Where censorship of literature is concerned, each school must develop its own clear, written policy for the selection of materials in the English language arts program that includes criteria for selecting materials for inclusion in English literature programs.
During high school, students mature, develop opinions, and begin the transition into adulthood. As Donna E. Norton (64) explains, literature written for young adults "usually has more mature themes and characters who face complex issues that may be faced by contemporary young adults." New information offered in such works aids in the development of a unique personal identity for high school students. Norton (65) explains that literature has implications for personality development, because it shows young adults "how characters overcome different types of conflict and how characters cope with problems."
Schools need to educate young adults and aid their social-behavioral and well as academic development by exposing them to complex and diverse topics that prepare them for life and help them make informed decisions. Censorship often undermines this goal. According to Webster's Dictionary (158), a censor is "a person empowered to suppress publications or excise any matter in them thought to be immoral, seditious, or otherwise undesirable." Due to the controlled nature of the classroom, students have the opportunity to gain real knowledge by examining accurate portrayals of real-life characters and problems in literature. These books also aid psychological development. Donna E. Norton (65) argues that selecting the right works of literature also "helps young adults understand that controlling their emotions is important."
Literature that addresses real-life characters and problems increases the exposure to diversity young adults can gain through literature. Exposing young adults to controversial issues or those considered objectiona...