GCSE Reading Lists Must Accelerate Diversity by 2026, Warns Leading Author

A stark new report has revealed that without significant intervention, it could take nearly a century for GCSE English Literature reading lists to properly reflect the multi-racial composition of modern British society.

Alarming Timeline for Curriculum Diversity

The Lit in Colour initiative, launched by Penguin Books in 2020, warns that at current progress rates, it would be 2115 before 38% of GCSE students study a text by an author of colour. This percentage would mirror the current proportion of black, Asian, and minority ethnic students in UK schools.

Even more immediately concerning, the report projects that only one in ten English Literature GCSE students will encounter a text by an author of colour by 2046 unless substantial changes are implemented. This represents a glacial pace of change that many educational experts find unacceptable.

Author Bernardine Evaristo's Urgent Call

Booker Prize-winning author Bernardine Evaristo, celebrated for her groundbreaking novel Girl, Woman, Other, has emphasised that increasing the number of studied writers of colour is "even more essential" in today's climate.

"When the concept of diversity is under renewed attack, the argument for a more diverse reading list is not an argument against tradition," Evaristo explained. "Rather, it is an argument for both: books that reflect our multi-racial society and those that are rooted in its literary history."

Evaristo highlighted that some British people "still don't think slavery was a bad thing," underscoring why diverse perspectives in education remain critically important.

Progress Too Slow Despite Initiatives

Since Lit in Colour's launch in 2020, when only 0.76% of students in England studied an author of colour at GCSE level, this figure has risen to 1.9%. However, the initiative's five-year report states unequivocally that the pace of change "must be much faster."

Currently, there are eight texts by authors of colour on exam board set text lists, up from 12% in 2019. Despite these additions, significant barriers remain that prevent more widespread adoption.

Systemic Barriers to Implementation

Exam board AQA warned in its curriculum review submission that most teachers continue choosing familiar texts like An Inspector Calls rather than newer, more diverse options. This preference stems from multiple factors:

Familiarity with established texts
Lack of physical copies of newer texts
Insufficient time for training on new materials
Unequal resource allocation for diverse texts

Tom Weldon, Penguin Books chief executive, stated: "We've identified and begun to dismantle the barriers that have kept authors of colour out of the English curriculum, but the latest findings make it clear that now is not the time for complacency but rather urgency."

Government Response and Teacher Support Needs

The government has acknowledged the need for curriculum reform, stating last year that the new curriculum should "reflect our modern society and diverse communities." Officials emphasised that schools should have flexibility to choose texts and authors "including those of local significance."

However, Lit in Colour argues that mere flexibility isn't enough. The initiative calls for:

Substantial investment to provide teachers with equitable resources for teaching texts by authors of colour
Enhanced support for teachers engaging with themes of race, racism, and empire in literature
Partnerships between government, educators, and publishers to accelerate reform

As the National Year of Reading gains momentum, Weldon sees "a real opportunity for government, educators and the publishing community to work together on reform that ensures literature reflects all voices and perspectives."

The report concludes that without coordinated action and proper resource allocation, GCSE English Literature will continue to lag decades behind Britain's demographic reality, failing to provide students with a literary education that truly represents the society they inhabit.