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Emails and handouts from Manchester School District staff make two things clear.

The school district is still embracing Diversity, Equity and Inclusion content and policies. And they don’t want parents or the public to know about it.

The district is scrambling after a student handout using DEI teacher training materials in a class on the Holocaust was posted on the internet.

When it did, Amadou Hamady Sy, the Manchester School District’s executive director of Student Engagement, Outcomes and Success, sent staffers an email reminding them to keep the DEI lessons to themselves. Hamady Sy expressed concern that the materials had leaked to “individuals outside the school community and even the local press.”

“Given the current political climate and heightened scrutiny around Diversity, Equity, and Inclusion (DEI) work, we are again reminding all staff to refrain from sharing any training materials, especially presentation slides, surveys, facilitator guides, or discussion content with students or external parties,” Hamady Sy wrote. “These resources were designed strictly for internal staff development purposes.”

Not the right answer for parents or opponents of race-based DEI curricula.

“They don’t want parents and taxpayers to know that teachers are being trained to bring these divisive concepts into the classroom,” said state Sen. Victoria Sullivan (R-Manchester).

The handout in question was given to eighth-grade students at the Henry McLaughlin Jr. Middle School. It purported to lay out the “Wheel of Power and Privilege” in society, encouraging children to contemplate their own “power and privilege” by circling attributes they felt matched their own, such as skin color and economic background.

There was also a packet on so-called “microaggressions” — actions that can be labeled as racist or discriminatory even if the person committing them has no racist or discriminatory beliefs or motives.

The school district claims it was part of its Holocaust education, a state requirement. However, the handout makes no mention of Nazi Germany’s slaughter of Jews.

Sullivan called the materials the type of divisive, race-based ideology that the legislature has been trying to get out of schools for years.

“Within that lesson was a power and privilege wheel that sent a message to students that some children are better than others. That is a message that should never be put upon children,” Sullivan said. “All children are unique in their talents and abilities. Telling children that they are better than some people or are less than others based on skin color, sexuality, body size, and gender is unacceptable. The lesson also uses the term ‘cisgender,’ which is a made-up term not rooted in any science and has been deemed a slur.”

When parents began complaining about the DEI materials, district officials blamed the teacher. According to the district, the microaggressions worksheet and “Wheel of Power and Privilege” are part of teacher training and never intended for students.

“In this isolated incident, students were asked to complete an anonymous self-reflection form to explore their understanding of self to text within the unit. Unfortunately, materials intended only for staff professional development were used for this anonymous student self-reflection,” the district said in a statement released Friday. “We want to be clear that there was never a survey completed as part of this lesson or unit. The district team has taken steps so this action is not repeated.”

“But the fact remains the materials are used for teacher training, which shows the school district has the wrong priorities,” Sullivan said.

“Manchester repeatedly makes headlines for inadequate proficiency scores. Yet, this is where they are spending taxpayer dollars,” Sullivan said.

And, Sullivan added, the fact that the school is trying to keep materials secret from parents and the public raises more questions about what’s being taught in classrooms.

The Manchester School District already fought a lawsuit defending its right to keep parents in the dark about their children’s behavior regarding sex and gender at school. In court, Manchester argued the district has no legal duty to tell parents if their child identifies as a different sex at school than his or her biological one.

If Manchester parents don’t like it, “They can homeschool, or they can send their child to a private school; those are options available to them,” said the district’s attorney, Meghan Glynn.

The school district prevailed before the New Hampshire Supreme Court.

“We cannot conclude that any interference with parental rights which may result from non-disclosure is of constitutional dimension,” the Supreme Court justices ruled.

Angry parents turned out at Weare Middle School on Tuesday night to protest the school’s decision to allow a biological male student to use the girls’ bathroom — over the objection of girls who are being forced to share the space.

The situation came to light when the girls started complaining to their parents about the boy, who just recently began “identifying” as a girl. Katie LeRoy was upset when her daughter told her about the situation last week. The male student had switched from using a single-person bathroom to the girl’s room.

“That does make me feel uncomfortable, and others (are uncomfortable) as well,” LeRoy said.

But school board Chair Christine Heath insisted they were following state law.

“As of today, it is the law in New Hampshire that discrimination is prohibited based on gender identity in regards to bathrooms,” Heath said at the start of the Weare School Board meeting.

School Board Chair Christine Heath, Board Member Sarah Button, and Board Member Daniel Recupero listen to parents Tuesday night upset that a biological boy is using the girl’s bathroom in Weare Middle School.

State Rep. Ross Berry (R-Weare) attended Tuesday’s meeting to support concerned parents. He told NHJournal Heath’s claim the school’s hands are tied is spin, not fact. It’s true the state has yet to pass a law explicitly giving schools and other institutions the right to protect women’s spaces from biological males. The school could choose to do so right now.

“They are interpreting the non-discrimination statute in a way that conveniently fits their worldview,” Berry said. “I have no doubt the school board would vote to allow boys in girls bathrooms if they were explicitly given a choice.”

Resident Nancy Brennan, a public school teacher in another community, told the meeting she supported allowing the male student in the girls’ bathroom. According to Brennan, biological sex is complicated. She cited people who are born intersex to explain that transgender people have always been part of human history.

“The idea there is only male and female is not scientifically correct,” Brennan said.

Being born intersex is an extremely rare medical condition affecting an estimated .05 percent of the population. It typically refers to people born with both male and female sexual characteristics, such as having both male and female sex organs.

Nobody has suggested that applies to the male student at Weare Middle School.

State Rep. Lisa Mazur (R-Weare) said parents and girls should be able to talk about their concerns without being labeled as bigots.

“Having this concern for girls does not make us transphobic, and we’re not bullies for speaking up,” Mazur said.

Parents have been reaching out to Mazur to tell her the girls are uncomfortable sharing their bathroom with a boy, and some of them are refusing to use the bathroom at the school. Mazur said the school should allow male students “identifying” as female to use single-person bathrooms or staff bathrooms, but not the girl’s bathroom.

A bill keeping biological males out of spaces for women and girls is making its way through the legislature. If it passes, Gov. Kelly Ayotte is expected to sign it.

Weare resident and Republican candidate for Congress Lily Tang Williams said the school’s policy to allow the biological male into the girls’ bathroom is damaging the school and will be costly for the community.

“You’re going to push more children to homeschooling and out-of-town schools. You need to reevaluate this policy,” Tang Williams said.

Berry reminded the board Weare’s schools are underperforming, according to data.

In the latest standardized tests, 32 percent of students were proficient in English, 24 percent in math, and 22 percent in science. The district is spending more than $21,000 a year per student. The district’s also seen a 28 percent decline in enrollment since 2016, Berry noted. Perhaps academic performance should be their priority.

One Weare father, who had been considering putting his homeschooled children into the public school, predicted even more students are likely to leave. Not because there is a transgender student, but because the handling of the situation raises questions about how the school will teach science and biology.

“That 28 percent will climb if this goes the wrong direction,” the dad said.