What is the impact of banning books?

The beauty of literature is that it exposes the reader to a variety of perspectives and provides an opportunity to view the world through a different lens. Literature encourages diversity of thought and can serve as a springboard for innovative and fresh ideas—both of which are essential to the cognitive development of young students in grades K-12. Yet in today’s politically charged climate, an increasing number of students are being denied this opportunity because books deemed by some to be controversial or harmful to young children are being removed from school libraries and classrooms across the country. Kristien Zenkov, professor and academic program coordinator of the Secondary Education 6-12 program in the School of Education at George Mason University, recently shared his thoughts on the impact that book bans are having on students.

A student’s exposure to different perspectives and ideas is important.

There is a silo effect that comes with restricting access to books that address potentially sensitive topics. In a world that is changing and becoming more diverse, it is important for students to be exposed to a wide array of perspectives and ideas that differ from their own. Access to books that tackle difficult issues specific to certain populations is an important way in which students get that exposure. Denying this access through the imposition of book bans or censorship does the exact opposite and enforces a narrow way of looking at the world in which diverging viewpoints have no place.

Book bans can make a student feel like their life experiences do not matter.

Books can also depict characters, circumstances, and events that may resonate with a student who has had similar life experiences and who can relate to what is portrayed in the story. Banning that book may send a message to that student that they are inconsequential and that their life experiences are not important. When that happens, the student can feel isolated, marginalized, or worse, invisible.

Ideas in books can help students reach their full human potential.

Restricting access to books not only limits intellectual growth, but it can negatively impact a student’s capacity to reach their fullest potential as human beings, both emotionally and socially. For example, books depicting the struggles of individuals facing adversity can inform students about the importance of empathy. These stories can help students develop a better understanding of the values that will make them kinder human beings, as well as enable them to thoughtfully communicate and connect with others not only in the present but throughout their future life and career.

The practice of concept-based teaching can help educators navigate restricted student access to books.

It is well established that books can play a vital role in sparking a student’s curiosity about the world in which they live and in enhancing critical thinking skills, something that all educators aspire to instill in their students. Yet, when policies calling for the ban of certain books are being implemented in schools, it can be difficult for teachers to navigate a political environment in which culture wars dominate. All too easily, an atmosphere of fear can take hold of the classroom causing teachers to modify the curriculum and avoid the assignment of books, even those considered to be classics, for fear that they may contain subject matter that could be construed as being harmful or offensive to young students. Teachers finding themselves in this situation may find at least a partial remedy by practicing concept-based teaching, a pedagogical approach that emphasizes the importance of ideas and conceptual thinking.

Educators are communicating more openly, honestly, and directly with their students about the concepts behind the literature. This builds mutual trust and respect between teachers and students, fosters a positive and engaging learning environment, and empowers students with a better understanding of why it is important to study these topics.

The relationship between schools, reading, and academic outcomes is strong.

When students lose choice in selecting books that interest them, they are less likely to read independently. Because school and reading are so intricately linked, the censorship and banning of books may lead to poor long-term academic outcomes for K-12 students. Moreover, these students will be deprived of the wonderful stories that fuel creativity and imagination—tales that can only be found in the pages of books.

To learn more about degree offerings in the Secondary Education 6-12 program in Mason’s School of Education, please visit the program website.