Navigating Book Bans
Keeping Choice Alive in the Rural Classroom
While writing my dissertation on the development of male adolescent readers, I explored a range of theories that shape student growth—topics like student choice, reading fluency, and stamina all played central roles. But one issue came crashing into focus as I wrapped up my study: the contentious topic of book bans and censorship. It’s a debate that resurfaces yearly, sparking intense discussions among ELA teachers and making headlines nationwide. This isn’t just a distant controversy; it’s impacting real classrooms, especially in rural communities, shaping what students read and how freely they engage with literature.
During my studies, I noticed a clear divide in attitudes toward censorship that often reflects the “urban-rural political divide.” From my experience as an adjunct professor in the city of Pittsburgh and a full-time high school teacher in a rural community, this divide is hard to miss. Generally, urban areas lean more liberal, while rural regions tend to be more conservative. And it’s often in these rural, more conservative areas where we see the most challenges to books in school libraries.
A “rural area” is designated as one with a population of less than 1,000 people per square mile. In Westmoreland County, several school districts are considered rural due to their geographic location, low population density, or the communities they serve. Although the county includes more urbanized areas, especially around Greensburg, much of the land is rural, with small towns, farmlands, and natural landscapes characteristic of the Appalachian region. This rural landscape influences local community values, economic activities, and educational policies, which can play a role in debates around issues like book censorship in schools.
Unfortunately, the landscape of book censorship has only intensified over the past decade. In 2023, a record-breaking 4,240 titles were targeted for removal across the U.S., shattering the previous year's high of 2,571. Many of these books tackle social justice, discrimination, and equity themes that provide students with important perspectives they may not encounter otherwise. In Pennsylvania, school boards have the authority to pull books that don’t align with federal and state laws, including First Amendment standards. The American Library Association warns that limiting access to such books restricts exposure to diverse viewpoints, which can be deeply harmful.
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ALA: Number of Book Titles Challenged Across the Country Per State in 2023 |
This access issue has specific implications for rural schools, especially for young male students who often crave control over their learning. Books that support self-efficacy for adolescent males—particularly those from low-income backgrounds—do so by (1) promoting psychological well-being, (2) reflecting shared struggles, (3) offering guidance on handling current challenges, and (4) highlighting the gaps between real-world experiences and fictional portrayals. Censoring these books denies students the chance to connect with stories that validate their struggles and restricts their exposure to the “real world” beyond their immediate surroundings.
Book bans can feel like something that happens “somewhere else,” but that’s no longer true. While Virginia is often spotlighted for high-profile bans, Pennsylvania is seeing a similar rise in censorship efforts. In Hanover County, Virginia—a suburban and rural mix—a recent vote granted the county full authority to remove books from school libraries without input from parents or teachers. Moves like this send a clear message: educators, librarians, and even parents are losing a say in what students can read.
So, where does that leave us as teachers?
If choice in reading is a major motivator, what happens to rural students when that choice is taken away?
One way to address this challenge is to intentionally structure choices in a way that genuinely supports students. For example, engaging students in the book selection process, offering thoughtful suggestions, and helping them connect their choices to their interests and goals can empower them to take ownership of their learning.
Another way to increase choice in reading is by dedicating periods to independent reading group discussions. This past weekend, I came across a Netflix commercial that skillfully turned the common phrase of recommendation, “it’s so good!” Through reading groups, this phrase can be used to talk about books. Like music and TV shows, sometimes all it takes is for the right person to give the right recommendation at the right time.
Trust me—I understand how stressed and burned out we are, but students must experience the growth that comes from reading. If we want them to read books, we must prioritize them in our classrooms through choice, no matter the challenges we face.