‘Life changing’ boost to diversity in GCSE English Literature with Lit in Colour Pioneers Pilot

A new report, commissioned by Pearson and Penguin Books, has revealed a transformative shift in student engagement and empathy through the Lit in Colour Pioneers Pilot. Conducted by researchers at Oxford University’s Department of Education in collaboration with The Runnymede Trust, the study provides compelling evidence of the program’s significant impact on both teachers and students.

The Lit in Colour Pioneers Pilot, launched with the goal of increasing representation of authors of colour in English Literature texts, has been described as "life-changing" by participants. The report highlights how exposure to diverse texts has enhanced students' empathy and understanding, while reigniting their passion for literature. Teachers have noted a marked increase in student engagement.

A standout finding from the report is the dramatic rise in the number of students choosing to answer exam texts by writers of colour. Between 2019 and 2023, this figure skyrocketed from just 50 students to nearly 5,000—an unprecedented 100-fold increase. Additionally, 10% of all students taking the Pearson Edexcel GCSE English Literature exam now choose a text by an author of colour, signalling a broader cultural shift in education. The report, titled The Effect of Studying a Text by an Author of Colour: The Lit in Colour Pioneers Pilot, underscores the importance of systemic change at the assessment level. It advocates for targeted support programs for schools to ensure lasting impact, offering a blueprint for how education systems can successfully adapt to better reflect the diverse world students live in today.

Malorie Blackman said, "No child should ever feel that studying English at school is irrelevant because they never see themselves and their lives reflected in the literature they are tasked to read. Broadening the scope of the literature available inevitably leads to a broadening of outlook and horizons, providing the inspiration that leads to aspiration.

A National Literacy Trust annual survey (Sep 4, 2023) reported that children’s reading enjoyment was at its lowest level in almost two decades, with over half of 8-18 year-olds stating that they don’t enjoy reading in their free time.

Over the many years that I have been an author, I have seen for myself how stories can flip the mental switch which leads to a love of not just reading but many other creative endeavours, with all the myriad benefits that may bring.

The last few years have seen a drastic decline in the uptake of English at A level - from 79,000 in 2016 to 54,000 in 2023. One way to stem this outgoing tide would be to improve the perceived relevance of the texts set in the English curriculum across all exam boards to increase engagement. This Lit in Colour Pioneers Pilot research has shown the positive impact that this can and does have.

Having an English exam curriculum which has a more diverse base when it comes to the literature studied by our children is a matter of enrichment, engagement and sheer common sense and not one of special pleading. If we wish to tackle the thorny topic of children who seem to be growing more disaffected by reading for pleasure and in the classroom, then the promotion of books seen to be more relevant and relatable to their own lives and perceptions of society is a crucial first step."

Engagement

Teachers and students report higher levels of classroom engagement when studying Lit in Colour Pioneers texts. Students in the matched dataset were less likely to report being ‘often bored in class’ in relation to school after studying one of the Lit in Colour Pioneers texts*. One teacher in the survey noted that Boys Don’t Cry was so popular among the year group studying it that younger students had been actively seeking it out from the library to read themselves. Of the 177 students who responded to a question asking them what they thought of their Lit in Colour Pioneers text, 104 answered in definite positive terms (excluding ‘alright’ or ‘okay’). One student in interview recalled wanting to know ‘what happened next’ and looking forward to their English lessons as a result.

In interviews students also displayed a nuanced view, suggesting that a mix of texts was important. In both interviews and surveys they often referenced the importance of studying Shakespeare’s works. But others referenced the idea that canon literature made them feel that English was not for them: ‘Shakespeare makes you feel small.’ Whereas studying their Lit in Colour Pioneers text made them feel ‘smart.

Relevance

Relevance and engagement were closely linked in teachers’ responses in the interviews and in the limited survey data. One teacher reported that the Lit in Colour Pioneers text ‘engaged students on a much deeper level because of its relevance to their own experiences’. The matched set of pre and post responses showed that students were more likely to report that they found the stories and characters in the books that they read felt relevant to their lives and community after reading one of the Lit in Colour Pioneers texts*. A teacher reported in the survey that they felt their students had learned that: ‘Their stories (as teenagers, as Black boys, as gay people, as sons and daughters, as friends, as siblings, as family...) matter.’

This comprehensive study is set to drive further discussions on how the curriculum can evolve to foster inclusion, empathy, and a deeper engagement with literature. The full report is available for public access and offers additional insights into how these changes are reshaping the educational landscape.