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SCOTUS says NO to California schools hiding gender identity from parents · Cultural Wars | America Out Loud News

0:23
All right.
0:24
There's a couple of news items I've not gotten to the past couple of days here that I really want to want to dive into today.
0:31
Good afternoon, everybody.
0:32
Nice to nice to, well, I can't say nice to see you.
0:36
I mean, I can say that to you guys here.
0:38
Nice to see all of you, but I can't say nice to see the others because I can't see them, but it's nice to be with you.
0:45
How about if I say it that way?
0:46
It's a pleasure to be with you on this fine, fine afternoon.
0:51
And there's much going on, much that we haven't, that we just haven't.
0:55
I don't, I don't want to say we haven't taken the time, or I don't want to say we had we don't have the time, but we haven't really necessarily taken the time to dive into some of these because you know, we we prioritize things.
1:10
It's very important.
1:12
And we we definitely prioritize history class.
1:14
We got to get to it.
1:15
Gotta get to it when it's time.
1:18
We we go there.
1:20
So some of these reports I've not gotten to, but today I want to get to them.
1:26
And uh one of them has to do with uh the legal system, the other has to do with the medical system, and they all affect our kids.
1:37
Both of them, both stories here affect our kids.
1:40
The first one, let's go to the legal world first, shall we?
1:44
Yes, let's go there first, because this is groundbreaking.
1:49
Uh this we've been expecting this, anticipating it.
1:54
The Supreme Court has come out and they have blocked California's policy, concealing gender identity changes from parents.
2:04
Yes, that's true.
2:05
The Supreme Court has said no.
2:07
Uh-uh.
2:08
You can't hide this from parents.
2:11
Parents and teachers had asked the high court to rule on the case after a federal appeals court had reinstated the state policy.
2:20
Bump bum bum.
2:23
We have this continual battle, by the way, going on between the appellate courts and the supreme court.
2:32
Because the appellate courts, I mean, some of them are just laced and loaded with leftists.
2:38
I mean, the circuit court uh is packed.
2:43
It's not just nine justices.
2:46
Uh I know there's more than nine.
2:48
And I don't quite frankly, I don't know if ever if every appellate court has the same, if they all have 18 sitting uh judges.
2:58
I think I'm gonna look that up because I'm I'm intrigued.
3:02
But they're certainly more packed than the Supreme Court, and there's this constant battle that it would appear, where the Supreme Court is slapping down some court of appeals somewhere, and it's it's the case here.
3:15
This this case, this ruling came out last week, where uh the Supreme Court blocked the California policy that prohibited school personnel from notifying parents when students requested changes to their documented gender identity at school, and this was happening uh without uh permission.
3:44
Parents didn't know about this.
3:47
The um the policy uh said that if students didn't give the teachers permission to notify their parents that the teachers would not notify their parents.
3:59
Since when did you ask a student to give you permission to do something?
4:05
Is this uh the the backwardsness of this of this policy?
4:11
No, you can't do that.
4:13
The student didn't give you permission.
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What?
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I I can't, so I can't tell the student, or I can't tell the parent Johnny wants to be Janie and wants to be called Janie at school because Johnny slash Janie didn't give me permission to tell the parent.
4:31
Uh who's who's running the asylum here?
4:34
Who's in charge of the school building here?
4:37
So what if Johnny doesn't give me permission to tell his parents what grade he got on the test?
4:42
Can I not do that?
4:43
Oh no, that's fine.
4:45
No, no, you no, that's fine.
4:46
You you can do that.
4:48
I mean, the parents know Johnny's stupid anyway, so go ahead and tell him you're gonna know.
4:52
But they don't know he wants to be a girl, so you can't tell them that.
4:54
I mean, what's that?
4:57
Uh all right, Johnny's not stupid, probably.
5:01
I mean, in this scenario, he is because I mean, the reasons are obvious, aren't they?
5:09
I just um it to me the policy's backwards.
5:13
I don't know that you give the kids permission.
5:16
Let me say it this way.
5:18
I don't know you give the kids authority to be in charge of the school and tell you as the teacher and as the administration what you can and cannot do, and what you are allowed to tell and not to tell their parents.
5:33
It's full disclosure.
5:35
When a parent puts a child in school, it's full disclosure.
5:40
All right, the school tells the parent everything, everything that the child says does or did everything until the parent calls and says, Look, enough's enough.
5:53
I can't take it anymore.
5:54
Stop telling me how brilliant my child is.
5:57
Just stop it.
5:58
Just stop.
5:59
I can't, it's like Trump here.
