Written by Robert Davies
Rob Davies is Associate Assistant Headteacher at Calderstones School in Liverpool. This role involves leading on anti-racism in education, sharing practical strategies, reflections, and initiatives to create a more inclusive, representative, and equitable school. He shares insights on decolonising the curriculum, diversifying reading materials, and fostering anti-racist practices in schools.
Another year, another World Book Day—same costumes, same characters. Harry and Hermione? Check. Little Red Riding Hood? Of course. The Gruffalo? Naturally. And let’s not forget Mrs. Trunchbull, stomping through the halls. Sound familiar? Thought so.
But here’s the thing—World Book Day can be so much more. It’s time to move beyond the usual suspects and reimagine it through a truly diverse lens. Let’s make it an event where every student sees themselves in the stories we celebrate.
Every year, World Book Day celebrates the magic of stories. But whose stories are we telling? Who do they inspire? When books and characters overwhelmingly reflect white, middle-class experiences, whose voices are missing? Are we selecting a diverse range of books that offer all children equitable opportunities to see themselves?
If not, isn’t it just Book Day?
At its core, World Book Day aims to “promote reading for pleasure, offering every child and young person the opportunity to have a book of their own.” But if we fail to approach it through an anti-racist lens, are we truly serving all students?
The Representation Gap in Children’s Books
In the UK, 33.5% of school-aged children come from ethnic minority backgrounds. Yet, between 2017 and 2019, only 7% of children’s books featured characters from these cultures—and just 5% had a Black, Asian, or Minority Ethnic main character.
Research shows that when children see themselves in books, it shapes their sense of identity and possibility.
Despite limited representation, excellent books exist that help students feel seen, foster belonging, and cultivate a love of reading. But do schools actively seek them out?
The issue goes beyond just introducing diverse books. What if teachers haven’t read them, or don’t understand their significance?
Whose culture has capital?
With a predominantly white teaching workforce (Runnymede Trust, 2020), how often is World Book Day shaped through an anti-racist lens? One of the biggest motivators for reading is emotion—how books make us feel (Dungworth et al., 2004). Naturally, educators promote books that resonated with them in childhood, shaped by their own experiences.
If most books being championed reflect the same narrow cultural perspectives, what message does that send? Who do these books inspire—and who gets left out?
Research further supports this. More children from ethnic minority backgrounds than white backgrounds say they don’t see themselves in what they read (40% vs. 30.5%), with Black students feeling this most acutely.
Making It a World Book Day
If World Book Day is to truly reflect all students, schools must take active steps to make it more inclusive. That’s exactly what we did at Calderstones School this year.
As one of Liverpool’s largest secondary comprehensive schools, diversity is our strength. But we recognised that World Book Day needed to reflect that diversity, ensuring all students felt represented and engaged.
So, we embraced the ‘world’ in World Book Day. We focused on books and authors from a variety of cultures and languages, fostering conversations about students’ mother tongues and cultural backgrounds.
We collaborated with Greenbank Primary School and Leeds Beckett University to involve primary school students and Global Ambassadors. Together, they read books from their home countries in their native languages—including Arabic, Basque, Farsi, French, Greek, Mandarin, Polish, Russian, Urdu, and more.
By showcasing this linguistic and cultural diversity, we highlighted the vital importance of representation in education. The readings were recorded, edited, and shared on the school’s social media. The response? Overwhelmingly positive. For many in our community, this was the first time their language and heritage were visibly celebrated in school.
How to Rethink World Book Day in Your School
If we are serious about delivering a truly inclusive World Book Day, here’s lets start with the following: 1. Move Beyond the Same Old Costumes
Rather than dressing up as characters from GCSE texts, consider why these books dominate the curriculum. Less than 1% of GCSE students study a book by a writer of colour—so why reproduce that marginalisation on World Book Day?
- Conduct a Student Voice
Ask students:
- What books would you love to explore?
- Do you see your culture and heritage reflected in the school library?
- What stories are missing from the shelves?
- Use these insights to shape book selections and discussions.
- Explore Translated Literature
Many beloved English books originated in other languages—Pinocchio was originally Italian. What other global stories could students discover? World Book Day can be an opportunity to highlight the rich traditions of storytelling from around the world.
Final Thought: A Call to Action
By embracing the ‘world’ in World Book Day, we made it more meaningful for our students. This is a step in the right direction—but it can’t stop here. Schools must challenge traditional reading lists, elevate diverse voices, and ensure that every child sees themselves in the stories they read.
We can’t diversify the teaching workforce overnight, but we can broaden our thinking. We must ensure that we view events like World Book Day through an anti-racist lens.
Because if World Book Day doesn’t include all stories, is it really World Book Day at all?