Teens and Disturbing Books: A Positive Connection

As parents, educators, and concerned citizens, our group has come together with one clear mission: to oppose the censorship of literature, particularly works that challenge and confound us. Drawing upon the insights from Gay Ivey and Peter Johnston’s article, Engaging Disturbing Books, we recognize that books confronting unsettling themes are not only vital for education but are also essential in helping our children develop the resilience, empathy, and critical thinking skills they need in a complex world.

The Vital Role of Disturbing Books

Disturbing literature often forces readers to confront harsh realities—be it social injustices, historical atrocities, or the darker facets of human nature. Ivey and Johnston argue that engaging with challenging content is a crucial aspect of personal and intellectual growth. For our children, who are continually forming their understanding of the world, exposure to literature that does not shy away from difficult topics can be transformative. These texts provide a safe space where the unsettling aspects of life can be examined, questioned, and ultimately understood in a deeper, more meaningful context.

Far from being gratuitous, the disturbing elements in literature serve as mirrors reflecting society’s complexities. They encourage readers to ask the uncomfortable questions: Why do such injustices exist? How can we learn from the past to build a better future? By facing these questions head-on through the lens of literature, young people learn that confronting difficult realities is a part of the human experience and a necessary step toward creating change.

By utilizing books as tools to explore these challenging topics, it helps adolescents explore these issues in a safe way. From Ivey and Johnston: “The books allowed teenagers to think through life’s decisions about drugs, sex, and other moral complexities in advance, with some distance and assistance from others.”

The Educational Power of Controversial Content

Educational theorists have long maintained that learning is most effective when it challenges preconceptions and encourages critical thought. Engaging disturbing books does exactly that—it challenges students to think beyond the surface and grapple with intricate, multifaceted issues. This process is not meant to shock for the sake of shock; rather, it is designed to spark inquiry and debate.

In fact, Ivey and Johnston reported that, “We saw no evidence of risk to students, partly because they could select their own texts and reject the ones they found problematic. Also, students who chose to read disturbing texts were drawn to the moral complexities of the narratives more than to any graphic details.” 

The approach recommended by Ivey and Johnston is not about exposing children to inappropriate content without context, but about using literature as a catalyst for guided discussion. With careful moderation and support from teachers and parents, disturbing books become an entry point into conversations about morality, history, and societal values. They allow students to explore themes of injustice, loss, courage, and resilience, thereby preparing them to navigate our complex world.

For instance, consider a novel that delves into the brutal realities of war. While the subject matter may be unsettling, the narrative also offers opportunities to discuss themes like the cost of conflict, the impact on civilian lives, and the complex interplay of political, social, and economic forces. These discussions, when held in a safe and structured environment, empower students to form well-rounded opinions and understand that the world is full of nuanced challenges that require thoughtful consideration.

Furthermore, Ivey and Johnston note that parents remarked on how their children grew as readers, becoming more enthusiastic about books and reading more often after they engaged with disturbing books: “She’s reading a lot more, constant. Her book lengths are getting thicker. She’s asked me to take her to [a bookstore] to buy her books all the time. It’s like her confidence has just gone up.” 

Debunking the Myths Behind Book Banning

Critics of controversial literature often claim that such works have no place in educational settings and that shielding children from disturbing content will protect their innocence. Shielding young readers from the harsher realities of life does not protect them—it merely postpones an inevitable confrontation with these issues. Moreover, by sanitizing literature, we risk depriving adolescents of the chance to develop empathy and the ability to engage critically with the world around them.

Our stance against book banning is rooted in the belief that children are far more capable of grappling with complex ideas than many skeptics assume. When provided with the right support and context, young readers can learn to differentiate between the fictional portrayal of disturbing themes and the real-world issues they mirror. The aim is not to desensitize them but to prepare them to engage thoughtfully with the world’s complexities.

Banning books sends a dangerous message: that some ideas are too challenging, too uncomfortable, or too radical for young minds. This not only stifles intellectual growth but also undermines the very essence of education, which is to encourage inquiry, debate, and the pursuit of truth. As parents, we believe that books hold the potential to teach invaluable lessons about life, resilience, and human nature.