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I can't take the winning.
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So much winning.
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My child's so brilliant.
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I can't just just stop telling me how fantastic they are.
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Usually it's the other way around.
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Usually it's the parent just becomes, you know, we we just put a call home.
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Hey, Johnny did this, Johnny did that, Johnny did the other.
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Uh, and then the parent just becomes overwhelmed with the inundation of all the updates as to what Johnny's doing, and they're like, uh, can you give me some good news, please?
6:30
I mean, there is that.
6:32
Look, my point is that the students are not in charge.
6:37
The parents are in charge.
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And and by proxy, they have put the staff in charge.
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And then the staff, in this case in California, they've abdicated their responsibility and turned it over to the kids without telling the parents.
6:52
It's kind of like Congress right now, abdicating their responsibility and turning it over to the alphabet bureaucracy, where they will then allow the EPA to make rules and regulations that passes laws and uh and the health department and the CDC and the you name it.
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Everybody else is out there restricting the people.
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It's it's really the same thing.
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It the objective is to remove the sovereignty of the citizen.
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That's the objective.
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The objective is to make the people feel like they are no longer in control.
7:31
They never were in control, they never will be in control.
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This is this is the playbook.
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This is right out of Marxism 101, by the way.
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This is right out of the first page.
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And it's it's what we see happening in these institutions throughout the country, no matter what they are, but you know, particularly here in in California education.
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We see it happening.
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Parents and teachers had asked the high court to rule on the case.
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Meribelli Vibanta Banta, of course, would be the attorney general here in California.
8:05
Uh, who is all for this?
8:08
Banta is all about making sure the parents don't know what their kids are doing.
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He's he is 100% on board this game.
8:18
Um the ruling here's how the the ruling was worded here from the supreme court.
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Plaintiffs allege that California's policies permitted disclosure of a student's gender transitioning at school, only if the student consented.
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Plaintiffs claimed that these policies violated their rights under the free exercise clause of the First Amendment and the due process clause of the 14th Amendment.
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All right, so California's policy uh is permitting disclosure of students' gender transition, transitioning at school.
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Only if the student consents, or in other words, that this information will be disclosed to the parents only if the student says yes, only if the student gives the green light to do it.
9:12
Placing the student in complete charge, placing the student in complete authority and parents here in this case are saying, hey, no, this is violating our rights under the free exercise clause of the First Amendment, because our deeply held religious beliefs go against these actions that you are you are hiding from us, number one, and the due process clause with the 14th Amendment.
9:38
As parents, we deserve due process.
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The ruling continues.
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We conclude that the parents who seek religious exemptions are likely to succeed on the merits of their free exercise claim.
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Parents and teachers of the this was a six to three decision, by the way.
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Probably the three left.
10:00
Leftist ladies on the court voting no in the the six.
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Uh the the six who members of the six, you don't know which way they're gonna go, but in this in this case, they they cited correctly.
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Uh so in the six to three ruling, they have said that it's likely that the parents would succeed on the merits of their free exercise clause claim.
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Parents and teachers requested that the Supreme Court block the California policy as litigation unfolded.
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The justices only granted relief to the parents.
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So there's there's some interesting notes here.
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The parents aren't alone in this case.
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There are teachers here in California, public school teachers who get it.
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They understand what the state is doing is wrong.
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They understand what the state is doing is evil, and they are siding, coming up alongside of these parents, and and they're saying, look, we're all being put in a horrible position here.
11:02
This isn't right, that the kids should be in charge of the school building, because essentially that's what's happened.
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The kids are in charge.
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And once you put the kids in charge, by golly, uh, you're in trouble.
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You're not gonna last long.
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So the that the high court in this case cited a previous landmark ruling that it issued uh just last summer, 2025.
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They are now citing themselves in Mahmood v.
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Taylor.
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Uh in this six to three decision, the justices of course said that parents had a constitutional right to control the religious upbringing of their children.
11:44
Uh, this was the case in in Maryland, Montgomery County, Maryland, where parents had sued their school district, the biggest school district in the state, by the way, after being denied the right to excuse their their elementary children, kindergarten through fifth grade.
12:01
I just let that sink in for a minute.
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Uh, they wanted to remove their kids from being exposed to uh LGBT uh material at school.
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Kindergarteners, first and second graders.
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And the school district said no.
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No, you can't.
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Yeah, I mean, I know we told you that we we could or that you could, but now the answer is no.
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Why?
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Because we want your children exposed to this material.
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This is the point.
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This is the name of our game here.
