ESSB 5395 first came to my attention this fall. Generally, the Slavic community tends to be apolitical, which stems from generations living in the Union of Soviet Socialist Republics. There you knew the winner of an election before stepping into a voting booth, which bred distrust in the integrity of government processes. My grandmother, a U.S. citizen for over two decades, never cast a vote. Suddenly, people, who debated the trustworthiness of voting over dinner, protested in Olympia. 

Why?

ESSB 5395.

OSPI defines the bill as “recurring instruction in human development and reproduction that is age-appropriate and inclusive of all students.” It mandates all districts teach comprehensive sexual education. Shannon Cotton guest-wrote an article addressing the confusion and worry the bill caused parents in her community. If native English  speaking parents experience anxiety over this bill, imagine English Language (EL) parents for whom news comes second-hand from friends and family with stronger English skills. Picture the stress and confusion of newly immigrated families. 

My family moved to the U.S. in 1999 after living under an oppressive political regime, where my grandfather went to prison at sixteen for possession of anti-communist literature, and universities barred my mother from entry because of her Christian faith. My parents went from standing in breadlines to shopping at Costco. How could they begin to comprehend the U.S. school system and its policies?

 I never attended fifth grade camp, because they associated school camps with government indoctrination. It’s easy to dismiss the fears of my parents as groundless paranoia without first understanding the historical and cultural backgrounds shaping their views. 

Some EL parents in my community immigrated from refugee camps in North Africa and the Middle East or tropical islands in the Pacific or cities and villages in South America. Their religions range from Christian to Muslim to Hindu. Each of them with their own culture and worldview. I connected with EL families and my school’s social worker, Janice, a Licensed Social Worker, for their viewpoints on ESSB 5395. 

The EL parents interviewed do not want their children receiving sexual education in school.  Both Slavic and Somali communities express strong opposition to this law. Some pulled their children out of school for a sit-out early this year. The parents stated they believe the age of five too young to begin forming an awareness of things relating to sexuality. They believe sexual education should be taught by families. 

One Somali parent, who grew up in a Muslim household, shared that sexuality was not “addressed or talked about in any shape, form, or way [in my family]. Thankfully, I grew up in a time where a lot of the things happening today weren’t happening. It would be better for families to address it because they have a better relationship with the children and then trust can build from there. At the same time, it could be uncomfortable and awkward for both parents/guardians and the children.” 

For all parents the discussion of sex and sexuality with their children feels uncomfortable to a certain degree. Some cultures regard such topics taboo. Many of the EL parents I spoke with believe their children are becoming exposed to things at earlier ages through media, advertisements, and access to the internet. They want to take initiative in addressing these topics on their own terms and at a time they feel age appropriate for their children. 

Following the advice of relatives, my parents opted me out of sexual education in school. Although they never gave a “birds and bees” talk, they made sure I participated in talks about sexual health presented at church by licensed doctors and nurses. The EL parents interviewed also consider alternative venues of presenting sexual education to their children. 

Some EL parents fear the exploitation of SEBB 5395 to promote worldviews not held by families. For example, parents from the Somali culture, following the Muslim faith, and those from the Russian culture, following the Christian faith, hold conservative views in regard to all aspects of sexuality. In this aspect the fear lies not in the appropriateness of the subject itself but in the ways it will be presented to their children. 

ESSB 5395 incites strong feelings in many EL parents. Few approach the school. Many choose to reach out to people in their community for information and advice. Schools often have little understanding of what EL parents think because of language and cultural barriers. In some countries school administration  is respected and rarely questioned. Sometimes when EL parents share a concern, I encourage them to speak with the principal or someone in the office. Their answer never ceases to surprise me: “Can I? Is that OK?”
My school social worker, Janice,  says the heart of every standard is to keep children safe. If a parent decides that opting out of these lessons is in the best interest of their child, then she supports their right to choose that.  However, she hopes parents understand the reasons these standards were developed. How can that be accomplished for EL parents? When cultural and language barriers are often in place?