With the rising popularity of IVF, egg donation, sperm donation, and surrogacy, Americans have been fed the marketing line that biology isn’t what makes a family. Yet in cases like Sophia’s, it becomes obvious that biology certainly matters when the adults say it matters.
According to Haaretz, an Israeli court on Sunday ordered that, following a lengthy legal battle over an IVF mix-up, a woman who gave birth to a daughter and raised her for two years must now give the girl to her biological parents.
The woman and her partner underwent IVF treatment at Assuta Medical Center in Rishon Letzion, but as she neared the end of her pregnancy, she underwent testing after it was discovered that the preborn baby had medical concerns. During that testing, it was revealed that the baby she was carrying had no biological connection to her or her partner. She had been implanted with someone else’s embryo.
A report on the situation found that the error was likely due to the heavy workload staff are facing at the fertility clinic following the government’s decision to move fertility treatments to private hospital settings – a move considered a financial benefit to the Health Ministry, hospitals, and doctors, but one that put patients at risk of errors.
Now, two years later, a judge has ordered the woman to hand the child, Sophia, who has a heart condition and developmental delays, over to her biological parents.
Benefits vs. damage
Judge Oved Elias of the Rishon Letzion Family Court said the girl should be given to her biological parents on the recommendation of Dr. Daniel Gottlieb, a psychologist appointed to the case, but against an affidavit from Welfare Ministry social workers and the head of Israel’s Child Protective Service. That affidavit advised that the girl should remain with the woman who gave birth to her, and her partner who have been raising her.
Elias determined that being given to her biological parents was in the child’s best interest because they are her natural parents. “The benefits that will arise from handing the girl over to her genetic parents and her life with them overcome the damage that will be caused by disconnecting her from the parents who have been raising her. The benefits of life with the genetic parents are, among others, in her future identity, connecting her to the family’s genealogy, a shared family story, and matching psychologies and family values,” he said.
He’s not wrong. Research has shown that children who live in a home with their married, biological parents are healthier both physically and mentally.
However, the removal of the child from the only parents she has known both inside and outside of the womb is likely to cause significant trauma. Studies have shown that taking babies from their birth mothers – whether they are biologically related or not – causes immense trauma for the child and can permanently alter her adult brain function later in life. While adoption seeks to heal the trauma that results when a birth mother feels unable to raise her child and lovingly selects a family to raise her baby, artificial reproductive technologies (such as surrogacy) deliberately create a trauma, with a child knowingly created and intended to be separated from his or her birth mother.
In this case, a mix-up during the use of these artificial reproductive technologies has created trauma for the child, the birth parents, and the biological parents.
Birth parents and biological parents speak out
“Given that there was a major error in the IVF process, and given that, with cooperation and in a planned, monitored way it can be rectified with minimum harm, I cannot accept the stance that what’s done is done,” the judge wrote.
The birth parents argued that the biological parents do not know how to care for the child and her health needs properly, and that the situation should be left as is because “the family unit embraces the baby.”
“As a mother, I don’t understand how they can tear my daughter from me after I birthed her with blood, sweat, and tears? She is the fruit of my womb and I’ve been raising her for more than two years. As far as I’m concerned, I’ll wait until justice is done at the High Court of Justice,” said Sophia’s birth mother, who feels as though she’s been reduced to the status of a surrogate.
“I am Sophia’s mother, and she is a sweet girl who only months ago underwent a third life-threatening surgery. I’m not a womb for rent, and with all my grief for the woman who gave the egg, she didn’t make the child. I was implanted with the embryo, carried her, and gave birth to her, and I will not allow my daughter to be uprooted from me. It’s inhumane. I won’t lend a hand in risking my daughter’s life.”
Sophia’s biological parents, however, said that Elias’ decision “rectified” the mistake made by the IVF clinic. That mistake was determined to be that both women were at the clinic at the same time and had been called back for an embryo transfer in the wrong order.
“She is coming home to live with the family she was supposed to be born into. Everything was done to try to protect her privacy and allow her to be raised in peace. We are overjoyed and waiting for the moment we will finally be able to hug our daughter and be hugged by her, which is something we’ve been waiting for for so long,” they said.
Sophia’s birth parents have appealed the decision to the District Court.
Sophia’s case shines a light on the potentially serious harms of IVF and sperm and egg donation. The fertility industry treats children like commodities to be created and destroyed at will with adults as the clients, making decisions that are in the adults’ best interest, not the child’s. With the rising popularity of IVF, egg donation, sperm donation, and surrogacy, Americans have been fed the marketing line that biology isn’t what makes a family. Yet in cases like Sophia’s, it becomes obvious that biology certainly matters when the adults say it matters.
