Children’s picture books are failing to represent family diversity: ECU research

Research from Edith Cowan University (ECU) research has shown that Australian children’s picture books fail to represent diverse families, critically analysing a sample of 90 picture books from shortlisted and award-winning books in Australia from 2019 and 2020. 

 

Led by Associate Professor Helen Adam, the study found that while there was some positive progress in the inclusion of diverse family structures, LGBTIQA+, step, blended, and foster families are almost entirely absent, potentially leading children from these family backgrounds to feel excluded or invisible.  

 

In response Associate Professor Adam has called for educators to move beyond relying solely on award-winning books and seek out texts that more accurately reflect the diverse fabric of Australian society. 

 

“It is little wonder that award-listed books are often a source for book selectors, and this study is not a criticism of those books,” she said. 

 

“They are high quality and well-written, often containing valuable messages and themes that resonate with children. However, assuming that award-listed books are the best or only books to purchase can narrow the representation of diverse families,” she continued. 

 

Ensuring inclusive family representation was visible to children is a cornerstone of inclusive practice, leaving  Associate Professor Adam to stress the importance of inclusive family representation in early literacy. 

 

“It’s vital that all children can see families like their own in the books they read,” she said. 

 

“Seeing themselves in books plays a crucial role in how children perceive their place in the world and contributes to their emotional well-being.” 

 

Despite the findings, overall progress toward inclusion of non-traditional family structures was noted. Of the 34 books depicting families 41 per cent featured sole-parent families and a few showcased multigenerational households, however many family types were absent.  

 

“The omission of LGBTIQA+, step, blended, and foster families is concerning,” the Associate Professor said. 

 

“This invisibility can send harmful messages to children from these families and perpetuate the idea that only traditional family structures are valued in society.” 

 

“It can also have profound effects on their engagement with literature, which is a key factor in developing strong literacy and language skills.” 

 

As well as benefiting the children who see their own family type represented, the inclusion of all types of families benefits children from more hetronormative life circumstances also. 

 

“It’s just as important for children from traditional families to see diverse family structures. Exposure to different family models fosters empathy, understanding, and a broader view of the world,” the Associate Professor said. 

 

The study also referenced research from the United States which demonstrated that adding LGBTIQA+ books to classroom libraries led to measurable improvements in student reading assessment scores.  

 

“Diverse books are not just about representation—they directly support better educational outcomes,” Associate Professor Adam continued, saying that “by actively seeking out books that represent the diversity of families in society, we can create more inclusive and supportive learning environments for all children.”

 

Associate Professor Helen Adam and Dr Lynette Vernon’s next study is investigating how Australian families select books for their children. They are currently calling for participants. If you’re interested in taking part or would like to find out more email [email protected] 

 

The study ‘Where are the diverse families in Australian Children’s Literature? Impacts and consideration for language and literacy in the early years’ was published in the journal Education Sciences.