The Collective Responsibility of Parents and Educators

One of the key messages from Engaging Disturbing Books is the call for collaborative engagement between educators, parents, and the community at large. We, as a parent-led group, recognize our pivotal role in the educational journey of our children. We are not simply passive consumers of curriculum choices; we are active stakeholders in shaping an environment where intellectual freedom is celebrated rather than suppressed.

Working hand in hand with educators, we advocate for policies that support the inclusion of diverse literary works in school curricula and the library. Our collective experience has shown that when parents and teachers collaborate, it creates a nurturing space for students to explore challenging ideas without fear of censorship. We believe that open dialogue—where parents, educators, and students discuss the themes and content of disturbing books—can clarify controversial topics and foster a culture of trust and mutual respect.

In addition, Ivey and Johnston note, “Students insisted that sharing books with family members gave them more to talk about and improved their relationships.” This open discussion between parents and their adolescent children paved the way for more communication in general and an overall improved bond. 

This collaborative approach ensures that children receive balanced guidance. When a novel presents disturbing themes, teachers can provide the historical, cultural, or social context necessary for students to understand the narrative fully. Meanwhile, parents can reinforce these lessons at home, discussing their own perspectives and encouraging children to think critically about what they read. This two-pronged approach not only enriches the educational experience but also fortifies the values of empathy and resilience.

Fostering a Culture of Critical Inquiry

In an era where censorship and book banning are often framed as efforts to protect children, our group believes that the true protection comes from fostering critical inquiry and resilience. When we engage with challenging literature, we equip our children with the intellectual tools necessary to navigate a world filled with uncertainty and conflicting viewpoints.

Disturbing books can serve as a mirror reflecting the multifaceted reality of human existence. They compel readers to confront uncomfortable truths and to question the status quo. For instance, literature that tackles themes such as systemic oppression, racial injustice, or the horrors of war provides a backdrop against which young readers can learn to recognize and challenge injustices in their own lives. These books prompt essential questions: How do these themes relate to our personal experiences? What lessons can we learn about fairness, justice, and compassion?

It is through these questions and the discussions they inspire that children learn to develop a critical mindset. A mind that is not afraid to question, analyze, and debate—even when the subject matter is deeply unsettling. In our view, fostering this kind of intellectual curiosity is far more protective than any attempt at censorship. By embracing rather than banning disturbing books, we give our children the opportunity to grow into informed, compassionate, and thoughtful citizens.

Addressing Parental Concerns and Building Trust

We understand that the notion of introducing disturbing literature to children can be a source of anxiety for many parents. Concerns about age appropriateness, potential emotional impact, and the fear of exposing children to harmful ideas are valid and must be addressed with sensitivity and care. However, the research suggests that these challenges can be managed effectively through thoughtful dialogue and structured guidance.

It is important to clarify that engaging with disturbing content does not mean exposing children to material that is unnecessarily graphic or harmful. Rather, it involves selecting age-appropriate literature that, while challenging, offers valuable insights into the human condition. Educators are trained to curate content carefully, ensuring that discussions are held in a context that supports emotional well-being and intellectual growth.

As Ivey and Johnston noted, “None of the books we have read in any way encourage drugs, gangs, sex, or any of the other behaviors that worry adults. Rather, the books tend to reveal the consequences of bad choices through the eyes of characters with whom the students identify.”

For parents worried about the potential emotional impact of disturbing books, communication is key. We encourage parents to participate in classroom discussions or to organize community forums where these topics can be discussed openly. By sharing insights and strategies, parents can learn how to support their children in processing complex themes and emotions. This proactive approach not only alleviates fears but also builds trust between educators and families—a trust that is fundamental to any thriving educational environment.

In closing, we reaffirm our commitment to intellectual freedom and the power of literature to transform lives. The insights of Gay Ivey and Peter Johnston remind us that disturbing books are not threats to be feared, but opportunities to be embraced. They teach us that unsettling narratives hold lessons about resilience, empathy, and the enduring human spirit.

As parents, we stand united in our conviction that censorship is not the answer. Our children deserve to learn from the full spectrum of human experience—both its beauty and its harsh realities. By fostering an environment where difficult conversations are encouraged rather than silenced, we prepare our children to face the challenges of the future with courage, critical insight, and compassion.

By championing intellectual freedom and standing against the tide of book banning, we invest in a future where our children are not only well-informed but also resilient and empathetic individuals—capable of shaping a better, more thoughtful society for all.