“[…] #BigFertility routinely implants someone else’s biological children into an intended mother or surrogate via donor sperm, egg, or embryos,” said Katie Breckenridge of the organization Them Before Us. “When adults choose to separate a child from their biological parents at conception, we shower those adults with congratulations and often call it ‘progress.’ Only when it’s a case of an IVF mix up is it a problem that babies go home with genetic strangers. In other words, biology matters only when adults want it to matter.”
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Parents are growing increasingly concerned about the prevalence of technology in classrooms, and the negative side effects that change is fueling among children nationwide.
Ever since the COVID-19 pandemic pushed schools to remote learning, many have only grown increasingly reliant on technology, shifting assignments into digital forms and handing every student a computer or tablet to aid their education in the classroom. But after seeing their kids become angrier, less sociable and less educated, parents are asking where the teachers have gone.
“What are we doing with an iPad all day, for eight hours a day in our kids’ hands?” Patricia McCoy, a mother of four in Wyoming, told the Daily Caller News Foundation. “Honestly, it’s disturbing. They give your kids worksheets on the iPad. There’s no actual critical thinking happening because they’re given apps to replace the teachers.”
Even when parents ask for additional help for their struggling children, the solution at some schools always comes back to more technology.
“If your kid is struggling in math, instead of giving them tutoring, they’re going to recommend to you that your child use this app on their iPad to help teach them how to do this math,” McCoy continued. “But that app doesn’t teach them how to do the math. They enter the problem and it gives them the solution all written out and worked out, so there’s no critical thinking being done. The answer is being given to them. They have ChatGPT at the ready, and other things similar to ChatGPT, which, again, does all the thinking for them. And all they have to do is show up, log into the iPad, get the answers from one app, put it into another app and get the grade.”
This has some parents wondering where the teachers have gone and whether they are teaching their students at all.
“THEY DON’T WANT TO TEACH”
“Covid did create a lot of this, and it made it a lot easier for some of the teachers now to just place these kids in front of a screen,” Mike Maldonado, a California father of five, told the DCNF. “And it makes it easier for some of these teachers because they don’t want to teach. They’re just there for a job.”
“We can’t ignore the fact that all this stuff makes it easier on the teacher, which actually, I think produces a worse result, “Jaime Brennan, member of the Frederick County Board of Education who spoke on behalf of herself and not the board, told the DCNF. “When a teacher can go online and make up an assignment using AI, now they haven’t thought. Now they’re not using their brainpower, and it’s like a trickle down effect. We’ve already introduced screens and technology to the level that as humans, I don’t think we were designed to use, and we haven’t adapted to it very well.”
Critically, Brennan said, the use of AI has prevented students from developing automaticity, the skill of memorizing basic solutions, such as simple addition, to the point that you do not even think about it, which is a foundational skill students carry on throughout their education and adult life.
McCoy told the DCNF that the digital learning environment has left her youngest son academically “two to three years behind” his siblings, who did not go through this new screen-based school system.
“He is drastically farther behind academically,” McCoy said. “He does what he needs to to pass, but intellectually and academically, he is years behind his two brothers and his sister at this age, and that is sad and heartbreaking as a mother to know that I probably failed my child because I went along with what the school said was going to help them.”
Despite being “years behind,” McCoy’s son is on track to graduate on time.
“We graduate kids who have to go to community college and take remedial math,” Brennan mentioned. “Our kids leave 12th grade and they go to 13th grade. So we’re putting out kids that are not ready to operate in the regular world.”
POSSESSED BY THE SCREEN
Not only is she worried about his education, the concerned mom has seen a noticeable shift in her son’s mood as he is forced to rely on more and more screen time.
“I tried to take my son’s phone away one time, and it looked like a demon was looking back at me. My son was not looking at me,” McCoy recalled. “His eyes were completely black and cold. It was like he was a totally other person, like a drug addict, and you’re taking their drug from them. And he was 15 at the time.”
Without his phone, McCoy said her son was a new person.
“That week, he was a totally different person. He wasn’t overly tired and drowsy all day. He was actually interacting with the family and spending time with us. Instead of being shut down and closed off in his room, he was playing with our dogs more,” McCoy said.
Maldonado thinks these behavioral issues stem partly from the lack of human interaction children experience in increasingly screen-dependent classrooms.
“Part of the problem is that they’ve lost a lot of the interaction,” Maldonado said. “This is why some of these kids I think act out, because they don’t want to listen to the teacher. There has to be that communication between two people, two humans, and not a screen where they can’t really interact and get the tone, the voice inflection of a response.”
“That is a major issue,” Maldonado continued. “Without social skills, how do you function in society? And we see it all the time. Social skills are definitely learned, it’s a trait that you pick up from interacting with people when you’re young. And that’s the big thing, people don’t realize that if there’s no interaction, that person is going to be withdrawn, not just from the classroom, but from the home and from society.”