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We want your kids exposed because eventually they will become this.
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And they will hold you as parents and your religious faith in high disregard.
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Because we have the ability to shape their hearts and minds.
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We're with them more than you are.
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And yes, we're gonna shape their hearts and minds, and we're gonna shape them against you.
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If that's not the point here, I don't know what is.
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And the Supreme Court, of course, sided with the parents of Montgomery County.
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Again, the three leftist ladies in that decision did not side with the parents.
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They sided with the school district, saying, yes, the school district had every right to not allow those parents to pull their kinegarters, their elementary age student out of homosexual content.
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Let that sink in.
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Uh, two parent plaintiffs in this case, Mirabelli V.
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Bonta, who have religious objections to gender transitioning, were not told by their daughter's school when she began using a male name and pronouns in the seventh grade.
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Everybody knew, everybody in the school building knew, but mom and dad didn't know.
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They didn't know what was happening.
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They should have known.
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The parent or the parents should have been in the loop.
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The teachers should have come to them immediately.
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But again, it's the same situation that it was in Montgomery County.
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The teachers in this particular case, and in that case, they didn't want the parents to know.
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They they were on board this transitioning.
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Now, uh I can't say that's I shouldn't say I shouldn't paint such a such a broad brush against the teachers here.
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Because as I previously mentioned, there are teachers that are acting as plaintiffs in this Maribelli Vibonta case.
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There are teachers who have come alongside the parents and have said, uh-uh, we're we're on board with you.
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You have the right.
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So uh forgive me for painting such a such a broad brush.
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I'll I'll say it this way.
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Some of the teachers there uh are on board.
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Some of the teachers like it.
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They like that the parents don't know what's going on.
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Well, others do not.
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It's a it's a it's a split situation here.
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So these two parents of this middle school girl were not told that she was using a male name and male pronouns in the seventh grade.
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School officials did not tell them during parent-teacher meetings, uh, according to the ruling.
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Uh the parents only learned about school officials encouraging, and there it is, there's the word, encouraging, encouraging their daughter's transition when she began her eighth grade year, and that's when she attempted suicide and was hospitalized.
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Um, and they encouraged it.
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School personnel was in not only encouraging the daughter to move forward with her transition, they were actively keeping it hidden from parents.
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Now, again, there were there are some teachers who aren't who aren't who were forced by the state to actively keep it hidden.
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Uh forced against their will, as it were, coerced.
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And so that's why, and they're not in, they're not in agreement with it.
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They don't want to partake in this.
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And many of them have stood up.
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And that's why there are teachers that are on board with this lawsuit.
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But it's interesting because they'll say you have to go through with this transition.
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They'll convince parents, you have to go through with this transition, because if you don't, your your son or daughter is going to commit suicide.
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And they guilt the parents in many cases.
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You know this to be a fact.
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You've heard parents report this.
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They guilt them in many cases to go along with the transition.
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But in this case, the parents didn't know what was happening until after the daughter attempted suicide.
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And then all of this came out.
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It all came to light.
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The daughter spilled the beans that that the school was encouraging her to transition.
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And also keep it hidden from parents.
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All right.
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So think about this.
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If you have a son or daughter, and they're middle school aged, you know, you know their minds are two things.
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They're impressionable, and they're not fully developed.
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I mean, they're not even close to being fully developed.
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They're not even, yes, they're at the age of reasoning.
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They're at the age of rationale, but because they're they're so impressionable, that rationale can be contorted, it can be manipulated, it can be, it could be directed and steered down a path that is not healthy for them.
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And that's what we find happening here.
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And in this case, that is what was happening.
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This seventh grader was being encouraged by school personnel to go down this path.
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And it's not a healthy path.
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I'm telling you, it's not that the path of further confusion is not a path of health.
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It's not a path of hope.
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It's not a path of well-being.
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It is nothing but a path of destruction.
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And the parents don't discover this until after, until after she's attempted suicide.
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All right, I'm looking at the clock here.
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I'm going to pause here.
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I want to get more into this into this case into this ruling into this situation because it's important for where we're going.
18:40
It's important for where we're headed as a country.
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It's important to know that there's a break in the road here.
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And we're we're about to take a hard right as a as a country.
18:50
We are in the process of taking a hard right away from Marxist confusing ideology.
18:59
And it's important.
19:00
We we've got to do this.
19:01
We absolutely have got to do this.
19:03
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All right, my friends, more of this case on the other side of this break.
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All right, back to this Supreme Court case.
24:30
Uh, and the situation here.
