As a teacher librarian in a boys’ school, I read The Conversation article Luke Bateman says boys need books “written for boys” to become readers. But it’s not that simple with mixed emotions. On one hand, I welcomed the discussion about boys, reading and masculinity. On the other, I found myself increasingly frustrated by the persistent notion that boys need “boy books” in order to become readers.
After nearly a decade working with boys and books, I have become wary of explanations that position boys as somehow fundamentally different readers, requiring a separate literary diet from their female peers. The idea often feels uncomfortably close to another familiar refrain: boys will be boys.
While perhaps well-intentioned, these arguments risk excusing boys from engaging with the full richness of literature. They lower expectations rather than broaden horizons. More concerningly, they reinforce a narrow view of what boys are capable of reading, enjoying and understanding.
What I see every day in the library tells a different story.
I have watched boys become absorbed in historical fiction, moved by literary novels, captivated by fantasy worlds, and deeply invested in stories centred on friendship, grief, love and identity. I have recommended books with female protagonists to boys who returned eager for the sequel. I have seen boys passionately discuss character development, moral dilemmas and complex emotional journeys.
The common factor has never been whether a book was “for boys”.
The common factor has been whether a boy felt permitted to read it.
This is where I think the conversation around boys and reading often misses the point. The issue is not a lack of suitable books. School libraries, bookshops and publishers offer extraordinary diversity. The issue is that many boys receive powerful messages about what they should and should not enjoy. Those messages come from peers, families, communities and broader cultural assumptions about masculinity.
Over time, those messages become self-fulfilling.
If boys are continually told that they prefer action, sport and non-fiction, many will come to believe that they do. If they never see male role models discussing novels, poetry or stories that explore vulnerability and emotion, they receive a clear message about which forms of reading are considered acceptable.
The irony is that the research does not support many of these stereotypes. Scholes’ study of Australian Year 3 students found that fiction was actually the most favoured genre among boys. Girls also reported higher levels of enjoyment for non-fiction than boys, challenging one of the most enduring assumptions in reading education. The study concluded that reading enjoyment and frequency were associated with higher achievement and highlighted the importance of supporting students from economically disadvantaged communities.
That last point is particularly important.
Too often, discussions about boys’ reading isolate gender from every other influence. Yet Curtis and Nielsen’s analysis of Australian literacy achievement demonstrates that socioeconomic status exerts a substantial influence on reading outcomes. Their research found that school-average socioeconomic status was a stronger predictor of literacy achievement than individual socioeconomic status, suggesting that broader social and economic contexts matter deeply.
This resonates with what I have observed across my career. Access to books, educational opportunities, family attitudes towards reading, community expectations and social capital often shape reading identity far more profoundly than gender alone.
When we simplify the discussion to “boys need boy books”, we risk ignoring these far more significant factors.
What I appreciated most about the Conversation article was its focus on masculinity rather than reading preferences. The authors argue that societal expectations surrounding masculinity can restrict boys’ engagement with reading and create narrow understandings of what boys should enjoy.
This aligns strongly with my own experience.
Some of the most enthusiastic readers I have worked with have initially apologised for what they liked reading.
They have hidden romance novels inside fantasy covers. They have quietly borrowed books with female protagonists. They have expressed surprise that other boys also enjoyed particular authors or genres.
The challenge was never the book.
The challenge was navigating expectations about masculinity.
This is why I find Luke Bateman’s story compelling. Not because it supports the argument for more books written specifically for boys, but because it reveals the damage caused when reading is viewed as incompatible with masculine identity. His account of hiding his love of books reflects the social pressures many boys continue to face.
As teacher librarians, our responsibility is not simply to match books to perceived gender preferences. Our responsibility is to expand possibilities.
We need boys to see men reading widely. We need to challenge assumptions that empathy, imagination and emotional engagement belong to girls. We need to create spaces where boys can encounter diverse stories without fear of judgement. Most importantly, we need to stop telling boys what they are supposed to like.
Because in my experience, boys do not need a narrower range of books.
They need permission to explore a wider one.
Perhaps the real question is not whether we are providing enough books for boys. Perhaps it is whether we are courageous enough to challenge the social narratives that keep limiting what boys believe reading can be.
References
Curtis, D. D., & Nielsen, P. (2025). Low literacy achievement for some: A persistent and pernicious problem in Australian education. Issues in Educational Research, 35(1), 101-125.
McDonald, S., Schulz, S., & Wescott, S. (2026, July 30). Luke Bateman says boys need books ‘written for boys’ to become readers. But it’s not that simple. The Conversation. https://theconversation.com/luke-bateman-says-boys-need-books-written-for-boys-to-become-readers-but-its-not-that-simple-288602
Scholes, L. (2021). Year 3 boys’ and girls’ enjoyment for reading across economic demographics in Australia: Implications for boys and students from lower SES communities. International Journal of Inclusive Education, 28(5), 509-524. https://doi.org/10.1080/13603116.2021.1941319
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