The issue is especially apparent in children who were younger during the Covid year, Maldonado said. The so-called “Covid babies” are typically “the ones who you can see have the majority of the behavioral issues.”
“It is hard to get some of these kids to actually look you in the eye and make eye contact. They don’t know human interaction,” Brennan concurred, adding that students today are not even dating as much as they used to. “I’m really concerned where that’s going to lead, and what our kids are going to be like. We’re already seeing negative impacts of kind of this disintegration, people are waiting till later to getting married. They’re not getting married.”
THE PRICE AMERICA IS PAYING
Meanwhile, as the use of artificial intelligence (AI) among youth increases, more data and stories are coming out revealing the tool often exposes children to inappropriate content, damages the development of critical thinking skills, and at times, drives kids to suicide by explicitly coaching them to do so. Brain scans from the Massachusetts Institute of Technology (MIT) revealed that brain engagement was severely diminished under participants who used AI compared to those who used a traditional search engine, and memory recall following assignments completed with AI tanked.
Interestingly, schools that struggle with budget concerns and often fail to see promised district-wide staff raises somehow find funds to buy brand-new devices for every student — even when they already had slightly older, but still functional devices.
“Most of [the money goes] to administration and fees and other things that have nothing to do with the education of our kids, or they spend it on these expensive iPads and technology that shouldn’t even be in the classrooms, and then they go to the state and say, ‘You’re not giving us enough money. We need more money,’” McCoy told the DCNF. “Well, we keep throwing money at the problem, but the problem doesn’t get better or go away. It gets worse every year. So clearly, money isn’t solving the issue on why our kids can’t read, write and do math.”
“Stop spending the money on the iPads and put that money back in the classrooms instead,” McCoy continued. “Give it to the teachers.”
While Tina Descovich, co-founder and CEO of parental advocacy group Moms for Liberty, mirrors the concerns of many parents, she also told the DCNF there could be a place for technology in the classroom.
“I think they have to be used in a very responsible fashion,” Descovich said. “There’s so many wonderful teachers that would like to use AI in a way to help enhance their skills and teach their children better.”
Moms for Liberty signed a pledge with the White House in September to help foster innovation and interest in AI with America’s youth.
Brennan remains concerned that technology in the classroom prevents kids from thinking independently and may harm future skill building rather than facilitate an interest or expertise in technology.
“Are you trying to keep pace with the kids who are learning to use the technology, or are you trying to create the kids who are going to develop the technology? Because those are two different things,” Brennan said. “So if we’re just teaching our kids to be technology consumers, then sure, the easy way out is to do everything on the technology. If you’re trying to keep teach kids to be the technology developers, they need to learn to think and process away from the technology. They need to have other skills that are not technology based.”
PARENTS STILL HAVE POWER
For parents concerned about the technological takeover of their children’s classrooms who feel like their schools aren’t listening to them, Descovich said that along with helping their kids at home when possible, parents should “rally with like minded parents.”
“Start educating your community,” Descovich said. “I think when parents really understand what’s happening and what the concerns are and what the risks are, they will want to take action. And when you have enough parents showing up at school board meetings and speaking about an issue we have, as we know, you definitely can make an impact, and they will listen.”
President Donald Trump said Thursday he will pause migration from some countries following the shooting of two National Guard members near the White House.
The suspected gunman, Rahmanullah Lakanwal, 29, is an Afghan national who entered the U.S. in 2021 under a Biden-era immigration program for Afghans fleeing the Taliban movement. He was reportedly granted asylum this year.
U.S. Army Specialist Sarah Beckstrom, 20, died from injuries she sustained in the Wednesday shooting, Trump told service members in a video call Thursday night. Air Force Staff Sgt. Andrew Wolfe, 24, was in critical condition. Lakanwal was also injured in the shooting.
The two victims were members of the West Virginia National Guard sent to Washington, D.C. in August under Trump’s orders for a crackdown on crime.
In a lengthy social media post on Thursday, Trump claimed “reverse migration” is the answer to years of mass migration and said he plans to “permanently pause migration from all third world countries to allow the U.S. system to fully recover.”
Trump also appeared to consider removing migrants who have become U.S. citizens. He said he will “remove anyone who is not a net asset to the United States, or is capable of loving our Country.”
He said the federal government will end all “benefits and subsidies to noncitizens, denaturalize migrants who undermine domestic tranquility, and deport and foreign nation who is a public charge, security risk, or non-compatible with Western Civilization.”
The FBI said they are conducting investigations in Washington State, the suspect’s last known residence, as well as connections he may have had in San Diego.
FBI Director Kash Patel said the bureau has executed “multiple search warrants around the country.”
Patel said Lakanwal had a “relationship in Afghanistan with partner forces.” Multiple reports claim Lakanwal worked alongside the Central Intelligence Agency while in Afghanistan.
