We’re so happy to welcome you to our collection of English literature. Even though our main focus is on the upper grades, some recommendations for younger students are included as well. With this selection, we hope to offer you a diversity of voices and perspectives to complement the texts that are commonly used in our classrooms. We recognize that there are many voices and perspectives that are not yet represented in our current selection. We’re working on it!

Each recommended book includes a short review and tips for using the book in the classroom. We have also included a “Sensitive Content” category in each review to give teachers a clear heads-up about potentially challenging material. 

One aspect of these texts that deserves special attention is language. Many of the books in our collection were written by authors from the communities they portray (‘own-voice’ literature). In order to reflect the historical context or to capture the realities of racism or other forms of discrimination in an authentic way, these authors might use terminology that is outdated, discriminatory or potentially offensive. This may include racist, sexist, ableist, homophobic, or transphobic language, among others. 

We encourage teachers to approach such texts with care. Talking with students beforehand about biased or harmful language, its context, history, intent, and its implications can help set the stage for respectful reading experiences. 

Please also be mindful that certain terms—such as racial slurs—should never be spoken or read aloud in the classroom, even when quoting directly from a text. Hearing such words can be triggering or retraumatizing for students who belong to the targeted communities. Choosing not to verbalize these terms helps to foster a safer and more respectful learning environment for all.

When planning to read a book that includes sensitive or potentially distressing content, we recommend giving students a heads-up beforehand. This allows everyone to emotionally prepare without requiring anyone to disclose personal experiences. Students should also be given the option of stepping away from certain passages. No student should feel pressured to engage with material that feels overwhelming or distressing. 

It’s especially important to be mindful of students who may personally identify with the marginalized groups represented in a text—whether due to race, ethnicity, religion, gender identity, sexual orientation, refugee background, disability or other aspects of identity. These students should never be singled out or expected to speak on behalf of their communities. Instead, all students should be given the choice to engage in ways that feel safe and comfortable for them.

Thank you for the care and thoughtfulness you bring to the classroom.

We hope you enjoy our collection.

Alexandra, Miriam, Mirjam, Neele and Ulrike