A District Grapples with Tragedy (Image Credits: Unsplash)
Maplewood, N.J. – Columbia High School administrators pulled Junot Díaz’s acclaimed novel The Brief Wondrous Life of Oscar Wao from an AP English class this school year, responding to a surge in student suicides and deaths.[1][2]
A District Grapples with Tragedy
The School District of South Orange & Maplewood faced a dire mental health emergency at Columbia High School. At least five students attempted suicide during the year, alongside two recent deaths – one in an accident and another by suicide among peers.[1] Superintendent Jason Bing described the situation as a “five-alarm fire of mental health issues.”[1]
Bing explained the decision as a temporary measure. “It’s the right book. It’s just the wrong time with what’s happening,” he told parents.[1] Administrators, not parents, initiated the request to remove the text from longtime teacher Lori Martling’s AP Literature and Composition class. The novel’s depiction of the protagonist’s suicide attempt raised alarms amid the crises.[2]
The district emphasized support through counselors and social workers. Bing released a 19-page report on mental health data to families, signaling broader efforts like screenings for all students.[1]
The Novel’s Role in the Curriculum
The Brief Wondrous Life of Oscar Wao, a 2007 Pulitzer winner ranked 11th on The New York Times‘ list of the 21st century’s best books, had anchored the AP Lit syllabus for over 11 years.[2] The story traces Dominican-American Oscar’s struggles with identity, love, and family curses across the U.S. and Dominican Republic.
Martling praised its depth. “It gives voice to the Hispanic diaspora,” she said, highlighting themes of colonialism, misogyny, and mental health.[1] She argued literature helps students process emotions: “When someone is struggling, it is oftentimes literature that brings them a sense of connection.”[1] Students noted similar themes persist in works like Shakespeare’s Hamlet and Romeo and Juliet, which remained taught.[2]
The book stayed in the school library, but classroom instruction halted immediately after distribution.[2]
Students Rally for Reinstatement
All 47 students in Martling’s AP Lit class signed a petition, joined by over 200 others and alumni, demanding the book’s return.[2] Senior Ellie Tamir-Hoehn organized the effort, warning that unsupervised reading lacked “guidance.”[1]
- Discussions reduce stigma around tough topics, per student Felix Reichman-Curnow.
- The district’s 2023 “Right to Read” resolution opposes book bans.
- Alternatives like social workers during class were proposed but rejected by Bing.
- Seniors sought preparation for “independent living” amid challenging realities.
Pressure led to compromise: parents now opt in via form and call, with classes resuming by early March for approvals.[3] Bing affirmed, “This is about the mental health of our children.”[3]
Author and Watchdogs Respond
Junot Díaz pushed back gently. “I generally resist the idea that there’s something supremely dangerous about art,” he said, noting its role in building resilience.[1]
PEN America’s Kasey Meehan viewed it as a “book ban,” part of a trend targeting mental health themes in nearly 60% of challenged young adult titles.[1] “The impulse to protect is valid, but removing opportunities to learn harms students,” she added.[1]
Balancing Protection and Learning
The opt-in policy addressed some concerns, though questions linger on non-participants’ curriculum and long-term reinstatement. The district plans to share more mental health data soon.[3]
This case underscores tensions in diverse districts like South Orange & Maplewood, where equity resolutions coexist with crisis responses. Literature’s power to foster empathy now collides with urgent safety needs.[1]
Key Takeaways
- A mental health crisis prompted a temporary pause on Oscar Wao in AP Lit due to suicide themes.
- Student advocacy secured an opt-in return, highlighting youth agency in education.
- Experts warn such moves risk broader restrictions on challenging literature.
Schools nationwide navigate similar dilemmas as youth mental health strains intensify. How should educators weigh trauma warnings against literary depth? Tell us in the comments.