Vale of Glamorgan Schools Teach 3-Year-Olds About "Identities We Don't Have Words For."
Alternative headline for social: "We Don't Yet Have Words to Describe": How Welsh Schools Are Fucking Up Childhood for Ideology.
There’s a phrase in the Vale of Glamorgan Council’s Trans Inclusion Schools Toolkit that should make every parent’s blood run cold: children might have “a gender identity which we do not yet have words to describe.”
Read that again. Schools are teaching your 3-year-old about identities so undefined that language hasn’t caught up yet. Not maths. Not reading. Identities that don’t exist in the vocabulary.
Meanwhile, Rudolf Steiner—the bloke who revolutionised childhood education a century ago—said kids this age should be rolling in mud, discovering wonder, and learning through play. Not interrogating whether they’re cisgender, non-binary, or occupying some linguistic void the toolkit writers haven’t named yet.
This is what happens when ideology replaces education. And Dr Joseph Chrysostom, a 25-year NHS veteran, has had enough.
The Toolkit from Hell.
Look, the Vale of Glamorgan Trans Inclusion Schools Toolkit is statutory. Mandatory. For children aged 3 to 16 across primary, secondary, and special schools in Wales.
Here’s what it teaches:
The Claims:
“There is more than one way to be a boy or a girl”
Children should “explore their identities” from early childhood
Kids should be “accepted and change their minds” about who they are
Teachers must understand: cisgender, transgender, gender queer, gender fluid, non-binary, “both male and female,” “neither male nor female,” “a third gender,” and identities “we do not yet have words to describe”
Now here’s the reality: not one shred of anatomical, physiological, or genetic evidence supports the claim that humans are “born trans.” Schools have zero authority to label children this way. Yet the Welsh government made this pseudoscience statutory through Relationships and Sexuality Education (RSE).
Parents send perfectly normal boys and girls to school expecting maths and English. Instead, their kids get indoctrination wrapped in rainbow flags and “inclusivity” language.
This pattern should sound familiar if you’ve been following Bristol City Council’s own accountability failures—institutions implementing contested policies while claiming to represent community values, bypassing the democratic process entirely.
What Dr Chrysostom Said.
Dr Joseph Chrysostom has written to the Secretary of State for Education, the Shadow Secretary, and the Welsh Government with a medical professional’s analysis of the toolkit. His critique cuts through the therapeutic language to the fraud beneath.
On “Trans Children”: “No human being is born trans. On what basis are schools deciding that certain children are now to be identified this way? When schools designate children as ‘trans,’ what anatomical, physiological, or genetic evidence do they rely on? There is no scientific evidence.”
On Identity Exploration: “This paragraph introduces the idea that identity is fluid and open to change from a young age, which can plant confusion in an otherwise normal child with no prior concern. By presenting gender exploration as normal and expected, it subtly encourages children to question their own stable identity.”
On “Changing Their Minds”: “This is not neutral—it functions as an inducement, and it places ideologically driven experimentation above the well-being and autonomy of children.”
Dr Chrysostom’s language is clinical. Precise. And absolutely damning.
Enter Rudolf Steiner: The Brutal Irony.
Right, so Rudolf Steiner developed his educational philosophy after World War I. His approach revolutionised how we understand childhood development. Over 1,000 Waldorf schools worldwide now operate on his principles.
Steiner’s core philosophy goes like this:
Children are “active agents of their own development, driven by natural, self-guiding forces.” Young children learn through “unselfconscious imitation of practical activities.” Engaging children in “abstract intellectual activity too early would adversely affect their growth and development.” Development occurs in seven-year cycles, and “readiness will vary from child to child.” Early childhood should focus on “experiential education and imaginative play” with the goal to “imbue the child with a sense that the world is good.”
The key principle? “Children are free to be children, and are given the gift of time for exploration through play.”
Now look at the Vale of Glamorgan toolkit. It takes 3-year-olds—children who should be discovering mud, learning to share toys, and hearing fairy tales—and bombards them with abstract identity concepts that didn’t exist in educational vocabulary until five minutes ago.
