In recent years, parents across the United States have raised concerns about the growing presence of inappropriate books in elementary school libraries and classrooms. These books, often containing explicit language, adult themes, and sexually suggestive content, are being introduced to young children under the guise of “inclusivity” and “education.” While literature should expose students to diverse perspectives and important social issues, there must be clear boundaries on what is age-appropriate. The presence of books with sexually explicit material and profanity in elementary schools is a serious problem that needs to be addressed immediately.
The Disturbing Reality of Inappropriate Books in Schools
Many books currently found in elementary school libraries contain material that would have been deemed unacceptable just a decade ago. These books often feature explicit sexual references, discussions of gender identity and sexuality, and crude language that children in kindergarten through fifth grade should not be exposed to. While advocates argue that these books help children understand complex topics, in reality, they often overstep the boundaries of what is suitable for young minds.
One example is Gender Queer by Maia Kobabe, which has been found in some school libraries despite containing graphic illustrations of sexual acts. Another is This Book Is Gay by Juno Dawson, which explicitly describes sexual practices in a way that is wholly inappropriate for elementary-aged children. Books like All Boys Aren’t Blue by George M. Johnson, which includes graphic depictions of sex and profanity, have also made their way into schools under the justification of promoting diversity and self-expression.
Why This Content is Harmful for Young Children
Elementary-aged children are still developing emotionally, mentally, and socially. Their innocence should be protected, not exploited by exposing them to themes of sexual activity, adult relationships, and profane language. Books containing such content introduce complex, mature concepts that young children are not ready to process. Instead of educating them, it can lead to confusion, anxiety, and a premature exposure to topics they are too young to fully comprehend.
Furthermore, exposing young children to explicit content under the justification of “representation” ignores a fundamental principle of child development: the need for age-appropriate learning. Children should be learning about kindness, sharing, problem-solving, and other foundational skills, not explicit discussions about sex, sexuality, or gender identity that they are too young to navigate.
Additionally, the normalization of explicit language in children’s literature contributes to the erosion of moral and respectful communication. If children are regularly exposed to books that use profanity and crude language, they will come to see these words as acceptable and may incorporate them into their everyday speech. Schools should be environments where children learn to express themselves respectfully, not where they are introduced to inappropriate language and behavior.
The Role of Parents and Schools in Protecting Children
It is the responsibility of both parents and educators to ensure that the books available to young students align with appropriate developmental standards. While schools play an essential role in education, they must respect the boundaries of childhood innocence. Parents should have the right to review and challenge the books available to their children in school libraries. They should not be made to feel like they are “banning books” simply because they want to protect their young children from content they are not mature enough to handle.
Some argue that restricting certain books in schools amounts to censorship, but this is a misrepresentation of the issue. Keeping sexually explicit books out of elementary school libraries is not about banning books entirely, it is about ensuring that children are only exposed to material that is age-appropriate. There is a time and place for discussing complex topics, but elementary school is not the place for graphic sexual content and excessive profanity.
A Call for Common Sense in Education
Instead of flooding elementary schools with books that contain inappropriate content, schools should prioritize literature that fosters creativity, emotional intelligence, and fundamental learning skills. Classic children’s books, historical stories, and uplifting tales of perseverance and kindness should be at the forefront of education, not sexually explicit and profanity-laden books that serve no meaningful purpose in a child’s early development.
The current push to introduce these books into elementary schools is not about education—it is about pushing an agenda that ignores the developmental needs of young children. Schools should be safe spaces where students are nurtured, not exposed to content that would be considered inappropriate in almost any other context.
Parents and educators must work together to ensure that young children are protected from inappropriate content. It is time for a return to common sense in education—one that prioritizes the well-being of children over ideological agendas. Keeping inappropriate books out of elementary schools is not an act of censorship; it is an act of responsible parenting and teaching.
If we truly care about the future of our children, we must ensure that the books they read align with their developmental needs. Let kids be kids, and let schools focus on education, not indoctrination.