Banning books is a decision that schools have turned to as a result of the rapid radicalization of the nation. Schools are meant to be places where students can learn how to think for themselves, not what to think. When schools ban books, they are systematically limiting students’ ability to form their own ideas on the topics and situations that they find themselves presented with.
This is seriously disrupting the very purpose of mental growth and education. Book bans are restricting intellectual freedom, thoroughly weakening critical thinking skills, and silencing the voices that need to be heard. Books teach understanding, critical thinking, and empathy. Schools should not be allowed to ban books.
One of the strongest arguments against book bans is that they undermine freedom of thought and expression. Reading a book
does not require agreement with its ideas; it requires engagement with them. Schools teach students to analyze, question, and
evaluate information, yet book bans imply that students cannot be trusted to do exactly that. By restricting access to certain
books, schools send the message that some ideas are too dangerous to even consider—a stance that directly contradicts the
core purpose of education: fostering independent thinking.
Beyond this, many books that are challenged or banned hold significant educational value. Literature frequently explores difficult but essential topics such as racism, identity, injustice, violence, and mental health—issues students will inevitably face in the real world. Avoiding these subjects does not protect students; it leaves them unprepared. Challenging texts encourage discussion, empathy, and deeper understanding. When students confront uncomfortable ideas in a guided academic environment, they develop stronger critical thinking skills than they would by reading only material deemed “safe.”
Book bans also have serious consequences for representation and inclusion. A disproportionate number of banned books feature characters from marginalized communities, including LGBTQ+ individuals and people of color. Removing these stories can make students from those communities feel invisible or invalidated, as though their experiences are inappropriate or unworthy of discussion. Representation in literature allows students to see themselves reflected in the world around them and helps others understand perspectives different from their own. Limiting these voices causes real harm by narrowing whose stories are allowed to be heard.
Equally concerning is the precedent that book bans set. Determinations of what is “appropriate” are highly subjective and often shaped by personal beliefs or political pressure. Granting institutions the power to remove books opens the door to broader censorship, where any uncomfortable idea can be silenced. History shows that censorship is more often used to control and suppress dissent than to encourage
learning or growth.
Rather than banning books outright, schools should adopt more constructive alternatives. Parents should have the ability to guide their own children’s reading choices, but that authority should not extend to restricting access for all students. Measures such as content warnings,
age-appropriate placement or opt-out policies respect individual values without sacrificing intellectual freedom.
Ultimately, book bans weaken education rather than strengthen it. Schools should prepare students for a complex and diverse world, not shield them from it. Protecting access to books is essential to cultivating informed, thoughtful, and empathetic citizens.