24:33
We we last left the heroes of this story, which would be the parents, uh, and that they were unaware that their daughter was being encouraged by school officials to transition and to refer to herself as a male name and to go by male pronouns.
24:52
And in her eighth grade year, she attempted suicide and she's hospitalized.
24:56
And at this point, this thing comes to light, and the doctors diagnose her with gender dysphoria.
25:03
Uh the teenager is in and out of the hospital after her initial suicide attempt.
25:09
And and even with that being the situation, school officials continued calling her by a boy's name.
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And they continued using male pronouns, even after the fact.
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This is according to court documents.
25:25
They continued walking her down this road of confusion.
25:30
This poor girl, she is she's at a point in time in her life where yes, confusion sets in.
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And when it's encouraged by trusted adults, it makes it a thousand times worse.
25:48
Because then the child doesn't know what to believe or who to believe.
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Should they believe biological truth?
25:56
Should they believe uh uh or hold to the beliefs, the deeply held religious beliefs of their parents?
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Or should they believe that teacher that they've developed a relationship with who they've come to know and love and trust, and who would not lead them astray, and who's telling them, look, you gotta be Johnny, because that's you know, God made a mistake.
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And you're born in a boy's body, and you just you gotta go after it, and you gotta make these changes on your own.
26:23
And it starts with you calling yourself Johnny.
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And that confusion only intensifies to the point where now she's attempting suicide.
26:34
And the and the parents are made to believe.
26:38
And again, I said this in the first segment.
26:40
The parents are made to believe that if they don't go along with it, if they don't go along with the game and with the charade, the child will act on on their suicidal thoughts and tendencies.
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And the exact opposite is true.
26:54
That if the child continues down this road of confusion, that's when suicide will kick in.
27:02
So even after the fact, school officials are still still playing this game, still playing this charade.
27:10
Eventually, the parents put their daughter in therapy.
27:15
Uh, and they be they begin psychiatric care for her, which is actual help.
27:20
I guess it depends on who your therapist is and on who your counselor is, but it's a step into actual help here.
27:28
California state officials have issued guidance directing teachers at public schools to not tell parents if their children begin going by a different name and a different gender, unless the students give them permission.
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Policy also required teachers to use those new names and pronouns when parents were not around.
27:51
The teachers had to.
27:53
Now, talk about compelled speech.
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This is it right here.
27:57
This is coercive speech.
27:59
You're telling me you are robbing me as an adult teacher in that building.
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You are robbing me of my First Amendment right.
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And you're telling me I have to refer to this little girl as a boy.
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You're also robbing me of biological truth.
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When I know in fact, this little girl is not a boy.
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You're forcing me to refer to her as such.
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This is the emperor's new clothes.
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This is it.
28:32
We're living in it.
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Um lawyers for the state had argued that the policies were meant to give children a safe learning environment and ensure that they can learn without fear of being outed to their parents before they are ready.
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So it's based on fear.
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It's based on what could happen.
28:52
It's based on a lot of ifs.
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The policy is centered around and formulated by ifs.
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If that's it.
29:02
It's if.
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If the child is outed too soon, then they will things will go bad.
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And and if they're not outed, they can learn and not be in an environment of fear.
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So not only is the policy horrible based upon what could happen, but it's centered around fear.
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Which everybody knows is a powerful emotion.
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It's a powerful manipulating tool to make people afraid.
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You make them afraid, and by golly, you own them.
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You got them right where you want them.
29:46
Uh this is why teaching virtue is so important.
29:51
It's why teaching courage in the face of fear is such an important quality to have.
29:58
Because if
30:00
You have courage to stand up to the fear, or to stand up to what might be producing the fear in others, then you can overcome.
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Then you have the ability to actually overcome.
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We talked about this the other day.
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We talked about Ulysses S.
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Grant's ability to overcome.
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To overcome in the face of fear.
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He didn't focus on his.
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And again, this is why history class is so important.
30:38
This is why an education is so important.
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It's why giving our kids a proper education is so important.
30:48
I mean, it's just something as simple as the life of General Grant before he became President Grant.
30:56
He had failed at almost everything he he had set out to do.
31:00
He failed at farming.
31:02
He was a decent soldier, but anything that uh required something other than being a soldier, he just did he failed at four years before he is made general of the Union Army, head general, lead commander.
31:23
Four years prior, he's on the street corner selling firewood just to keep his family from starving to death.
31:30
I mean, people believed him to be a loser, they believed him to be a drunkard.
31:34
They they had a whole lot of different thoughts and feelings and beliefs about Grant.
