"Identity" Standard #1

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  • Parents are not comfortable with their children "naming" (as it states in the action plan for K-2nd) “multiple identities” at school without their involvement and guidance.

  • A person’s identity is much deeper and more complex than the groups they align to or how those groups intersect.

  • How are identity groups defined and who draws the line?

  • What is the school's policy on identity groups that are inappropriate, ill-intended or fictitious in nature?

  • How will the WCSD help students who are not comfortable talking about such personal issues at school feel safe? 

Questions & Concerns

 "Identity" Standard #2

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  • The action statements under this standard are fairly reasonable and straightforward, for example "I can feel good about myself without being mean or making other people feel bad."  

  • However, associating these action statements with "identity" is very confusing for young people. It would be far less confusing to simply say "I am comfortable with who I am and respect who others choose to be." 

  • This standard also implies that being mean or making others feel bad is one's identity, when in fact it's behavior. If a child is having a bad day and says something mean to a friend, this standard would suggest the child is automatically part of a "mean identity" group. 

Questions & Concerns

 "Identity" Standard #3

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  • Identity is a delicate balance of how you see yourself versus how the world sees you, which – for young people especially -can trigger severe anxiety and mental health issues.

  • Waukee teachers are not trained as mental health professionals and "identity" should not be treated like a social experiment.

  • Parents are not comfortable with teachers guiding children on how to "express their identity" over the course of their developmental years.

Questions & Concerns