The major curricula developers all provide explicit instruction in compliance with these goals. These materials have been produced in partnership with the developers of the CDE’s Framework.

Under CYHA, “Instruction and materials shall affirmatively recognize that people have different sexual orientations and, when discussing or providing examples of relationships and couples, shall be inclusive of same-sex relationships (EC §51933 (5)) and that, “Instruction and materials shall teach pupils about gender, gender expression, gender identity, and explore the harm of negative gender stereotypes.” (EC §51933 (6))

While Parents can remove their children from most CYHA instruction through OPT-OUT provisions, there is no OPT-OUT for, “instruction, materials, presentations, or programming that discuss gender, gender identity, gender expression, sexual orientation, discrimination, harassment, bullying, intimidation, relationships, or family and do not discuss human reproductive organs and their functions” (EC §51932 (b)). Under CYHA, any teaching on these topics that occurs outside the confines of “health” related instruction can occur without parent authorization or even knowledge. As stated on the CDE’s website, “the opt-out rule associated with comprehensive sexual health education would not apply to a social studies lesson on the U.S. Supreme Court’s 2015 ruling in favor of same-sex marriage.” SOGI instruction, therefore, can occur in any subject (e.g., social sciences, humanities, STEM courses, etc.) so long as they do not fall within “health” instruction. CYHA defines “Comprehensive sexual health education” to mean, “education regarding human development and sexuality, including education on pregnancy, contraception, and sexually transmitted infections.” (EC §51931 (b))

Prior to CYHA, the California legislature had already passed laws designed to advance and enforce the SOGI worldview. Examples include the Fair Education Act of 2011, which requires that children in CA’s public schools be taught to admire the contributions, specifically, of members of the LGBTQ community. Two years later, Assembly Bill 1266 was passed, requiring that students, “be permitted to participate in sex-segregated school programs and activities, including athletic teams and competitions, and use facilities consistent with his or her gender identity, irrespective of the gender listed on the pupil’s records.”

Together, these laws serve to subvert the values of countless parents of children in the public-school system. The nuclear family, composed of a father, mother, and children stemming from this union or as a result of adoption, is considered just one of many different, equally valid, types of family arrangements. Gender is re-defined to mean one’s gender identity which may be entirely detached from one’s actual gender, or, “sex assigned at birth.”

Regarding the sexualization of children, even a cursory look at the curriculums endorsed by the CDE reveals that children are encouraged to begin actively exploring their sexual natures and questioning their assigned genders beginning in grade school.

The content in these curriculums:

• Reveal an obsessive focus on sexual pleasure,
• Encourage sexual experimentation,
• Promote the questioning of one’s sexual orientation and gender,
• Teach children to negotiate sexual “consent”,
• Expose children to visual pornography,
• Normalize masturbation, anal and oral sex for children.