31:40
But when Lincoln needed a general with some backbone, when Lincoln needed a general who was not going to be afraid of Lee and not cower in fear, he went to Grant and he pulled Grant out of the ash heap.
31:57
And he said, Go get him, Tiger.
32:00
I don't know if he called him Tiger, but that's what Grant did.
32:04
Grant went after it.
32:07
And he did not falter in the face of fear.
32:15
He did not buckle under the pressure of his past.
32:19
He did not believe the naysayers.
32:21
He did not believe the detractors.
32:24
He believed what he knew to be true, that he had the ability to lead.
32:30
And if given the opportunity, he would rise to that challenge and he would lead.
32:36
And he was given the opportunity.
32:38
And he rose to the challenge and he led in the face of fear, stared fear in the eye, and demanded, demanded unconditional surrender.
32:49
He didn't back down.
32:51
He didn't buckle.
32:52
He demanded unconditional surrender.
32:56
And these are the lessons that we need to teach young people, especially young people that are going through dark times, dark times of confusion.
33:08
Listen, this isn't uh, this isn't to make them feel shame for themselves.
33:16
This isn't to make them feel shameful or guilty about what they're experiencing or about what they're going through.
33:23
It's the exact opposite.
33:25
It's to give them the tools to overcome it.
33:29
It's to give them the tools to rise above it, to rise above the dark times.
33:35
Listen, you know, if we were studying the 23rd Psalm at all in school anymore, which we used to, we used to study the 23rd Psalm, but if we were doing it, we would understand that even though we walked through the valley of the shadow of death, we should fear no evil.
33:52
Why?
33:53
Because thou art with me.
33:56
Your rod, your staff, they comfort me.
34:00
Because we used to believe and teach and let our kids know that there was a God who loved them and who cared about them.
34:07
And even though they were walking through dark times, even though they were walking through a valley of a shadow of death, they could rise above the fear.
34:18
They could rise above the fear that that valley presented them.
34:23
Because God is with them.
34:26
And God is bestowing upon them courage.
34:30
He's bestowing upon them hope, faith, love, fortitude, the prudence and the ability to go after a thing, to fight fear, stare it in the face and conquer it.
34:46
These is why we we read to them when they're little, these important stories of knights and lords and ladies facing off with dragons, facing off again.
34:58
This is why Beowulf is such an important story.
35:03
Because the people cowering in fear at Grendel and his mother, but but it takes someone with the courage of Beowulf to come along and to say, hey, do or die, I'm going after it.
35:16
That used to be the attitude, do or die, I'm going after it.
35:20
I would rather die in battle than live as a coward and live, you know, shaking and quaking in fear.
35:31
These stories are important because they instill something in us.
35:35
They they instill something in our young people, they instill a virtue that gives them the ability to face life head on.
35:47
No, we're not telling them to go get a sword and you know, go out there and fight pretend dragons or I mean, if that's if that's you what you think you're missing the point.
36:00
There's something deeper being instilled in them.
36:03
And maybe they don't own an actual sword.
36:06
I don't own, by the way, an actual sword.
36:08
I wish I did.
36:09
I do.
36:10
I wish I wish I owned a sword.
36:12
I wish I I wish somebody taught me the sword.
36:16
I wish I knew how to fence, and I wish I had some swords.
36:21
I just think it'd be really cool to have that skill.
36:23
I mean, it's not something I would show off or you know, break out my sword in public.
36:28
I think it would be a lot of fun.
36:30
But my point is, I don't own a sword.
36:33
But yet, growing up as a boy and being read those stories and reading those stories myself and reading those stories to my son, uh, it instills something in us.
36:47
You know, I I've got an important, I didn't mean to to go down this this rabbit trail here, but I think it's important.
36:55
Uh, and I've I've got a very important interview coming up.
36:58
Uh, I haven't conducted it yet.
37:01
And when I do, I will let you know, obviously.
37:04
Uh, but it's an important interview with a lady who uh her mission, and I don't want to, I don't want to give it away right now, but this interview is coming down the pike.
37:14
Her mission is to encourage men to read to their sons and the importance of men reading to their sons.
37:22
And when I when I heard this story, um, a friend of mine was was telling me about this this woman's story and about the the importance of this mission that she's on and encouraging fathers to read to their to their children, and not only just their sons, but but their children, their their daughters as well.
37:42
Uh, and it struck a nerve with me because uh I when my kids were young, I I read to them, and and you know what we started on?
37:53
You know what we started reading, and I said to Elizabeth and Joshua, I said, You guys want to read the Hardy Boys?
