Leading voices in education are calling for a fundamental shift in how schools approach literacy for boys, arguing that simply swapping classic literature for action-packed thrillers is not a complete solution. The debate follows recent comments by author Lee Child, who suggested thrillers should be on the UK school curriculum to boost reading rates.
The Problem with 'Boy Books' in the Curriculum
Louis Provis, Head of English at MyEdSpace, warns that the current approach often misses the mark. He observes that, despite unprecedented access to books, many schools fall into the trap of labelling titles with glorified violence at their core as suitable 'boy books'. This strategy, he argues, does little to challenge toxic masculinity and may even reinforce it.
"We shouldn't patronise boys by telling them what society thinks they should become," Provis states, "but instead give them a bit more credit in their reading interests." He shares a powerful anecdote from his own classroom, noting he has witnessed many young men becoming emotionally engaged with Charlotte Brontë's Jane Eyre. Encouraging a diverse reading diet, he contends, is key to developing more well-rounded young men.
Proven Success Stories Beyond the Syllabus
Supporting the need for engaging material, Jacqueline Robson from Ipswich recalls a highly successful initiative from the late 1970s. While teaching a disengaged Year 10 group at a Lincolnshire comprehensive, she introduced a set of Dick Francis novels for weekly shared reading lessons.
The scheme proved so compelling that students broke into the stock cupboard to steal copies, desperate to discover the endings. "Success!" Robson declares, noting that many pupils subsequently requested more Francis novels from the library. This example underscores how captivating narratives, regardless of genre, can ignite a lasting reading habit.
A Call for Deeper Systemic Reform
While welcoming any method that encourages young people to read, Louis Provis emphasises that the solution requires more than a straightforward book swap. The core issue, he insists, is systemic. There must be a fundamental change in how educational institutions perceive and cater to boys' reading, moving beyond simplistic genre stereotypes.
The consensus from the frontline of education is clear: engaging boys in reading requires trust in their intellectual curiosity and a curriculum that offers genuine emotional and narrative range, not a prescribed list of supposed 'boy-friendly' titles.
