John Steinbeck’s Of Mice and Men has been removed from the school curriculum across the United Kingdom, marking the end of its long-standing role as a staple of English literature education. The Welsh exam board (WJEC) was the last to offer the novella as part of its English Literature GCSE syllabus, but it has now been withdrawn following concerns raised by some Black pupils who reported emotional and psychological harm from classroom discussions about the book.
First published in 1937, Of Mice and Men gained prominence in schools in the 1950s and has since been studied for over 60 years. Its exploration of themes such as friendship, social inequality, and the fragility of dreams has made it both a popular and thought-provoking text. However, the book has faced criticism over its use of racial slurs and its portrayal of marginalized characters, prompting some to argue that it is no longer appropriate for modern classrooms.
England’s major exam boards dropped the novella in 2014, following then-Education Secretary Michael Gove’s call to focus on British authors. To Kill a Mockingbird was also removed for similar reasons. While Northern Ireland still includes Of Mice and Men as an option, its continued presence is uncertain. Furthermore, the WJEC has announced plans to introduce a revised English Literature syllabus featuring “appropriate and inclusive” texts starting in September. However, the specifics of the new reading list remain unknown.
The decision by the WJEC has sparked significant debate. The children’s commissioner for Wales, Rocio Cifuentes, defended the move, stating: “This is not censorship. It’s safeguarding the wellbeing of children who have told us how awful those discussions made them feel.” She pointed to instances where Black pupils felt isolated in classrooms where discussions centred on negative stereotypes. However, prohibiting access to the book constitutes censorship, as it removes opportunities for students to grapple with important historical and social issues.
In addition, the book is not harmful: it offers valuable lessons about empathy and resilience. Through characters like Crooks, an African American stable hand; Curley’s wife, whose gender limits her power; and Lennie, who has a cognitive disability, the story examines discrimination and societal exclusion. These portrayals provide an insight for discussing social power dynamics and human dignity. Many see it as a tool for encouraging critical thinking and fostering compassion, something lacking amongst school children.
Comparatively, works by Charles Dickens, which also explore themes of inequality and social justice, remain widely taught in schools. Why, then, is Steinbeck’s novella, which deals with similar issues, being singled out? The WJEC’s decision can only be described as an example of a growing “woke agenda” in education, aiming to modernize the curriculum at the expense of classical literature. After all, Pearson, one of the UK’s leading exam boards, recently emphasised the need for GCSE reforms to make literature “less pale, male, and stale.”
These changes undermine literary heritage and limit students’ exposure to historically significant texts. It is unfortunate that Of Mice and Men has been banned, and this does not set the right example for students. The shift comes at a time when literacy rates are declining, and encouraging students to engage with any literature, including challenging classics like Of Mice and Men, is more important than ever.
Although Steinbeck’s novella is an American text, its removal reflects broader debates about the role of literature in education. It is a worry that these decisions represent a narrowing of perspectives, with students taught only what authorities deem acceptable. Many hope that students will continue to question and engage with a wide range of texts, preserving the richness of literary education.
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All part of the intended dumbing down agenda. The replacement study novels will though undoubtedly permit those offended by OM&M to gloat over the discomfort of those who once would have been the majority as they are made guilty by association with all white evils (non-whites being always paragons of virtue or victims).
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