Education Briefs
The Gateway Pundit reported on new research that shows children who were given the COVID-19 shots “have experienced significantly higher rates of various health conditions, including increases in autism, attention-deficit/hyperactivity disorder (ADHD), neurodevelopmental disorders, special education needs, 
asthma, anxiety, and more.” The study was published on the “open access research repository” Zenodo on October 5. Six scientists: Nicolas Hulscher, MPH, M. Nathaniel Mead, MSc, PhD, Carol Taccetta, MD, FCAP, John A. Catanzaro, NMD, PhD, Robyn A. Honea, PhD, and Peter A. McCullough, MD, MPH, conducted the research, primarily by comparing outcomes for “COVID-19 vaccinated versus COVID-19 unvaccinated children.” Study authors found that “autism spectrum disorder now affects 1 in 31 U.S. 8-year-olds and continues to rise at an alarming rate. COVID-19 mRNA vaccines were first authorized for U.S. children aged 12-15 in May 2021, 5-11 in October 2021, and 6 months-4 years in June 2022. No pediatric trial or post-marketing surveillance study was designed or powered to detect neurodevelopmental or mental-health outcomes after childhood COVID-19 mRNA vaccination....” The researchers analyzed data from the “National Health Interview Survey (NHIS), a leading provider of health information.” Nicolas Hulscher told the Gateway Pundit that his team “analyzed official U.S. government data from 21,990 children and found a consistent association between childhood COVID-19 vaccination and higher odds of autism, ADHD, anxiety, special-education use, and mental-health treatment.” In emphasizing the urgency of the study results, Hulscher stated: “This is a safety signal that must not be ignored. Endangering the developing brain is a red line. COVID-19 ‘vaccination’ of children should cease immediately.”
After a mediocre finish at the first Camas, Washington High School track meet on the boys’ junior varsity team, runner Logan Mihailoff switched genders and “won the girls’ varsity race at the Union/Camas meet, finishing ahead of all 45 other competitors.” The Post Millennial reported that Mihailoff began the season on the boys’ team, but “by September 26 was competing against girls at the Nike Portland XC Invitational, finishing 
second out of 195 runners in the girls’ junior/senior JV race.” Just three days later, he won the girls’ varsity race at the Union/Camas meet. Reaction on social media was swift and strong. A group called HeCheated.org posted on X: “It’s amazing what switching to the girls’ division can do for a boy’s performance.... Mihailoff went from a JV boy to the fastest varsity ‘girl’ on his team in just the course of a few weeks and has already stolen a medal from a deserving female athlete and pushed several other female athletes out of the medal they deserve. Why is the WIAA [Washington Interscholastic Activities Association] allowing this farce to continue?” Another commenter wrote: “He is a cheater and a whole case of characters enabled him to do it. They allowed him, at great cost to these girl athletes, to feel better about his athletic ability by competing as a girl. These girls had no choices or voice in the matter....” The school district defended its actions, citing the current WIAA policy of allowing athletes to participate in sports “according to their gender identity or the gender most consistently expressed. School personnel determine eligibility in collaboration with the student.” On November 3, Washington voters will decide an initiative that would “prohibit biological males from competing in designated girls’ individual and team sports and require verification of biological sex from participants’ personal health care providers as part of the routine sports physical.”
The pro-parent organization, Defending Education, has released an important new report on public schools in all 50 states regarding the extent to which they implement and/or allow “DEI & Merit, Foreign Funding & Influence, Free Speech, Gender Ideology, and the policies of state Teachers’ Unions.” This report ranks all 50 U.S. states and the District of Columbia in the five aforementioned areas of concern, and the states range 
from Tennessee at #1 overall to Illinois at #50. Only DC ranks lower than Illinois at #51. Defending Education analyzed state laws, regulations, and requirements pertinent to each of the categories, with the sexuality metrics based on information published by “the Sexuality Information and Education Council of the United States (SIECUS) in 2025.” Defending Ed researchers awarded points for how well each state ranked in each category. For example, in gender and sexuality policy, states were measured for how well they regulate “inclusion of gender and sexuality topics in subjects such as history, civics, or social studies.” Also considered was whether “states mandate certain inclusion requirements for representation based on gender and sexuality and other demographic characteristics.” Alabama ranked highest in this category, earning 88 percent of the potential points in each of four sub-categories. The bottom six states each earned zero points, including California, Colorado, Connecticut, Nevada, New Jersey, and Washington. While the results do not mean every school in the highest-ranking states is necessarily good, nor that every school in the lowest-ranking states is necessarily bad, they do indicate where the greatest amount of indoctrination is likely to occur. Although one state may score well in one category and less so in another, this is information parents need to know in order to make the critical decision of where and how they should educate their children.
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