Survey finds K-12 educators self-censor to avoid controversy over book selections
Elementary school teachers often put such care into creating their classroom libraries: shelving multiple copies of each book, stringing lights around them to set the mood, situating beanbag chairs and magic carpet squares strategically to encourage students to settle in.
A recent survey reveals that K-12 educators are self-censoring to prevent controversy over book selections. Elementary school teachers invest significant time in creating classroom libraries, complete with multiple copies, mood-enhancing lighting, and comfortable seating. However, these cherished reading spaces can quickly become contentious when parents and external organizations challenge the appropriateness of certain titles or topics.
Victoria Ford Smith, an associate professor at UConn, observed that her English students, who are training to become teachers, are already contemplating potential resistance they may face in their future classrooms. The findings of the collaborative study between UConn and the University of Glasgow indicate that educators often self-censor reading lists and book availability to avoid potential problems, even in regions with traditionally strong support.
The survey discovered that books addressing gender, sexuality, violence, and migration/refugee status are most frequently challenged. Book censorship appears to be a global issue, extending beyond the United States to Scotland, where parents can initiate legal battles over book selections. Educators reported feeling isolated, leading them to self-censor in an attempt to preemptively sidestep issues.
The researchers developed a toolkit to assist educators in navigating potential challenges, providing resources such as sample policies, procedures, legal history, and guidance on addressing parent concerns.
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