37:58
Because I had I had the the Hardy Boys series up till I don't know, I think maybe book 30.
38:05
Um, when they were all hardcover before they went to paperback, uh, I decided the paperbacks were lame.
38:12
And it was, you know, it's and uh it's unfair of me to decide that the Hardy Boy paperbacks are lame.
38:18
I just loved the hardcover books.
38:20
I loved the the artwork on the cover, loved it all.
38:26
And I think I have every hardcover and paper back up to book number 30.
38:31
And I mean, I might be missing one or two.
38:33
But I read them as uh a little boy, I don't know, 10, 11, 12.
38:39
Uh, fell in love with them when my mom and dad would go on trips, they would bring back a Hardy Boy book for me.
38:44
And so I built up this library, and I kept it.
38:49
And when uh when Joshua and Elizabeth are little, I don't know, he's probably five, maybe she's seven or eight.
38:57
Um they we were downstairs and they they saw my you know, my books, and I said, Would you guys like me to read you the Hardy Boy books?
39:06
I read these one when I was little, and would you like that?
39:08
And they were like, Yeah, read the Hardy Boy books, it'll be great.
39:11
So we started the Hardy Boy books.
39:13
And Elizabeth didn't really hang with us for very long.
39:15
I mean, she was interested in this in the story when Kelly Shaw was around and Chet's sister, uh, what was her name?
39:23
Iona, Iona Morton, maybe I don't know.
39:25
So when when Callie and Chet's little sister were in the story, then Elizabeth would run, well, you know, she would want to stick around, but she didn't last very long because you know there wasn't enough uh female action, I guess.
39:38
But she stayed with us for a little bit.
39:41
But Joshua stayed with me through the entire series, and then when that series was done, he was like, Well, what else are we reading?
39:49
And so then we read the Chronicles of Narnia, and he was like, What else are we reading?
39:53
And then we we read little bridges, and he was like, What else are we?
39:56
And then we just we we started reading whatever we
40:00
Could get our hands on.
40:01
Uh, we started reading biographies.
40:04
We started reading um scientific books about the brain and how the brain works.
40:09
And and it just and this this went on.
40:12
Well, this probably went on into his high school years.
40:16
From the time he was five, maybe, maybe a decade, maybe till he was 15, 16.
40:21
I don't know.
40:21
There was probably even longer, because um I I do, I would say, probably even till he was a senior in high school.
40:30
I was reading to him.
40:32
Now with that plan, it wasn't every night.
40:33
It wasn't, Dad, you're gonna read me a story.
40:35
It was, you know, we were involved in a series, and he just liked it when I would read.
40:40
Um, and these the but the stories of choice were stories that were instilling something, stories that were encouraging that were encouraging not confusion, but encouraging valor and encouraging something that stills in us the ability to stand up in the face of fear.
41:07
And I'm telling you, there's something to this.
41:10
There is something very important about it.
41:13
And as parents, if we can if we can grasp it, we can get a hold of it, especially while our kids are young.
41:22
If we can get a hold of this while our kids, while our our children are young and start instilling in them stories from the great books, stories, and they don't even have to be from the great books.
41:36
I mean, it's great that they're from the great bugs, but you know, the Hardy Boys are not listed in the uh in the great books library.
41:44
Uh okay, they're not up there with Homer and uh and Virgil and Dante.
41:50
Okay, they're not there, but nonetheless, they're instilling.
41:54
They they instill a courage, they instill a valor, they instill things that are important.
42:02
So I'm really looking forward to having this interview.
42:05
Uh her name is Elizabeth uh with this woman who I'm gonna I'm gonna talk to.
42:10
And I uh we again we haven't conducted the interview yet.
42:14
We're in the process of getting this, getting this set up and getting it underway, but I'm I'm looking forward to it.
42:20
And I hope that you are too.
42:22
I think you're gonna love it because the importance of of what we're talking about here cannot be uh overstated.
42:32
I don't think it can be.
42:33
I don't think it can be overstated.
42:35
All right, there's there's much to get into.
42:37
Okay, I did not mean, I did not intend to uh to go down that that rabbit trail.
42:44
I want to um let me just wrap this up before we we go to break.
42:47
I'm looking at the clock here.
42:49
Uh so the state was arguing uh in this case, the state of California was saying that uh its policies advance a compelling uh interest in student safety and privacy.
43:03
Uh but the Supreme Court wrote that even though the state is arguing that their policies advance a compelling interest in student safety and privacy, those policies cut out the primary protector of children's best interest, and that's their parents.
