[Context: This is from a long post pretending to care about neurodivergent schoolkids so that he can use them to bash LGBTQ+ people]
A child who is constantly corrected but never fully understood will eventually ask a dangerous question: Why am I like this?
For a neurodivergent child, that question is not abstract. It is embodied. Deep in their flesh. It lives in the nervous system.
In today’s schools, there is an answer readily available.
Identity.
More specifically, LGBTQ identity frameworks.
These frameworks offer something powerful: permission to be different without apology. Language for distress. Moral protection. A story that explains why fitting in has always felt impossible.
For a neurotypical child, identity can be explored, revised, and discarded. It is flexible.
For a neurodivergent child, it can become totalizing.
It does not explain part of their experience. It explains everything.
And once it does, abandoning it feels like erasing the only coherent story they have ever been given.
[… more pretending to care about neurodivergent kids …]
The rise in transgender identification among children is not the root problem. It is a symptom.
It reflects a school system (amongst other factors) that cannot accommodate neurodivergence without trying to normalize it. A system that mistakes compliance for health and performance for wellbeing.
Until schools learn to recognize neurodivergence as something to be understood — not corrected — this pattern will continue.
Children will keep disappearing into labels because labels are the only place they are allowed to rest.
That is not inclusion.
It is institutional failure, and it is camouflaged and dressed up as care.
If schools applied the same rigour to understanding neurodivergence as they do to identity and LGBTQ+ awareness campaigns, fewer children would be driven toward ideology, self-harm, or medicalization as a way of making sense of unsupported nervous systems. Fewer parents would be left searching for answers in the dark.
