We will teach our students gratitude… not resentment.

We will challenge our students… not coddle them.

We will aim to create sane spaces… not safe spaces.

We will seek to unify our students… not divide them.

We will aim for equality of opportunity… not equality of outcome.

We will teach our students the importance of objective truth… not subjective truth.

Our public schools should educate … not indoctrinate.

Our schools should emphasize the importance of the individual... not group identities based on immutable characteristics.

We will support merit-based admissions into special programs (IB, AP, Arts, French Immersion, and Sports) ... not lottery-based.

We will teach students to judge each other on the content of their character... not the colour of their skin.

We will assess students based on merit and reject calls to abolish the grading system.

We will select 3rd party contracts based on merit and ban sole-sourced contracts.

We will not allow our nation's national anthem "Oh Canada" to be cancelled or altered in our public schools.

We will recognize the existence of gifted students and help those students to develop their talents be they academic, technical, artistic, or athletic for the benefit of all society.

We will support families of children with autism and other disabilities in order that the school system is responsive to their needs.

We will respect parental rights for those who would prefer their children not be taught about any specific content in the provincial sex education curriculum or controversial unsettled elements of the federal or provincial human rights codes at odds with their own religious or cultural moral beliefs. We do so based on the principle that parents should have the final say on matters related to the moral education of their own children. We will always support the rights of parents to uphold the moral codes of their respective religions (or secular moral values) in their children's education.

We will remember that Canadians are fortunate to live in one of the world’s most peaceful, diverse, and relatively peaceful  societies. We will support policies which put an end to “critical social justice” political bias and activism in our public education. We categorically reject those ideological narratives which seek only to undermine the social fabric of Canadian society.

We will end all hiring and promotion practices designed to meet diversity quotas. Instead, we will ensure that teachers are hired strictly based on merit and competence regardless of their skin colour or other identity markers.

We reject the promotion of “gender ideology” in schools. We have seen the catastrophic harm inflicted on children who were affirmed and underwent medical transition only to deeply regret it years later. Adults, especially those who work with kids, have a duty to safeguard children from making potentially devastating decisions at a time when their brain has not fully developed. Blindly affirming the cross-sex gender identity of a child is often the first step in the pathway toward medical transition and lifelong consequences for their health. We believe this is a psychotherapeutic intervention which no teacher,  social worker, or guidance counsellor is qualified to do and should never be done without express parental consent and evaluation by unbiased medical professionals.

We will advocate that actively promoting harmful ideological beliefs ("gender ideology") on children is abusive. Individual teachers and school boards should note that "gender affirmative" policies in which parental consent has not been obtained have already opened the door to potentially massive legal liabilities in the United Kingdom and could likewise be upheld by Canadian courts in the near future.

Give parents the right to opt out of all training related to "Gender Ideology" and "Comphrensie Sex Education" anywhere in the school system.  The default postion should be for parents to be opted out unless they specificaly choose to opt in.      

We will advocate with the Ministry of Education to revise the Ontario Curriculum for Grades 9 to 12 in the “Social Sciences and Humanities” field to remove all grievance studies related courses categorized as “Equity Studies”. These include “Gender Studies”, “Equity, Diversity, and Social Justice”, “Equity and Social Justice”, and “World Cultures” because of their very obvious, inherently radical political teachings. (The last course, "World Cultures" becomes problematic when taught only though a CRT based lens.) This material has no place in public education.

We would propose mandatory training for staff and board members on counter viewpoints to critical race theory, gender ideology, and related ideas. Critical race theory in particular generates animosity, division, and ultimately hate. It actively promotes anti-semitism, anti-asian, and anti-caucasian racism while attacking the moral codes of many religious and secular Canadians.  It is simultaneously infantilizing to people of colour and indigenous communities. CRT has no place in Canada's multicultural public education systems.

We will support Diversity, Equity, and Inclusion programs which teach unity rather than division. The "Theory of Enchantment", and the "Moral Courage College" are arguably representative of the gold standard in this area. 

We will support an emerging proposed alternative to Diversity, Equity, and Inclusion (DEI), which we call Merit, Fairness, and Equality (MFE), that aims to deliver on the promise initially made by DEI, namely unbiased selection. MFE acknowledges that biases may affect a selection process and seeks to eliminate them, but maintains a strict meritocratic framework where every candidate is treated equally and fairly. Critically, MFE is concerned primarily with establishing fair processes, and would never try to enforce quotas or race preferences, nor would it restrict speech as DEI often does. In summary, MFE delivers on the promise that DEI made but cannot accomplish: it would reduce bias and lead to a fairer system, while maintaining strict academic standards, promoting freedom of expression, and advancing the core mission of public education.

We will suspend all school support programs or 3rd party consultants that target particular groups of students based on their identity characteristics including race, ethnicity, sexual orientation, gender, etc. With rare exceptions aimed at supporting students with disabilities, we will only support programs which "lift all boats" and benefit all students.

We will advocate to make the FAIR Statement of Principles the guiding principles for developing the culture of public education.

We will advocate that “safe spaces” be re-defined following the ideas of the Moral Courage College as places where students should be free from immediate judgment… not from challenging viewpoints.

We will advocate against the collection of student census data based on race, ethnicity, sexual orientation, gender identity, etc. on the basis that some of this information is private, and not appropriate to ask of a child who lack the maturity to respond to questions of this nature. Further, we oppose this increasingly common practice because the resultant data is typically falsely interpreted to promote claims that differences in outcomes between different groups are primarily due to systemic racism, sexism, homophobia, or other similar biases, without exploration of numerous other factors which contribute to differences in equitable outcomes.