43:18
The policy is cutting the parents out at the knees, and they understand what they're doing, they're doing it on purpose.
43:26
A federal judge had already struck down the California policy, uh December 22nd, 2025.
43:35
Um, but the appellate court said, hey, you know what, we're gonna let it come back in.
43:41
Um, but now that the Supreme Court has ruled here, we're gonna see where this goes.
43:45
And we're gonna keep our eye on it.
43:47
That by the way, in this piece here uh by the Epoch Times, Troy Myers is um is reporting this, and he did reach out to California Department of Education, and of course, they did not respond.
44:01
All right, my friends, more to come on the other side of this break.
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All right.
47:04
I want to.
47:06
There's one more piece I want to get into here in the waning, the waning minutes of today's program.
47:13
And it's a piece by Troy Myers.
47:15
Uh, no, I'm sorry.
47:16
It's a piece by Zachary Steber.
47:19
Steber?
47:20
Stiber.
47:20
Sorry, Zachary.
47:22
Hope I'm getting it right here, my good man.
47:24
It's called American Teenagers Are Sleeping Less.
47:28
This is according to uh recent research.
47:32
And it's troubling.
47:34
It's troubling because we need more sleep.
47:38
The brain needs sleep.
47:40
The brain needs rest.
47:42
The brain, matter of fact, I got another piece I want to get into.
47:45
It's in my stack.
47:46
It's been in there for a couple of weeks.
47:48
I just haven't had time to get to it.
47:50
I should rephrase it.
47:51
I haven't taken the time to get to it.
47:54
But it's about how while you sleep, how the how the brain cleanses itself.
48:01
I mean, the brain needs a bath on a nightly basis, my friends.
48:06
And that's why sleep is so important.
48:08
So this study is troubling that American teenagers uh are sleeping less.
48:14
He starts out by saying more teenagers are sleeping short periods of time each night, according to this new study published by the Journal of American Medical Association, the JAMA.
48:27
Among high school students in America, more reported sleeping five or few hours.
48:33
I couldn't do it.
48:35
Five or few hours a night.
48:44
Uh are reporting this.
48:46
I can't function very well on less than seven and a half.
48:51
I'm just going to put that out here.
48:53
Uh seven, you know, I can get away with seven, but not for the a period of days in a row.
48:59
I mean, if I'm less than seven, if I'm hitting six, I'm just in trouble.
49:04
My brain needs to bathe for a long time.
49:08
Um reach the the researchers discovered this when they were analyzing data from the youth risk behavior survey.
49:18
All right, so here are the numbers.
49:20
The percentage of people sleeping, uh the percentage of people sleeping that little increased from 15.8% in 2007 to 23% in 2023, according to the associate professor in psychiatry, psychiatry.
49:40
Holy smokes, what's wrong with me today?
49:43
You think I maybe need to take a nap?
49:44
I mean, I might.
49:46
This is from the Yale School of Medicine.
49:49
Uh that was the reason that more students reported insufficient sleep.
49:55
76.8% in 2023 compared to.
50:00
68.9% in 2007.
50:03
So more people, almost three quarters, are reporting less sleep than here in 2023 than reported in 07.
50:16
Researchers deemed any number of hours of sleep under eight per night to be insufficient.
50:20
I agree with that.
50:21
I mean, at least for me.
50:23
It's insufficient for me.
50:25
They crunched the numbers from 120,000 plus students.
50:31
The percentage of students reporting six or seven hours of sleep each night remained about the same, while fewer students reported getting eight or more hours per per sleep or per night.
50:43
So the amount of students sleeping eight plus hours is decreasing.
50:48
The amount of students sleeping six to seven stayed the same.
50:52
The amount of students sleeping under six hours is increasing.
50:58
This isn't good.
51:00
These findings show a broad increase in insufficient sleep across all demographic groups, driven largely by increasing reports of very short sleep, according to the authors.
51:13
Females were slightly more likely to experience insufficient sleep.
51:22
So the moral of the story is here the senior females are in trouble, apparently.
51:30
Students marking down lower sleep times were more likely to report uh symptoms of depression and or suicidal thoughts and spending hours during the day on social media and video games.
51:43
Aha, there it is.
51:45
That's why they're sleeping less.
51:48
Probably because well into the into the wee hours of the morning, they're on social media or they're they're gaming.
51:56
Limitations of the paper include the lack of some potential contributors, such as family conflicts, according to researchers.
52:06
Re and co-authors, re is this uh re is the name here.
