Mike Belcher, a commentator on educational and social issues, raised concerns in a series of tweets posted on February 12, 2026, about the direction of teaching practices in American schools. His posts focused on themes of fairness, child safety, and the categorization of students.
In his first tweet at 19:49 UTC, Belcher questioned current approaches to teaching children about fairness and voicing concerns. He wrote, “Fairness and impartiality are core concepts of America and our legal system. Why would we want to teach children to not voice concerns about fairness? Why would we not want to take the opportunity to explain to a child why something is good and necessary? Why would we make asking https://t.co/Mv0BT9FFFA”.
Shortly after, at 19:56 UTC, Belcher addressed the issue of children’s instincts regarding danger. He stated, “Teaching children to override their instincts of danger, where someone’s behavior can be queues that something is deeply wrong, is going to increase their vulnerability to predators and is absolutely unconscionable.
Making noticing something being ‘wrong’ taboo is perhaps the https://t.co/7WLySxQCLW“.
Later that evening at 20:02 UTC, Belcher drew a historical comparison between educational policies in New Hampshire schools and classifications used during China’s Cultural Revolution under Mao Zedong. He tweeted, “During the Chinese Cultural Revolution Mao established the ‘five reds’ and ‘five blacks,’ categories of ‘good’ and ‘evil,’ that would decide how you would be treated.
ChooSELove in NH schools simplified that to just two categories, ‘illuminators’ and ‘diminishers.’ Might as well https://t.co/ntvF1wotcF“.
Belcher’s references highlight ongoing debates about school curricula in New Hampshire. The ChooSELove program has been implemented in some districts with the aim of promoting social-emotional learning by encouraging positive behaviors among students through designated roles such as “illuminators.” Critics have argued that such categorizations may oversimplify student conduct or echo divisive historical precedents.
The discussion around these programs reflects broader national conversations over educational content related to fairness, safety awareness for children, and how schools classify or respond to student behavior.