When those entrusted to teach the next generation abandon their own classrooms and encourage children to protest for left-wing causes, the question is no longer whether this is happening but why anyone still pretends it’s about education.
Across the country, teachers are facilitating student walkouts to protest federal immigration enforcement. In some classrooms, teachers help students make protest signs during class time. In San Diego, a first-grade teacher posted video of herself flipping the American flag upside down in her classroom and hanging an “Abolish ICE” sign on the wall. In California, teachers led second-graders down sidewalks carrying anti-ICE signs and chanting slogans.
Meanwhile, hundreds of school districts have seen students walk out of class — some with teacher support, others with administrative indifference. School grounds have been repurposed as political theaters. Children who cannot read at grade level are being trained to stage protests over policies they cannot explain.
Texas Gov. Greg Abbott and Attorney General Ken Paxton have threatened to investigate school districts for “facilitating” these protests, warning that teachers who encourage walkouts could lose their teaching certificates and districts could face state takeover.
The threats reveal the obvious: Teachers and administrators are enabling this political mobilization.
The question demands a direct answer: Why do teachers promote student walkouts and protests over politics?
Because political mobilization serves their ideological goals, creates the illusion of grassroots legitimacy for positions that cannot withstand scrutiny when debated by adults, and distracts from their own catastrophic failure to educate. Children chanting slogans they cannot defend provide cover for teachers who cannot teach them to read.
This did not happen by accident. For decades, ideological actors moved deliberately through teacher-training programs, administrative offices, and curriculum committees. What once required college-level immersion is now introduced in elementary schools, normalized faster, and celebrated as moral courage before students are old enough to understand the consequences of what they’re repeating.
Children are no longer being taught how to reason. They are being trained what to feel. They are not equipped to weigh competing claims, understand trade-offs, or appreciate how fragile ordered societies actually are. Instead, they are shaped into a worldview that treats the nation as an oppressor, borders as immoral, law enforcement as inherently suspect, and authority as something to be resisted rather than respected.
That worldview did not arise naturally. Teachers installed it.
The deeper contradiction exposes the fraud. None of these students would apply their ideology to their own lives. Not one would leave their front door unlocked for all comers. They understand boundaries instinctively. Teachers taught them to reject boundaries ideologically. That contradiction does not come from reason. It comes from training.
Proverbs 22:6 teaches, “Train up a child in the way he should go; even when he is old he will not depart from it.”
Although they may not be Bible scholars, teachers understand this principle intuitively. That is why they work so deliberately to control formation, knowing that what fills a child’s mind shapes how they see the world, what they value, and how they respond to authority.
Academic Failure by Design
While students are trained to chant slogans and stage walkouts, they are increasingly unable to read complex texts, reason through arguments, perform elementary math, or compete academically with their peers around the world. A generation is being mobilized politically while being hollowed out intellectually.
Oregon provides the clearest evidence of this deliberate failure. The state suspended graduation requirements that students demonstrate basic proficiency in reading, writing, and mathematics. Teachers and administrators claimed that expecting students to read, write, and perform basic math was causing “harm” to “historically marginalized communities.”
Dan Farley, assistant superintendent of research for Oregon’s Department of Education, stated that the old requirements produced outcomes that “could all be predicted by race, ethnicity, IEP status, multilingual learner status. We have to do what we can to disrupt those basically racist outcomes.”
The suspension was extended for five years. Test scores remain well below pre-pandemic levels, with just 44 percent of 11th graders proficient in English language arts, compared to 71 percent in 2018, and only 20 percent proficient in math, down from 34 percent in 2018.
In Chicago, hundreds of public school teachers recently abandoned their classrooms — on the taxpayer’s dime — to lobby state lawmakers for a contract that would secure nearly $50 billion in taxpayer funds. The demands included funding for abortion and surrogacy, “LGBTQ+” training, gender-neutral bathrooms, and salary increases to nearly $150,000 annually.
Meanwhile, three out of four Chicago public school students cannot read at grade level. Nearly 83 percent fail to meet math proficiency standards.
Chicago Teachers Union President Stacy Davis Gates sends her own son to private school. Nearly 40 percent of Chicago public school teachers do the same — four times the rate of average American families. They know what these schools produce. They simply choose not to fix it.
Politics Over Safety, Ideology Over Students
The hypocrisy extends even to student safety. When the Department of Transportation announced emergency rules cracking down on granting commercial driver’s licenses to unqualified or illegal immigrants — prompted by fatal accidents caused by illiterate CDL holders — the American Federation of Teachers immediately sued to block the regulation.
Their reasoning? Some teachers hold non-domiciled licenses and drive school buses.
Teachers’ unions went to court to fight highway safety rules designed to protect the very children they claim to serve. AFT President Randi Weingarten called the safety regulation “spiteful” and accused the administration of trying to “hurt hundreds of thousands of lawful immigrants.”
She did not mention families of those killed by drivers who could not read road signs. She did not acknowledge that, in a Florida crash, an illegal immigrant trucker answered just 2 of 12 questions correctly on an English proficiency test before causing a crash that killed three people. She didn’t extend condolences to the family of the California high school basketball coach who was killed after his car was rear-ended by an illegal truck driver who was high and traveling well beyond the speed limit.
Romans 13 establishes that legitimate government authority exists “for your good” and serves as “an avenger who carries out God’s wrath on the wrongdoer.” When teachers and their union presidents actively work to undermine laws designed to protect children, they are not just violating professional ethics. They are resisting God-ordained authority meant to preserve order and protect the innocent.
The Church Cannot Remain Silent
The battle is not primarily academic, it’s spiritual, as Ephesians 6:12 remind us:
“For we do not wrestle against flesh and blood, but against the rulers, against the authorities, against the cosmic powers over this present darkness, against the spiritual forces of evil in the heavenly places.”
What we are witnessing is the deliberate dismantling of ordered society through the corruption of student formation. Children are taught to despise their inheritance. Patriotism is reframed as oppression. Gratitude gives way to grievance. Authority is delegitimized.
This is what happens when adults abdicate their responsibility to teach truth and cede formation to ideologues who promise compassion while delivering chaos. Parents outsourced discipleship. Teachers abandoned instruction. Unions and political activists filled the vacuum.
The result is a generation taught to hate the structures that protect them. And when young people are taught to despise what shields them from chaos, they will cheer its erosion — at least until the consequences arrive.
Every child trained to reject biblical authority, despise ordered society, and embrace chaos as justice is a soul being formed for rebellion against God Himself.
Teachers are not just failing to educate — they are actively working to ensure students cannot recognize truth when they encounter it.
The Church must reclaim the responsibility it surrendered. This means parents refusing to outsource discipleship to institutions that oppose Christ. It means Christians speaking truth in the public square without apology. It means local congregations equipping families to educate and form children in biblical truth rather than abandoning them to ideologues who promise enlightenment while producing illiteracy.
This is not the moment to retreat into private faithfulness while the culture collapses. It is the moment to advance — boldly, clearly, and with full confidence in the authority of Scripture and the ultimate victory of Christ over every competing ideology.
The question is no longer how this happened. The question is whether the Church has the courage to fight for the children being sacrificed on the altar of left-wing political activism and whether we will stand before God having done everything we could to rescue this generation from those who would destroy them.
The teachers have made their choice. What will the Church do?
If you like this article and other content that helps you apply a biblical worldview to today’s politics and culture, consider making a donation here.
