LA School District Celebrates ‘Transgender Day of Visibility,’ Ignores Thanksgiving

The Los Angeles Unified School District encourages students to celebrate transgenderism, but criticizes Thanksgiving.

  • A memorandum from the LAUSD listed “Transgender Day of Visibility” as a recognized holiday in the school district.
  • The faux holiday, which takes place on March 31st, is described by the district as “an international day of transgender celebration through stories of excellence, contributions, and resiliency.” 
  • An Instagram post by LAUSD says elementary school teachers should “read a book with a trans or nonbinary characters” and to “have your students color pages to learn more about transgender and nonbinary trailblazers and activists.”
  • The district has also created a lesson diminishing the importance of Thanksgiving and emphasizing other holidays such as “National Coming Out Day” instead. 
  • The lesson also includes a video from Teen Vogue called “Native American Girls Describe the REAL History Behind Thanksgiving,” in which students are encouraged to alternatively celebrate the “National Day of Mourning” which “hopes to educate folks about the true history of the colonization of America and end the national myth.” 

“Have announcements introducing transgender figures throughout the day,” LAUSD posted. 

  • In July 2022, LAUSD worked with left-wing groups to create lesson plans that promoted transgenderism in children.
  • The group Open Books, previously named Gender Nation, was one of the partner groups that has a stated purpose to “validate children with LGBTQ+ storytelling.”
  • Open Books provided the public schools with books that promote child transgenderism, some aimed at children as young as kindergarten.
  • The group worked with LAUSD through “an enormous donation of LGBTQIA-themed books that are developmentally appropriate for elementary and span schools,” according to The LAUSD Human Relations, Diversity, and Equity website.
  • The books are accompanied by documentation assisting teachers who read the books on how they should attempt to “increase student understanding of ally behavior” and “expand students’ perceptions and understandings of gender.”