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education
'An Embrace of Anti-Intellectualism': Public School Bans on Nonfiction Books Doubled as Trump Returned to Power
One expert warned that removing works on activism and social movements erodes the ability of marginalized communities "to take action amid rising authoritarian tactics by our government and attacks on free speech."
May 07, 2026
As President Donald Trump returned to the White House in the middle of the 2024-25 academic year and swiftly pursued increasingly authoritarian policies, there was "an embrace of anti-intellectualism" within the book-banning movement targeting US public schools and classrooms.
That embrace is detailed in "Facts & Fiction: Stories Stripped Away By Book Bans," an annual report released Thursday by PEN America, a nonprofit that promotes the protection of free expression through the advancement of human rights and literature.
The group found that from July 2024 to last June, 3,743 unique titles were removed from school libraries and classrooms nationwide—and 1,102 of them were "educational or informational books for young people—textbooks or reference texts on a wide range of subjects, history books, biographies, and autobiographies."
Although the majority of banned titles were still fiction, such as Fahrenheit 451 by Ray Bradbury and The Hunger Games by Suzanne Collins, the share of "fiction titles dropped from 85% to 69% of all banned titles, while nonfiction rose from 14% to a startling 29% of all banned titles," according to the analysis.
"This marked impact on books anchored in scientific and historic facts, real events, and real people represents something new and distinctive about the trajectory of book bans in public schools," the report states. "As nonfiction titles are not always the targets of efforts to remove books, that books on ancient Egypt, the digestive system, and self-help for teens, to name a few examples, are impacted by censorship signals an alarming spread of book bans that ignore the educational value of texts and books."
Targeted "nonfiction titles are wide-ranging," the report notes, "from memoirs such as Night by Elie Wiesel to biographies such as RuPaul by Maria Isabel Sánchez Vegara, alongside historical and educational or informational books such as Aztec, Inca & Maya by Elizabeth Baquedano and Challenges for LGBTQ Teens by Martha Lundin."
Flagging this "embrace of anti-intellectualism" in a statement about the new report, Kasey Meehan, director of PEN America's Freedom to Read program, said that "it is another example of how censorship sweeps broadly, leading to removals of all kinds of books, in its efforts to sow fear and distrust in our public education system."
Like the previous academic year, "realistic/contemporary and dystopia/sci-fi/fantasy remain the dominant genres banned," the publication highlights. "But of note, educational/informational titles grew from 5% of all titles in 2023-24 to 13% of total titles banned in 2024-25, or nearly 500 unique titles."
Among the nonfiction titles banned, "52% contained themes of activism and social movements, the most commonly banned topic within nonfiction titles," the report says. "Whether #WomensMarch: Insisting on Equality by Rebecca Felix or IntersectionAllies: We Make Room for All by Chelsea Johnson, LaToya Council, and Carolyn Choi, and illustrated by Ashley Seil Smith, this literature is crucial in the education of young people. These books can encourage readers to challenge the status quo and resist injustice."
Freedom to Read program assistant and report co-author Yuliana Tamayo Latorre said that removing books on these topics "silences the voices of marginalized communities and erode[s] their ability to take action amid rising authoritarian tactics by our government and attacks on free speech."
The most common theme across all banned books was nonsexual violence. This was a theme in 57% of the targeted titles, and they addressed topics including "war, gun violence, natural disasters, domestic violence, human trafficking, slavery and genocide, physical fighting, and more."
Other key themes included death and grief (48%), empowerment and self-esteem (39%), LGBTQ+ topics and metaphors (36%), consensual sexual experiences (34%), mental health disorders (29%), verbal or emotional abuse (28%), and substance use and/or abuse (27%).
There was an increase in banned titles with themes of empowerment and self-esteem, up from 31% in 2023-24.
"Fictional titles with themes of empowerment include Flor Fights Back: A Stonewall Riots Survival Story by Joy Michael Ellison and illustrated by Francesca Ficorilli, and The Moon Within by Aida Salazar," the report says. "To remove these books from classroom and library shelves means revoking access to books that students may rely on for personal and emotional development."
There is an entire section of the report about "erasing people" that examines trends in the identities of characters in banned books. Of all the targeted titles, 44% featured people of color, 39% had LGBTQ+ characters, 19% included transgender or genderqueer individuals, and 10% involved those who are neurodivergent or disabled.