This isn’t education. It’s grooming with a safeguarding stamp.
The Pattern: Vulnerability as Leverage.
You’ve seen this formula before, haven’t you?
First, identify a vulnerable group. Or rather, create one by labelling perfectly normal children as “trans” without any scientific basis. Then claim there’s a crisis requiring intervention—bullying, poor mental health outcomes. Next, implement a comprehensive programme and make it statutory from age 3. Label any resistance as bigotry. Transphobia. Lack of inclusion. Finally, bypass normal democratic accountability. Make it mandatory. Parents get no vote.
The toolkit states: “Trans children and young people are vulnerable to bullying, prejudice and poor mental health outcomes if they are not effectively supported.”
Notice the sleight of hand? Schools don’t prevent bullying by teaching 3-year-olds about “identities we don’t have words to describe.” They prevent bullying by creating environments where all children are treated with basic human decency.
But here’s the thing. When you teach children from age 3 that their identity is fluid, undefined, and open to constant questioning, what do you think happens to their mental health? You’re not preventing a crisis. You’re manufacturing one.
Take stable, developing children and plant seeds of confusion about who they are. Then act surprised when they develop anxiety, depression, and identity disturbance. Then use those mental health outcomes as justification for even more intervention. More programmes. More funding. More control.
It’s a self-fulfilling prophecy dressed up as safeguarding. And it guarantees a generation of psychologically damaged kids who’ll need therapeutic support for problems that didn’t exist until schools created them.
The Questions That Matter.
If gender identity is so fluid, so undefined, so impossible to pin down that “we do not yet have words to describe” some identities... why are we teaching this to children as fact?
If the science is settled, where’s the evidence?
If this genuinely helps vulnerable children, why is it mandatory for all children, including those with no confusion or distress?
And if schools are so confident this is right, why are they implementing it without explicit written parental consent?
The silence is deafening.
The Steiner Standard.
Any educational philosophy that actually respects child development—Steiner, Montessori, traditional—would look at the Vale of Glamorgan toolkit and recognise it as abuse dressed as inclusivity.
You don’t protect vulnerable children by teaching 3-year-olds that their identity might exist in a linguistic void. You don’t support development by encouraging kids to “change their minds” about who they are before they’ve even developed a stable sense of self.
You protect children by letting them be children. In their own time. In their own space. Discovering the world through wonder, not ideology.
The Trust Breach.
Parents trusted schools to educate their children. Not to experiment on them. Not to impose untested frameworks under the guise of inclusion. Not to bypass parental authority and treat kids as blank slates for social engineering.
The Vale of Glamorgan toolkit isn’t education. It’s a capture.
And every parent in Wales should be demanding answers: who authorised this, what’s the evidence base, and how do I opt my child out?
Dr Joseph Chrysostom’s analysis deserves your attention. Follow him for more on this developing story.
Frequently Asked Questions.
What is the Vale of Glamorgan Trans Inclusion Schools Toolkit? A statutory guidance document for primary, secondary, and special schools in the Vale of Glamorgan requires teachers to educate children aged 3-16 about gender identity concepts, including “identities we do not yet have words to describe.”
Is RSE mandatory in Wales? Yes. Relationships and Sexuality Education (RSE) became statutory in Wales under the Curriculum for Wales framework for all learners aged 3-16.
Can parents opt their children out of RSE in Wales? Unlike in England, parents in Wales cannot withdraw their children from RSE lessons as it is embedded throughout the curriculum as a mandatory requirement.
What does Rudolf Steiner’s educational philosophy say about early childhood? Steiner education emphasises that children under 7 should learn through play, imagination, and natural development without premature intellectual abstraction. Engaging young children in abstract concepts too early can adversely affect their growth and development.
Who is Dr Joseph Chrysostom? An NHS medical doctor with 25 years of experience who has formally challenged the Vale of Glamorgan toolkit in correspondence with the Secretary of State for Education, the Shadow Secretary, and the Welsh Government.