Florida was the state with the highest number of books banned in schools in the United States between July 2023 and June 2024, with a total of 4561 books being banned in that period. Iowa ranked second with 3671 book bans in school classrooms and libraries across the state, followed by Texas with 538. The books most likely to be banned or restricted were those which addressed violence or physical abuse, or health and wellbeing for students. New laws, more bans In the first half of the 2022-2023 school year alone, almost 1,500 books were banned. Just one policy contributing to the growing number of challenges to books in schools is Florida’s Parental Rights in Education Act, otherwise known as the “Don’t Say Gay” law, which aims to prevent classroom instruction on gender identity or sexual orientation for children from kindergarten up to grade three. This law, along with several others introduced in states across the United States, are often worded in a manner which is vague or non-specific, leaving librarians, educators, and principals under pressure to swiftly or preemptively remove books on a larger scale (so-called “wholesale bans”) to prevent punishment later. In Utah, after the Sensitive Materials in Schools Act went into effect, school districts were issued guidance to remove any books that are defined as pornography under state statute, which led to the removal of books including Margaret Atwood’s “The Handmaid’s Tale” and “Forever…” by Judy Blume. Indeed, school libraries were the second most likely location to be affected by censorship attempts on books. The audiences most affected by bans In the last half of 2022, most book titles banned in schools in the United States were young adult books aimed at teenagers aged 13 to 17 years old. Over 50 percent of titles banned in that period were intended for this audience.

In 2023, a total of ***** attempts were made to ban or restrict access to books in libraries across the United States. The number of unique titles affected was of ***** in total. Titles representing LGBTQIA+ and BIPOC communities, issues, and experiences accounted for almost half of the total number of challenged books.

The statistic presents data on the results of a survey about where, if anywhere, books with graphically violent scenes should be banned in the United States as of October 2017. During the survey, 61 percent of respondents stated that books with graphically violent scenes should be banned from elementary school libraries.

This repository contains the data for the paper "Book bans in political context: Evidence from U.S. schools". All authors contributed equally and are listed alphabetically.

The statistic presents data on the results of a survey about where, if anywhere, books with themes related to religion should be banned in the United States as of October 2017. During the survey, ** percent of respondents stated that books with themes related to religion should be banned from elementary school libraries.

Between July 2023 and june 2024, the majority of book titles banned schools in the United States were young adult books intended for teenagers aged 13 to 17 years old, with ** percent of titles banned in that period aimed at that audience. Picture books aimed at infants and children aged up to five years old were less likely to be banned than books targeting middle graders.

This dataset is about books. It has 1 row and is filtered where the book is Free speech and censorship : examining the facts. It features 7 columns including author, publication date, language, and book publisher.

A survey held among publishing houses in the United States in the summer of 2023 found that the majority, ** percent, were making efforts to fight book bans. The banning and censorship of books is an ongoing trend in the United States, with hundreds of titles affected each year.

This spreadsheet contributes to a new bibliography of censored books under the Portuguese Estado Novo dictatorial regime.

It contains the transcription of the data fields of 1,015 card files of censored books, which are indexed by author surname in letters A and B. These files are available at the Arquivo Nacional da Torre do Tombo, in Lisbon, Portugal (PT/TT/SNI-DSC/7, "Fichas de Autores de Obras Proibidas e Autorizadas", https://digitarq.arquivos.pt/details?id=4326912).

The card files document data about the books censored by the Estado Novo Censorship Commission (1934-74). Data fields include file number, book report number, decision, date, author, title, origin, destination, observations, notices, and author or book process number.

All card files have been photographed from very poor-quality photocopies and manually transcribed by Álvaro Seiça during 2020/21. Letters C-Z are ongoing work and will be added to this dataset.

This project received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement no. 793147, ARTDEL.

More info at https://artdel.net

This dataset is about book subjects. It has 2 rows and is filtered where the books is Free speech and censorship : examining the facts. It features 10 columns including number of authors, number of books, earliest publication date, and latest publication date.

The current landscape of book censorship and divisive concept laws have targeted diversity, equity, and social justice (SJ) in curricula. This has created substantial fear that ultimately impacts pre-service teachers (PSTs). Despite opportunities to engage with critical frameworks and culturally sustaining practices, PSTs often default to neutral or “safe” terms to avoid divisive topics that could result in repercusions. Censoring rhetoric that is pervasive in schools and states, limits teachers' ability to make curricular choices around classroom texts, particularly those that address diversity or social justice (SJ) issues. This study examines how PSTs select, perceive, and anticipate using SJ-oriented content-area texts in their future teaching practices. Using mixed-methods, this study examines PSTs' construction of a content-area text set and their analysis of SJ topics using the Curricular Noticing framework. This study found that PSTs included wide range of SJ topics in text selections, but avoided deeper discussions of diversity and equity. Text descriptions addressed these SJ issues symbolically prioritizing shallow representation. PSTs expressed cautious optimism about using SJ texts in their future classrooms, but concerns about potential pushback from school leaders and parents led to hesitancy in integrating them into instruction. The research suggests that further support is needed in teacher education to help PSTs navigate and engage with SJ topics in ways that foster inclusivity and critical thinking, despite the challenges posed by divisive concept laws.

