-2019 for U.S. high school students. Some schools and school media centers in North Carolina are allowing sexually explicit content to be available to minors that puts students at HIGHER risk of anxiety, depression, isolation, sexual assault, and suicide. Why are we allowing this to happen to our children? Sixteen states have passed resolutions stating viewing pornography is a mental health crisis. At a crucial stage in brain development, exposure to pornography can change neural pathways that permanently affect a child's views of sex, people and real relationships. Sadly, pornography can also cause children to harm other children. When young children see pornography, they tend to practice it on others. See if your child's school district is on our website by looking on the book locations page. Explore further by clicking on the links. We do not include books located in classroom libraries or reading sets. You will need to ask teachers and administrators. If you feel as we do, we ask you to call your school, Superintendent, and General Assembly representatives, and sign our petition. This needs to change. We can and must protect our child's innocence. https://www.rainn.org/news/grooming-know-warning-signs https://protectyoungeyes.com/5-ways-pornography-harms-children-teens/ https://brainheartworld.org/ RESEARCH ON READING EROTICA AND RELATIONSHIPS Little research has been done to learn the effects of reading erotica and viewing erotic images on children or minors. For one thing, no responsible parent would want or allow their child to take part in such a study. For another, presenting such material to a minor is unethical and illegal. The only research that gives us clues is the data collected on changes within the adult brain after viewing pornography. Additionally, there has been research on reading erotica depicting a sexually dominant woman compared to a sexually dominant man. We will continue to add resources as they become available. Is Reading Erotica As Harmful As Watching Porn? Read More Grooming: Know the Warning Signs Read More Is There a Connection Between Violent Crime and Watching Porn? Read More The Association Between Exposure to Violent Pornography and Teen Dating Violence in Grade 10 High School Students Read More 15 Ways Porn is Connected to Real Sexual Violence Read More 5 Ways Pornography Harms Children and Teens Read More The Relationship Between Pornography Use and Harmful Sexual Behaviors Read More NORTH CAROLINA SUICIDE AND SELF INJURY DATA APRIL-JUNE 2023 Self-Inflicted Injury Update 8/9/2023 Suicidal Ideation in North Carolina 2020 NC Violent Death Reporting System Ahttps://injuryfreenc.dph.ncdhhs.gov/DataSurveillance/SuicideData.htm JOIN OUR TEAM

Resources for parents making decisions for their children. Resources for Parents Live in Wake County? Sign The Kite Runner Petition. Edit NEW! House Bill 959 Various Education Changes House Bill 959, adopted and signed by Gov. Stein, restricts student cellphone use during class time, with exceptions for educational purposes, emergencies, or specific needs (e.g., IEPs or health monitoring). Schools must teach internet safety and social media literacy, covering addiction, cyberbullying, and online security. By January 1, 2026, districts must set policies on device use and penalties, such as confiscation. The law limits use during instruction but does not ban phones entirely, allowing local flexibility for non-instructional times. Check with your child's school district to see new board policies regarding cell phones that will be implemented during 2025-2026. RESOURCES What Can I Do? Take Action OPT OUT of LGBTQ+ Instruction Evaluating Books for Schools OPT Out or OPT in of Reproductive Health Lessons OPT Out of Apps and eBooks Recommended Reading... Books We Love Local Groups in North Carolina NC Opt Out Forms Gender Ideology Book List Online School Board Policy Manuals by District Plugged In by Focus on the Family exists to help families make appropriate entertainment choices in movies, TV, music, games, books, and youtube channels. Check the Books in My Child's School Reading, Books, and More Research the Schools in Your District Using Follett Executive Orders What is Social and Emotional Learning? CONTACT /JOIN OUR TEAM RESEARCH AND STUDIES ON THE EFFECTS OF PORNOGRAPHY AND VIOLENCE ON CHILDREN AND TEENS Visit the RESEARCH and STUDIES Page to learn more. Examples of LGBTQ+ Books, Materials , and Lesson Plans In Mahmoud v. Taylor (June 27, 2025), the Supreme Court ruled 6-3 that Montgomery County, Maryland, parents can opt their children out of public school lessons with LGBTQ-themed storybooks, citing First Amendment religious freedom. The decision, led by Justice Alito, protects parents’ rights to guide their children’s religious upbringing, sparking debate over inclusive education. Welcoming Schools Curriculum: The Welcoming Schools Curriculum h as been used in schools across NC. however some districts have since moved away from its use. Chapel Hll- Carrboro City Schools still has it posted on their website. Chapel Hill- Carrboro City Schools Objective: Students will explore diverse family structures, including those with LGBTQ+ parents, to foster understanding and respect. Grade Level: K-5 (for K-4, align with North Carolina Standard Course of Study, e.g., Grade 4 Standard 4.H.1.1, discussing contributions of marginalized groups). Welcoming Schools Curriruclum During the 2024-2025 year, in Wake County Public Schools, at least one second grade class participated in an activity with What Are Your Words? by Katherine Locke. We include the lesson plan shared with us for you to review. We are anxious to learn if this lesson was used in other schools throughout the district. What Are Your Words?