We will defend the enforcement of disciplinary measures in schools in a way that is fair, consistent and thus predictable. Such measures are sometimes perceived as “wrong” because they might lead to different outcomes between identity groups. We believe that kids benefit from a structured, disciplined environment, and a child’s identity markers should not influence the way his or her errors or misbehaviours are handled. Parents... be assured we will take your children's safety at school seriously.

We will call out any ideology which aims to normalize sexual relationships between adults and children under the guise of "Queer Theory" activism in schools.

We will not, under any circumstances, support affirming any student who opts to identify as an animal, fairy tale creature, anime character, etc.

We will establish policies which require parents to be informed within 48 hours in writing via email and a telephone call if their child requests to be recognized in terms of a "gender identity"that does not correspond to their birth sex, or wishes to be referred to by "preferred pronouns" which differ from those consistent with their biological sex. Furthermore, no school teacher or staff will be permitted to affirm any such request without written consent from both parents. For children living with one parent a single approval will suffice. No teacher, staff member, or other student will be required to affirm any such identities or use preferred pronouns if they do not feel it to be in the students best interests.

For safety and fairness, we will seek policies which require students to compete in athletics teams based on their sex and not their "gender identity".

We will seek policies to ensure that students have access to private washrooms, change rooms, showers, and hotel rooms based on their biological sex when in school or on overnight field trips.

We will seek policies which prevent the erasure of the word "woman" in all official documents and training materials.

We will push to establish educational programs within our public schools to:

We will not allow teachers and staff to have their speech compelled. We will work to ensure that no teachers, administrative staff, or other students are under any obligation to use "preferred pronouns" or affirm anyone’s claimed "gender identity" if they do not feel it to be in an individual’s best interest.

We will make sure that teachers and staff are not required, and will not be asked, to include their preferred pronouns in their email signatures - or on other pieces of identification. This practice will be discouraged.

We will defend the right of teachers and staff to express their deeply beliefs outside of the classroom on the basis of creed be they political, cultural, or religious without fear of adverse impacts on their professional careers.

We will defend the right of teachers and staff to refuse to teach, promote, or otherwise participate in professional development programs based on ideological ideas rooted in critical race theory or gender ideology.

We will defend the rights of all teachers, staff, and students protected under the Canadian Charter of Rights and Freedoms which include:

We will end the abhorrent practice of segregated clubs, training sessions, graduation ceremonies, or parent meetings based on participant race or ethnicity.

As school board trustees we believe that the physical safety of students and staff in school is of paramount importance. For this reason, we will support School Resource Officer (SRO) programs and policies that will not deter school staff from calling the police as needed to deal with extreme behavioral issues in the classroom.

We believe a distinction must be made between the traditional "Pride flag" and the new "Progress flag". We have fewer concerns with respect to the traditional pride flag because it reflects a show of solidarity with people who were once persecuted for their sexual orientation. The newer "Progress flag" has become symbolic of a more repressive political and ideological movement rooted in "equity", "critical race theory", "gender ideology", and "queer theory" which many Canadians find increasingly questionable, including members of the LGB community. In light of this evolution, Blueprint for Canada school board trustee candidates will oppose flying any variation of the traditional "pride" or "progress flag" at any time of the year and will vote to support the removal of similar propaganda from inside our public schools. 

We will seek policies which value all parents in our communities including both opposite sex and same sex couples.

We will oppose attempts in any official policy documents or educational materials to redefine homosexuality as an attraction to someone of the same "gender identity" as opposed to someone of the same biological sex.

As trustees, we do not support the censorship of books for adult readers. For children, we will seek policies to ensure materials are safe, age-appropriate, and not in violation of Canada's child pornography laws.

We will seek the removal of any book featuring explicit sexual imagery. We are aware that the practical impact of such a ban will be limited given the prevalence of similar content online. Even so, we believe schools must aim to uphold a higher standard on principle alone.

We will seek the removal of any books written for children designed to normalize the tenets of gender ideology. We take this position due to the evidence of extreme harm inflicted on susceptible children led down the path of gender-affirming medical care.

We will advocate that the inventory of all public school library collections be fully searchable online and that such search capabilities be open to the public.

We have an abundance of programs and promotional materials in our K-12 schools designed to encourage female students to consider careers in STEM fields and skilled trades. Such materials must also include encouragement for male students to pursue similar career goals. We believe all students should benefit from such programs and promotions.

We would seek to solicit public opinion on the merits of a trial program in designated public schools to have young boys start school one year later than girls. This proposal is based on the idea that a delayed school start—often referred to as “redshirting" may offer significant benefits for male children. Parents and educators are strongly encouraged to consider the merits of this proposal as outlined here. We are not endorsing the idea at this time but feel it does warrant discussion with parents and educators.

All students should be actively encouraged to participate in school programs which emphasize hands-on practical skills, including learning to build with common materials and proficiently work with common tools. This type of training builds confidence, a sense of pride, and accomplishment. Therefore, we will advocate for investment in next-generation well-equipped shop classes to encourage the development of these important life skills.

Significant numbers of highly skilled tradespeople with years of real-world work experience are expected to retire from their jobs over the next ten years. We will seek to establish formal outreach and incentive programs to encourage those willing to consider a second career teaching in high school shop classes. Doing so will give them a unique opportunity to share their knowledge and skills with the younger generation.