-For one thing, the child's information environment does not seem to have provided instruction on some of the relevant facts. Six months before the child's social transition went down, another friend had reportedly explained to the child that "Some people don't have penises." (Apparently, grown-ups in Berkeley in the current year don't see the need to be any more specific.) But if no one in the child's life has been willing to clarify that girls and women, specifically, are the ones who don't have penises, and that boys and men are the ones who do, the child's statements on the matter may reflect mere confusion rather than a deep-set need.
+For one thing, there may be evidence that the child's information environment did not provide instruction on some of the relevant facts. Suppose that, six months before the child's social transition went down, another friend had reportedly explained to the child that "Some people don't have penises." (Apparently, grown-ups in Berkeley in the current year don't see the need to be any more specific.) But if no one in the child's life has been willing to clarify that girls and women, specifically, are the ones who don't have penises, and that boys and men are the ones who do, the child's statements on the matter may reflect mere confusion rather than a deep-set need.
+
+[TODO—
+ * Skeptics and supporters are still split about the interpretation of this even after extended debate. The supporter protests that the kid was educated that gender and genitals customarily go together; the kid isn't ignorant that her body will make small gametes. From the skeptic's perspective, this still counts as the child being confused.
+ * Anecdote: caregiver says, Your parents named you this because they took a guess at your gender based on what parts you have
+ * "liking rainbows" response
+ * Ontology education three years later is laudable, but is still a contrast to the old world in which you expect a youth to understand the ontology before consenting to transition.
+]