In 2023, ** percent of censorship challenges made to books in schools and libraries in the United States originated from patrons. Libraries and teachers were among the least likely to challenge a book, with only ***** percent taking issue with book titles based on their author, themes, or subject.

Abstract This article explores a secret debate between several Portuguese censors, in 1771, on two spelling books: the Resumo da grammatica da lingua portuguesa by Antonio José dos Reis Lobato, and the Breve tratado da orthografia, para os que não frequentam os estudos, ou dialogos sobre as mais principaes regras da orthografia, uteis para o povo menos instruido, accrescentado com hum dialogo da prozodia portugueza, by João Pinheiro Freire da Cunha. In eight written opinions on these two books, submitted to the Real Mesa Censória for analysis as to their publication, the censors advanced debates on orthodoxy and pluralism, freedom of expression and scientific advance, while seeking to establish parameters of an official vernacular of the Portuguese language, expanding beyond the prohibition of books, the idea of censorship that is traditionally seen by historiography.

The statistic presents data on the results of a survey about where, if anywhere, books with explicit racism should be banned in the United States as of October 2017, sorted by age group. During the survey, ** percent of respondents aged 65 years and older stated that books with explicit racism should be banned from elementary school libraries.

The statistic presents data on the results of a survey about where, if anywhere, books with themes related to witchcraft, wizardry, and magic should be banned in the United States as of October 2017. During the survey, ** percent of respondents stated that books with themes related to witchcraft, wizardry, and magic should be banned from elementary school libraries.

This dataset consists of systematic online observations conducted between May 2023 and December 2023 on five prominent feminist accounts on XiaoHongShu (Little Red Book). The data includes posts, hashtags, comment interactions, and engagement patterns, documenting how feminist content creators navigate censorship and online misogyny through self-censorship strategies. The dataset is structured to highlight key themes such as coded language, algorithmic adaptation, and community moderation. Collected from: Publicly available posts and interactions on XiaoHongShu. Contents: Anonymized text-based records of posts, hashtags, and engagement trends.

The statistic presents data on the results of a survey about where, if anywhere, books with homosexual or transgender characters should be banned in the United States as of October 2017. During the survey, ** percent of respondents stated that books with homosexual or transgender characters should be banned from elementary school libraries.

A U.S. survey among voters and parents revealed that most respondents opposed the removal of books from school libraries, that some parents may consider to be inappropriate, after hearing both sides of the argument. However, respondents who were parents were more likely to support book removals.

As of February 10, 2025, the majority of the transgender population aged 13 and over in the United States were living in a state with no ban on transgender people's use of bathrooms or facilities. However, 10 percent of the transgender population were living in a state which banned transgender people from using bathrooms and facilities consistent with their gender identity in K-12 schools only, while eight percent were living in a state which banned transgender people from using bathrooms and facilities corresponding to their gender identity in all government-owned buildings and spaces, including schools, colleges, and more. A further seven percent were living in a state which restricted transgender people from using bathrooms and facilities consistent with their gender identity in K-12 schools and at least some government-owned buildings as well. Anti-education legislation Statewide legislation affecting LGBTQ+ people in the U.S. has been on the rise recently, especially in K-12 schools. Many states have taken legal action to restrict schools from teaching topics of racism, sexism, gender identity, sexual orientation, and systemic inequality to students. However, studies show that Americans typically remain politically divided over how these topics should be taught; in 2022, the majority of Democratic parents were found to believe that children should be taught that the legacy of slavery still affects the position of Black people in American society today while the majority of Republican parents thought that children should be taught that slavery is a part of American history but does not affect the position of Black people in American society today. Book bans Censorship of these topics has also been seen in K-12 libraries, with book bans occurring in multiple states throughout the country. As of 2022, Texas had the highest number of books banned in the U.S., followed by Florida. Florida's Parental Rights in Education Act, which is often referred to as the "Don't Say Gay" law, has been particularly controversial as it aims to prevent discussion of gender identity or sexual orientation and remove books featuring LGBTQ+ characters in K-12 schools and libraries. Along with potentially harming LGBTQ+ students, K-12 teachers have also highlighted how these laws and debates over what topics should be taught in the classroom may negatively impact their ability to do their job.