Trump and other leading Republicans have embraced and advanced campaigns against diversity, equity, and inclusion (DEI). PEN America acknowledged that such efforts "have contributed to restrictions and removals on books with people of color and mirror efforts to suppress curriculum on Indigenous history, Black history, Asian American and Pacific Islander stories, and Latine and Hispanic contributions."
Another section of the report addresses a major "discrepancy between the titles impacted by book bans and the justifications made to ban books. Book banners have long cited 'pornography' and 'sexually explicit' material in literature to justify book challenges. Claims that these books contain 'explicit' or 'obscene' content grossly misrepresent the materials."
That section points out that 19% of last year's banned titles contained sexual violence—and "according to RAINN, 1 in 9 girls and 1 in 20 boys under 18 experience sexual abuse or assault. With so many of these titles banned since 2021, it is possible that some young people who have experienced sexual violence no longer have access to books that could help them."
"Books containing experiences of sexual violence include The Nickel Boys by Colson Whitehead, winner of the 2020 Pulitzer Prize for Fiction, set in a 1960s Southern juvenile reform school, and Laurie Halse Anderson's memoir Shout, a call to action for sexual abuse and trauma survivors in the wake of the #MeToo movement," according to PEN America.
The group's report came just a few weeks after a similar annual publication from the American Library Association, which details challenges to at least 4,235 unique titles in 2025, resulting in bans on at least 5,668 books and restrictions on another 920 works.
"In 2025, book bans were not sparked by concerned parents, and they were not the result of local grassroots efforts," noted Sarah Lamdan, executive director of the association's Office for Intellectual Freedom. “They were part of a well-funded, politically driven campaign to suppress the stories and lived experiences of LGBTQIA+ and BIPOC individuals and communities."
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The Lesson From the LA Teachers' Win: There Is Money to Pay Educators If We Demand It
For too long, the narrative has been that we cannot afford to support teachers. We’ve just shown we cannot afford not to.
Apr 25, 2026
Before stepping into the classroom, I spent 12 years as an investigator with the California State Bar, examining cases of attorney misconduct. I chose to teach because I saw a meaningful way to serve my community, and I understood there would be sacrifice. Still, it took 10 years before my salary caught up to what I earned in my final year as an investigator.
In California, becoming an educator is neither easy nor inexpensive. In fact, it is one of the most challenging states to obtain a teaching license. Despite this, teachers remain among the most underpaid professionals relative to their level of education. According to the US Census Bureau, teacher earnings have not only lagged behind comparable fields, but have experienced a steady annual decline.
The debate is not whether schools have enough money, it is about what we choose to spend it on. Today, many educators cannot afford to live where they teach. Teaching, while never lucrative, used to offer a stable path to a middle class life. Educators could buy a home, live in the communities where they worked, and maintain the financial stability expected of other professions with similar levels of education. Sadly, even the most modest of those expectations are rapidly disappearing. I only own a home because I purchased it prior to switching my career.
Most educators did not choose this career for the money, but there is a clear difference between modest compensation and exploitation. Nearly 1 in 5 teachers in Los Angeles are housing insecure. And nearly 60% of educators across the country take on second jobs outside of teaching to make ends meet. It is unacceptable that the people responsible for educating our children are struggling to hold their head above water.
These victories for Los Angeles educators are not perks. They are the foundation of a functioning school system, and a respected career.
Teachers are also expected to subsidize their classrooms out of their own pockets. These stories are often framed as heartwarming and altruistic, but they reflect systemic failure and a lack of meaningful investment in public education. Few other professions require employees to pay out of pocket while already being underpaid.
The consequences of this underinvestment are becoming impossible to ignore. As the cost of living rises, fewer educators can afford to remain in the classroom. A teacher shortage has already hit Southern California, and the impact is profound. Nationally, teaching shortages have led to larger class sizes, burnout, and financial strain on the education system.
Education is expected to operate in scarcity while other sectors experience enormous growth. The education technology market alone is projected to grow by $170.8 billion by 2029. In the Los Angeles Unified School District alone, more than $1.6 billion has been spent on edtech. Framing this as a funding problem misses the point; it is a question of priorities. We are told we can’t make investments in educators, while billions continue to flow toward technology and outside contracts instead of the classrooms they are meant to serve.
