School Libraries

Question

Asked by

To ask His Majesty’s Government what assessment they have made of the Index on Censorship survey which found that 53 per cent of school librarians reported being asked to remove books from their shelves.

My Lords, no authors, books or genres have been banned by the Government. Schools make their own choices about which specific books or other resources they use within the framework of the national curriculum. We trust the judgment of schools and teachers in their choice of books, and it is for individual schools to decide how best to provide and maintain a library service for their pupils and which books to stock.

I thank my noble friend for that Answer. This is an issue essentially about intellectual freedom and opposing censorship. The School Library Association believes that it is a symptom of the more polarised society in which we live today, but their members are on the front line. My noble friend is absolutely right: of course it is for schools to decide what to have in their libraries, but a balanced choice of books surely enables children to develop relationships with people who are perhaps from different backgrounds and to understand those who have different beliefs or opinions from theirs. Almost all examples of schoolbooks being withdrawn from libraries followed complaints about LGBTQ content. In her dual roles as Education Minister and Equalities Minister, will my noble friend ask the DfE to begin collecting information on instances when school libraries have been put under pressure to censor their collections?

My noble friend makes an important point about the power of books and reading to enable children—in fact, all of us—not only to recognise the world in which we live but to have our horizons expanded. The Index on Censorship survey was an important but relatively small survey. I understand my noble friend’s point and recognise the important advice provided by the School Library Association, as well as the Government’s reading framework, on how to develop good-quality school libraries. However, it has been the decision of subsequent Governments not to collect the sort of data that my noble friend is asking for, partly because of burdens and partly to allow schools the autonomy to make decisions about how they stock their libraries. I strongly endorse my noble friend’s initial point about the benefits to children from reading and enjoying a broad range of books.

My Lords, in talking about this example of over 50% of books being withdrawn, I wonder whether the Minister is concerned that there might be a case of schools feeling intimidated and having the knee-jerk reaction to withdraw the books without thinking it through. I am surprised that there is no thought of giving any guidance to schools about how they might react.

To clarify, I think the survey showed not that 50% of books were withdrawn but that in 50% of cases there was pressure to withdraw books—pressure that might have come to fruition. As I previously said, there is important guidance for schools from the School Library Association and through the Government’s reading framework to support them in developing their libraries and the other ways in which they make books available to children. Of course we support schools in making the right decision for the education and broadening of horizons of children and in making sure that all children’s lives and families are represented in the books they have the opportunity to read in their libraries.

My Lords, does the Minister share the view, consistent with the Government’s wider commitment to freedom of speech, that students should be trusted to engage with challenging material rather than being shielded from it through library censorship? What skills might teachers need to support children to disagree well through that challenging material?

The noble Baroness is absolutely right. It is part of the role of reading to challenge us and broaden our horizons, as I have said, and it is part of the skill of teaching for teachers to support, through the way they teach about reading and books, the ability for students to be able to critically assess what they are reading. Those are really important parts of our schools and something we should be proud of and defend.

My Lords, although I am completely opposed to book banning, does the Minister agree that it is not censorship when parents raise safeguarding concerns about age-inappropriate books that tell children that, for example, there are 100 genders, or they are born in the wrong body, or books featuring double-mastectomy scars positively, or a book for three to seven year-olds entitled She’s My Dad? Conversely, will the Minister agree to read the new report by SEEN in Publishing and Sex Matters, Everyday Cancellation in Publishing, which features the censorship of gender-critical children’s writers such as the award-winning poet Rachel Rooney, who lost her career when her picture book My Body is Me! was smeared as transphobic?

The noble Baroness consistently argues for freedom of speech and the opportunity for people to engage with a whole range of different arguments and views. It is important that that is represented in our school libraries. On the point about whether or not books in libraries are age appropriate, the point about the school library is that it almost certainly includes books for the whole age range within that school, so it is difficult to argue that books may or may not be age appropriate. The noble Baroness has also identified the way in which censorship limits our ability, and children’s ability, to engage in arguments. That is something that, while working closely with parents on what is being provided in schools, we should aim to safeguard in our schools.

My Lords, as the Minister said, this survey was based on a very small number—under 100—of our 22,500 schools, so she is right to be cautious about the conclusions one can draw. Can she say something about the timing of the Government’s publication of the new RSHE guidance? The bigger issue is that parents do not feel confident that they know what their children are being taught in this area. The consultation closed a year ago. In March, the Minister said that the Government were taking their time to get this right. I wonder how long parents will have to wait.

It will be important to ensure that the RSHE guidance, which of course the previous Government also took a very long time to consider, is appropriate and provides the right guidance for schools and parents. To be clear on this, schools should ensure that parents are able to view on request all curriculum materials used to teach RSHE. We are currently reviewing the RSHE statutory guidance. We are doing that in a way that ensures that we provide appropriate guidance for schools and consider the safeguarding of children and the appropriateness of their education at all stages. We will publish this guidance soon.

My Lords, with one in four children leaving primary school without the appropriate levels of literacy does the Minister agree that the most important thing we should be doing is giving children a love of books? Was Einstein not right when he said that if you want your child to be a genius, read to them? Would that not be good advice to give, particularly to fathers up and down this land? As a child, my demobbed father, who was a Desert Rat, took me on the back of his bicycle every Saturday morning to get two books from the public lending library. I have always been extremely grateful to him.

My dad did the same, and I have always been extremely grateful to him for that. The noble Lord is right that the first people who can encourage children to love books are their parents. That is why, through the family support and the Best Start for Life information that we provide to parents, ways of engaging at home with your children and books is a very important part of that. Then that love of books in the widest possible sense needs to be continued in school, and that is what this Government will support.

My Lords, in September 2020, the Government issued an order to English schools that:

“Schools should not under any circumstances use resources produced by organisations”

which have expressed a desire to end capitalism. As a result, students cannot easily study the history of the working class, trade unions and emergence of social rights and marginalised groups. When will the Minister withdraw that order?

In citizenship, RSHE, maths, economics and history classes throughout this country, children are learning about all the things that my noble friend just mentioned, so whether or not this guidance was issued in the way in which he said it has not impacted on the breadth of learning that children are able to do.