COMPREHENSIVE CONTENT RATING SCALE DOWNLOAD HERE

View obscene and harmful books located in NC schools North Carolina Book Locations Choose your school district to see book locations. If you don't see your district, contact us. We could use your help. You must be 18 years of age to view the links on district pages. DOWNLOADABLE CONTENT RATING SCALE CONTENT RATING SCALE Alamance-Burlington School System Alexander County Schools Asheboro City and Randolph County Schools Asheville City Schools Brunswick County Schools Buncombe County Schools Burke County Public Schools Cabarrus County Schools Caldwell County Schools Carteret County Schools Catawba County Schools Chapel Hill-Carrboro City Schools Chatham County Schools Cleveland County Schools Cumberland County Schools Davidson County Schools and Lexington City Schools Durham Public Schools Edenton- Chowan County Schools Franklin County Schools Gaston County Schools Graham County Schools Guilford County Schools Harnett County Schools Henderson County Schools Iredell-Statesville Schools Jackson County Schools Johnston County Schools Lee County Schools Macon County Schools McDowell County Schools Moore County Schools Mooresville Graded School District Nash County Public Schools New Hanover County Schools Onslow County Schools Orange County Schools Pender County Schools Perquimans County Schools Person County Schools Pitt County Schools Rutherford County Schools Surry County Schools and Mount Airy City Schools Swain County. Schools Transylvania County Schools Vance County Schools Wake County Public Schools Wilson County Schools Winston Salem/ Forsyth County Schools ACTION STEPS Contact

Support the Pavement Education Project's work with your donation. The Pavement Education Project is a volunteer, non-partisan, non-profit 501 (c)(4) organization. We need your help with printed materials, keeping our website up, and supporting projects like back-to-school events and clean-reading book giveaways within North Carolina communities. DONATE You may mail a check to: Pavement Education Project 2624 Timber Dr Suite 116 Garner, NC 27529

Reading and book resources, Lexile ratings, Destiny Discover Follett online card catalog, Manga and Anime, Graphic novels, Reading, Books, and More The Resources listed here are for parents, grandparents, and citizens. We want you to have the information needed to understand the numbers that educators are talking about, how to search for a book yourself, look at some good resources, and what to avoid. Please email us if you have questions. Understanding Lexile Reading Levels Using the Online Card Catalog Using Follett, the Online Card Clatalog Books We Love! What are Graphic Novels? What is Manga? What is Anime? Anime and Mental Health Video Games and Gaming Books Sora and Public Libraries Books with Awards and Medals Contact Us

No podemos encontrar la página que estás buscando Esta página no existe. Ve a Inicio y sigue explorando. Ir a Inicio

Subscribe to our monthly mailing list. Promote educational excellence through age appropriate, engaging content for all students. Donate Join Us Share Donate Donate Curious about the books on your School's Library Shelves? Check our the Book Locations Page. Sign the Petition supporting HB 636. Schools should foster the growth of young minds, not expose them to content that undermines their innocence.

