In a recent controversy that has sparked outrage, St. Thomas Aquinas High School in Dover, New Hampshire, is facing severe criticism for not renewing the contracts of four faculty members believed to be members or supporters of the LGBTQ+ community. The school’s president, Paul Marquis, denied any anti-LGBTQ+ motives but failed to assuage concerns raised by critical-thinking students, parents, and community members who view a clear correlation between the faculty members’ dismissal and their sexual orientation or support for the LGBTQ+ cause.
The situation unfolded after the school announced plans for teachers to undergo training provided by Person and Identity, a project associated with the Ethics and Public Policy Center, known for its anti-transgender stance. The project staunchly opposes what it terms “gender ideology” and alleges that such beliefs are rooted in nihilism, atheism, Marxist-feminism, and queer theory. Concerns have been raised regarding the harmful impact of gender ideology on vulnerable individuals, especially children and adolescents.
Although the school denies using the controversial program, accusations of anti-LGBTQ+ bias have intensified. While the Roman Catholic Church’s teachings traditionally condemn same-sex relationships and affirm fixed gender identities, some Catholic institutions have adopted more inclusive attitudes toward LGBTQ+ individuals. This dichotomy raises questions about the extent to which St. Thomas Aquinas High School embraces a truly welcoming and accepting environment for all its students.
Former St. Thomas Aquinas principal, Kevin Collins, acknowledged the limitations imposed by Catholic dogma in a private Facebook group discussion. Reflecting sentiments expressed through the hashtag #SaintsShame, Collins lamented the school’s inability to fully acknowledge the identities of LGBTQ+ students, despite its claims of being open and welcoming. The experience of LGBTQ+ alumni suggests that while they found support from individual teachers and staff, they often felt marginalized and excluded from the school community as a whole. This dissonance between caring for LGBTQ+ students and the school’s inability to fully embrace their existence raises profound concerns.
Amidst the controversy, Casey Flanagan, a trans alumnus of the school, expressed a mixture of disappointment and validation. While not surprised by the recent events, Flanagan finds solace in the collective outcry against the school’s actions, perceiving it as a form of validation. Jennifer MacNeil, a concerned parent who initiated a GoFundMe campaign to support the affected teachers and administrators, highlighted the changing atmosphere at the school, particularly in regard to LGBTQ+ individuals. MacNeil called for introspection within the Diocese of Manchester and emphasized the importance of creating an inclusive and supportive school community that respects and celebrates the LGBTQ+ members, citing examples from Notre Dame University and Loyola University Maryland.
The ongoing situation at St. Thomas Aquinas High School raises significant questions about the intersection of religious teachings, inclusivity, and the rights of LGBTQ+ individuals within Catholic educational institutions. As the community demands answers and accountability, the Diocese of Manchester faces a crucial moment that will shape the school’s future and the lives of its students, past and present.