52:11
Tahoe Gregory is the associate professor here at Yale.
52:16
Uh Re and his co-author said the trends highlight the need for population level responses, such as starting school later.
52:25
Okay.
52:26
All right.
52:28
I'm gonna I'm gonna pause right there.
52:30
I can tell you right now, we're not gonna get very far into this study.
52:34
If you're you want to start school later, like, you know, so if school starts at seven, you want to start at, say, eight or nine?
52:43
Would you like that?
52:44
Because uh the kids are are gonna stay up later if you start school later.
52:50
You think they're not gonna take advantage and say, oh, we've got an extra two hours, I could stay up later.
52:56
How about that not be the population response here, the population level response?
53:02
How about we have a different population level response?
53:05
And how about it comes from the parents?
53:07
How about that?
53:09
How about I don't know.
53:10
I mean, this is a novel idea, but but what if I don't know, say the parents instituted a lights out policy?
53:17
What about that?
53:20
Mr.
53:20
Researcher man at Yale University.
53:25
Uh, why don't we tell the kids, hey, it's bedtime?
53:30
Oh no, that's not their solution.
53:32
Their solution is I mean, they're staying up till three o'clock in the morning.
53:34
We should start school later.
53:38
Oh, I Randy Bates, an editorial fellow with the GAMA and its deputy editor, Dr.
53:48
Tracy Lou said in a commentary that adjusting school start times could help address the problem.
53:55
Hmm.
53:56
So they're on board here.
53:57
They also suggested teens avoid screen time for two hours before going to bed.
54:02
Aha, that's better.
54:04
Let's let's do that.
54:05
Let's avoid screen time a couple hours before going to bed.
54:09
And let's say, I don't know, lights out at 10 o'clock.
54:12
What time do they get up?
54:14
All right, let's let's do the math.
54:15
If they if school starts at 7.
54:18
Now, here maybe we just maybe we just take our school, for example.
54:23
Our day starts at 8.15.
54:25
So if you roll out of bed, I don't know, at 7 o'clock.
54:30
Is that enough time to get showered and cleaned up for the day?
54:33
You think?
54:33
Is it is that possible?
54:36
Uh so if that's the case, all right.
54:38
Again, let's do the math.
54:40
If you're going to bed at 11, 12, 1, 2, 3, 4, 5, 6, 7, you get up at 7.
54:45
That's eight hours.
54:47
Is 11 o'clock not a decent hour?
54:49
Could we not just go to bed at 11?
54:53
Why do we have to start school later?
54:55
How about we go to bed at 11?
54:57
How about how about this be our um our population level response?
55:03
How about we go to bed at 11?
55:05
And let's say at 9 o'clock, uh, screens are done.
55:10
Let's just shut them off.
55:11
You know, could we do that?
55:14
Maybe we could start making the parents aware of this research.
55:18
I guess that's why we're talking about it here.
55:21
Because if we become more aware of it, if everybody becomes aware of it, then maybe maybe we don't have to start school later.
55:29
Maybe we could just help the kids out by giving them information that they need, such as, hey, little Johnny, little Sally, screen time is not going to help you fall asleep at night.
55:40
That blue light, no, it's wrecking your brain.
55:43
Just wrecking it, destroying it.
55:45
Shut her down at nine o'clock.
55:47
Give your brain two hours.
55:49
Matter of fact, how about how about this?
55:52
How about nine o'clock?
55:53
How about in the evening you have as much social media time as you want?
55:56
You know, talk to your friends, have a blast.
55:58
Nine o'clock, you shut it down, and then um and then maybe pick up a good book.
56:05
Uh maybe a great book, maybe one of the great books.
56:09
Uh, that's that is a fantastic idea.
56:11
Dean, that uh that idea is so brilliant.
56:14
Uh, I I just well, why didn't you say it earlier?
56:18
I don't know.
56:19
I don't know why I didn't say it earlier, probably because I wasn't reading this study earlier.
56:24
Ah, okay.
56:25
Uh, not gonna get through this, but I can tell you right now that it's a problem, but uh the answer isn't not starting school later.
56:35
The answer is actually helping the teens, actually giving them some some advice and some input that might better their lives.
56:46
I don't know.
56:47
That's just it's just a thought.
56:48
That's all just a thought.
56:50
All right.
56:50
My friends, that's it.
56:52
It's all the time we have for today.
56:54
Thank you as always for joining me.
56:56
I am happy that you're a part of this program.
56:59
Encourage your friends and family to get on the dean's list.
57:02
Let's unite to renovate the age.