The Kite Runner Controversary The Kite Runner by Khaled Hosseini is a powerful novel which contains explicit scenes of sexual violence, intense physical violence, and deep emotional trauma. These elements, while integral to the story’s impact, can be challenging for students or adults to process, prompting debate about whether the novel is appropriate for high school curriculum. Wake County Public Schools believes it is and are using it as part of their high school school English Language Arts Program. The Pavement Education Project Team believe it is not appropriate. Read the book report/review and if you agree that it is not suitable, sign the petition that will be submitted to Superintendent Taylor and Wake County School Board. Please share with your friends and family. Petition for the Removal of Kite Runner in WCPSS Summary: The Kite Runner Khaled Hosseini’s The Kite Runner follows Amir, a privileged Pashtun boy in 1970s Kabul, and Hassan, the devoted son of his father’s Hazara servant. Despite their close friendship, ethnic and class divisions shadow their bond. During a kite-fighting tournament, Hassan is assaulted while retrieving Amir’s prize, and Amir, too afraid to help, hides his guilt by framing Hassan for theft—driving him away. After the Soviet invasion, Amir and his father flee to the U.S. Years later, Amir learns Hassan was his half-brother. In 2001, he returns to Taliban-controlled Afghanistan, discovering Hassan has been killed and his son, Sohrab, is in danger. Amir confronts Assef—the same bully from his childhood—now a Taliban official, and rescues Sohrab. Traumatized and withdrawn, Sohrab joins Amir in America, where Amir seeks redemption through patience, care, and the small but hopeful act of flying kites together. The novel intertwines personal betrayal and atonement with Afghanistan’s turbulent history, from monarchy to Taliban rule. View Book Reports with pages and book images from the graphic novel HERE Examples of Removal Khaled Hosseini’s The Kite Runner has been removed from high school curricula in various U.S. school districts due to its portrayal of sexual assault, violence, suicide, and other mature themes. The following is a list of some school systems where the book has been removed or excluded from high school reading lists,: Higley Unified School District (Gilbert, Arizona): In 2017, The Kite Runner was removed from the English curriculum at Williamsfield High School without explanation, despite being part of the curriculum for five years. Teachers were instructed not to use it in classrooms or assign it for independent reading. The decision sparked student protests, and the book was replaced with Of Mice and Men, which has also faced challenges. Volusia County Schools (Florida): In 2024, the traditional novel version of The Kite Runner was removed from all school libraries and media centers after a parent, Jenifer Kelly, read an excerpt at a school board meeting on February 11, 2025, prompting a board member to stop the reading due to its content. Florida statute 1006.28 mandates removal of material if a parent is stopped from reading it aloud due to objectionable content. The graphic novel version had already been removed in the 2023/2024 school year Hernando County School District (Florida): In 2024, The Kite Runner was banned from high school libraries following a school board meeting on February 7. Despite review committees recommending retention, the board voted to remove it, with board chair Shannon Rodriguez claiming legal risks if the book remained. Cedarburg High School (Wisconsin): In 2023, The Kite Runner was removed from the 10th-grade curriculum after a parent’s complaint about its depictions of sexual assault, depression, and attempted suicide. The book was pulled despite the complaining parent’s child being offered an alternative text. Wallingford Public Schools (Connecticut): In 2015, The Kite Runner was removed from the required high school freshman English curriculum after a parent objected to references to “homosexuality, date rape, masturbation, and the glorification of alcohol use and drugs.” Centennial High School (Champaign, Illinois): In 2009, The Kite Runner was removed from the reading list due to objections from a parent whose child was assigned the book for summer reading. Jackson County School District (Marianna, Florida): In 2009, The Kite Runner was removed from the required reading list for one class but retained in the library after a challenge citing graphic violence and sexual content. Additionally, the book has been challenged but retained in several other districts, including: Wake County Public School System (North Carolina): In 2025, a parent’s request to remove The Kite Runnerfrom the high school English curriculum was rejected, allowing it to remain a core instructional resou Buncombe County Schools (Asheville, North Carolina): In 2016, the book was temporarily suspended at A.C. Reynolds High School following a complaint but later reinstated for 10th-grade honors English classes with an option for alternative assignments. Waukesha School District (Wisconsin): In 2014, a parent’s attempt to ban The Kite Runner from the high school curriculum was denied by a district panel. Fishers High School (Indiana): In 2018, a parent challenged the book’s inclusion in the Advanced Placement English curriculum due to a same-sex gang rape scene and depictions of distrust in adults, but it was retained with an option for alternative assignments. Troy Area Schools (Pennsylvania): In 2012 and 2013, the book was challenged as optional reading in 10th-grade honors classes for its graphic depiction of rape and vulgar language but was retained. Valley High School (Jonesboro, Arkansas): In 2012, The Kite Runner was challenged for a scene depicting male-on-male rape, sexual innuendo, and vulgar language but was retained in the Senior Advanced Placement English curriculum. Freedom High School (Morganton, North Carolina): In 2008 and 2009, the book was challenged for its graphic depiction of a sodomy rape and vulgar language but retained in the 10th-grade honors English curriculum. We make every effort to report accurate information. If you see an error, please contact us.

Steps to protect your children, Challenge book forms, addressing your concerns with the school board, groups with similar interests Live in Wake County? Sign The Kite Runner Petition! Edit WHAT CAN I DO? TAKE ACTION. Protect your Child From Harmful Content Challenge a Book Address the School Board OPT Out of Reproductive Health Lessons Join our Team Groups Concerned About Education in NC OPT Out of APPS Linked to ebooks REPORT INCIDENTS of Students Accessing PORN on School Devices What is Social and Emotional Learning? CONTACT/ JOIN OUR TEAM

Contact us. Questions or concerns? Do you have a story to share? Would you like to join our team? Contact Us Join Our Team Would you like to be part of a team that advocates for excellence in education? Please complete our team application and let us know areas you are interested in helping. Reading and adding titles to our Books We Love list Be part of our Love America Project Join the Curriculum Under Review Board appraising curriculums being used or proposed in our state Research school libraries and media centers for age inappropriate literature Take part in our Clean Read Book Give-aways, distributing good books in your community Take part in a positive initiative within your community Are you a parent or educator with questions or c oncerns? Contact us. We will try to help. Contact Us First name Last name Email Phone Comments or Concerns Submit Thank you for contacting us. We will be in touch.