“A Book Can Really Make You Change …” Elementary Students’ Responses to Inclusive Children’s Picture Books

This research study explored children’s responses to inclusive picture books, such as those banned and challenged in many states and districts, as well as the types of discussion questions that elicit critical thinking and empathy. Data collection took place at a public elementary school in grades one through five. Children responded to the books with empathy and by thinking critically; they built new knowledge connected to state learning standards, asked questions, made inferences, drew on relevant information, and considered implications. Open-ended discussion questions prompted the responses. The findings suggested specific discussion prompts to spark complex thinking about inclusive children’s picture books and illustrated the power of such books to build foundational knowledge essential for future learning. In the words of one participating student, “a book can really make you change … ”