Earlier this month, we published the Inclusive Books for Children Excluded Voices report, shedding light on representation in children’s storybooks published in the UK.
The report explores a critical question: how authentic is the representation we see in children’s books? For instance, if a picture book features a Black main character, was the author or illustrator also Black? You might assume so. Similarly, if a chapter book has a disabled protagonist, do the book’s creators have lived experience of that disability? That would seem a fair assumption. Yet, in the majority of cases, the answer is the same: no.
Troublingly, among the books we surveyed, the Baby and Toddler category was the worst off by far in this respect. Of 123 books with a main character of colour published from 2014 to 2023, 90.2 per cent were by white authors and illustrators. No books with disabled or neurodivergent main characters were identified in this age category, however, of 24 books with a disabled cast member, not a single title was written or illustrated by a disabled creator.
We already know it’s crucial to offer diverse representation in the books and resources we share with very young children, underpinned by research showing that infants become aware of racial preferences early on and can learn to associate certain groups of people with higher status than others. The 2021 non-statutory Birth to 5 Matters guidance suggests sharing books ‘which actively challenge stereotypical representations and avoid tokenism’ as a good start to combat this. The quality of the representation is just as important as its range.
In our experience of reviewing children’s books with marginalised main characters, we frequently encounter characters of colour by white creators who simply feel coloured in as an afterthought. Worse still, superficial attempts at representation may inadvertently perpetuate harmful stereotypes or commit some other misstep.
It is essential to seek out books from marginalised authors and illustrators with the same lived experience as the characters they create, as they are more likely to offer authentic, non-harmful portrayals.
Moreover, such story creators serve as vital role models specifically for children from marginalised backgrounds, providing early inspiration for the next generation to share, with confidence, their unique voices as aspiring artists and writers in adulthood.
It may be tempting to believe we are off the hook if we operate an early years provision in an area with low ethnic diversity, but we must broaden our view of what representation encompasses. Disability, neurodivergence, LGBTQIA+ identities and single parenthood are all almost certain to be present within the families and communities of children attending early years settings across the country.
Acknowledging that diverse and authentic representation benefits all children is vital, as it fosters their understanding and empathy in preparation for future experiences within a multi-ethnic world:
Authentic portrayals in storytelling resonate more deeply with young readers — both those who see themselves reflected in the narrative and artwork and those who gain an understanding into diverse, valid ways of life.
While representation in books for young children is undeniably important, we must ask ourselves: how authentic is that representation? It is important to recognise that not all representation is created equal. Identities are complex and deeply personal, and a book creator without access to the necessary, tacit, cultural knowledge may struggle to portray their main characters in a rich, believable manner.
Including a diverse range of stories drawn from genuine experiences in our book corners, libraries and storytime sessions, ensures every child in the early years and beyond not only sees themselves in the books they read but also learns about the myriad of identities that shape our world.
- Download the IBC Excluded Voices report, or browse our list of recommended Own Voice titles, compiled to make it easy for you to enrich your book collection with authentically inclusive titles.