And yet, during recent labor negotiations in Los Angeles, we were told a familiar refrain: There is no money.
This was the backdrop of three educational unions, representing more than 70,000 workers, on the brink of striking across Los Angeles. At the center of the dispute for United Teachers Los Angeles was a straightforward demand: a salary structure that reflects economic reality. As negotiations stretched over 14 months, frustration grew not only among educators but across school communities, culminating in escalating public pressure, organizing efforts at school sites, and an overwhelming strike authorization vote that made clear teachers were prepared to act if necessary.
Only when the possibility of a strike became real did the district return to the table with urgency. We ultimately won the majority of our demands, including overhauling the outdated pay system that kept incoming educators at artificially low salaries, raising the starting salary from $68,966 to $77,000 for teachers, and securing an average salary increase of 13.86% across the board. This is evidence that the “no money” claim is negotiable, not factual.
Just as significantly, for the first time in California, educators in Los Angeles have secured four weeks of paid parental leave. This is a historic breakthrough that now sets a precedent for teachers across the state of California, as well as the entire country. Additionally, we won a major expansion of student support, including more than 450 additional social workers, to address the growing mental health crisis among our youth.
These victories for Los Angeles educators are not perks. They are the foundation of a functioning school system, and a respected career.
When teachers are paid a living wage, they stay. When they can afford to live in the communities they serve, schools are more stable. And when students have access to trained mental health professionals, they are better able to learn. Investment is what makes public schools strong. Without it, everything else collapses.
For too long, the narrative has been that we cannot afford to support teachers. We’ve just shown we cannot afford not to. The lesson from Los Angeles is simple: School funding is not fixed by scarcity, but by priorities. And when educators and school workers organize, those priorities can change—for the better.
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Campaign's Augmented Reality Tool Allows Students to Explore True Cost of Nuclear Weapons
"We can't put a nuclear warhead on a teacher's desk in real life, but with AR we can make you see it there. It puts the cost of these decisions in the room where your kids learn, at the scale where you can actually feel it."
Apr 21, 2026
A new educational campaign is using augmented reality technology to help American students understand the true costs of possessing and maintaining a massive stockpile of nuclear weapons.
Up in Arms, a campaign started by Ben & Jerry's co-founder Ben Cohen to increase support for slashing the bloated US defense spending budget, has teamed with nonprofit media lab Amplifier to create Class Dismissed, a new initiative that gives students in K-12 classrooms a jarring visual representation of nuclear weapons.
"This is a campaign about tradeoffs," Classed Dismissed states on its website. "By placing full-scale representations of nuclear weapons into classrooms, gyms, libraries, and schoolyards, the project makes national spending priorities visible at human scale. As federal military budgets expand, domestic programs are squeezed year after year. While hundreds of billions flow into Cold War–era weapons, schools are left with overcrowded classrooms, aging buildings, and fewer teachers and support staff."
The campaign emphasizes that the weapons students will see depicted on their devices through augmented reality are "not hypothetical," but instead reflect "real weapons programs and real costs, translated through comparisons drawn from public reporting and nonpartisan budget analysis."
Aaron Huey, founder of Amplifier and creative director for Class Dismissed, said the campaign decided to use augmented reality technology to accomplish "things that are physically impossible but politically necessary."
"We can't put a nuclear warhead on a teacher's desk in real life, but with AR we can make you see it there," said Huey. "It puts the cost of these decisions in the room where your kids learn, at the scale where you can actually feel it."
The Congressional Budget Office (CBO) in 2025 projected that plans by the US Department of Defense and Department of Energy to "operate, sustain, and modernize current nuclear forces and purchase new forces" will cost $946 billion through 2034, an average of $95 billion per year.
"That total includes $357 billion to operate and sustain current and future nuclear forces and other supporting activities," CBO explained. "$309 billion to modernize strategic and tactical nuclear delivery systems and the weapons they carry; $72 billion to modernize facilities and equipment for the nuclear weapons laboratory complex; $79 billion to modernize command, control, communications, and early-warning systems; and $129 billion to cover potential additional costs in excess of projected budgeted amounts estimated using historical cost growth."
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