Including representative children’s books in primary schools: A participatory action research study

Aims: Research has found a great disparity between the number of pupils of primary age from a Global Majority background and the number of Global Majority characters they may encounter in books published in the UK (CLPE, 2024). This could impact on the extent to which they believe they are valued and belong at school, affecting their academic motivation and achievement. This study aims to find out what impact reading books which represent them has on the children who read them. Method/Rationale: In this participatory action research, eight teachers in a diverse primary school worked with a Trainee Educational Psychologist to increase their use of representative books in their classes. Inductive reflexive thematic analysis of focus groups with 18 children and interviews with eight teachers was carried out. Findings: Children were described as being able to make connections with the books in which they were represented which improved their engagement and motivation to read. There were also indications of benefits for children who were not represented in the books, as they had opportunities to learn about others through the texts. Limitations: The study was limited to one cycle of action research in one primary school over a short period of time. Data collection was remote due to Covid-19 restrictions. Conclusions: The use of representative texts in schools is an intervention which could be employed by schools to increase children’s sense of belonging, increase respect and reduce discrimination.