Bend, OR – Oregon lawmakers are once again tackling the issue of book bans and censorship in public schools, this time with Senate Bill 1098, a piece of legislation designed to ensure the freedom to read and protect against discriminatory censorship. The bill, which advocates are calling the “Freedom to Read” bill, seeks to prevent school officials from removing books or other educational materials based on race, gender identity, sexual orientation, and other protected categories.
This latest push follows the failed attempt to pass Senate Bill 1583 in 2024, which was narrowly blocked due to partisan delays. Although the bill passed the Senate on a party-line vote, it became stalled in committee on the House side when Republican lawmakers used delay tactics to effectively end the legislative session early. According to Senator Lew Frederick, D-Portland, the bill was “an hour and a half from getting it passed” before it died last year.
With the introduction of Senate Bill 1098, the fight to protect inclusive education and freedom of expression is back on the agenda for Oregon’s lawmakers. The bill would prohibit book bans and censorship in public schools if such actions discriminate against individuals based on their race, national origin, gender identity, sexual orientation, religion, and other protected classifications under existing state law.
Supporters of the bill argue that book bans and censorship efforts, which have been on the rise locally and nationally, disproportionately target books that reflect marginalized communities, including people of color, LGBTQ+ individuals, and religious minorities. According to the State Library of Oregon, the state has faced the most book challenges in its history in recent years, mirroring national trends. Proponents contend that these bans erase the history and lived experiences of these communities and silence critical conversations about identity, culture, and social issues.
At a recent hearing, Senator Frederick emphasized the importance of resisting the urge to ban books based on offense. “Gilgamesh, the Bible, Homer, Mark Twain, Toni Morrison, Octavia Butler, Isaac Asimov, Shakespeare, Cicero, and Dr. Seuss all have sections in their writing that will offend someone,” Frederick stated. “But that’s not the reason to stop reading them. It’s also not the reason to tell other people not to read them.”
The bill has received backing from a range of organizations, including ACLU Oregon, the Oregon Education Association, Latino Network, Basic Rights Oregon, and Parents Defending Schools and Libraries. These groups argue that censorship in education undermines the very purpose of schools—to foster critical thinking and open discussions. By limiting access to books and materials that cover diverse perspectives, they say, schools risk narrowing students’ worldviews and stifling important conversations about identity, history, and culture.
The rise of book bans has been a hot topic in recent years, with both local and national efforts to limit what students can read in the classroom. Often, these bans are driven by a small group of vocal opponents who claim that certain materials are inappropriate or offensive. However, critics of book bans argue that these efforts are rooted in ideological agendas aimed at suppressing diverse voices and limiting free expression.
If Senate Bill 1098 passes, it could set a precedent for how Oregon addresses censorship in schools. It could also inspire similar efforts in other states grappling with the issue of book bans and the freedom to read. The bill’s supporters hope that it will send a strong message that academic freedom, diversity, and inclusion are values worth defending, particularly in the face of growing efforts to restrict access to educational materials.
As the bill moves through the legislative process, it remains to be seen whether it will garner enough support to pass. But with strong backing from a diverse coalition of groups and lawmakers, Senate Bill 1098 is poised to reignite the debate over book bans and the role of schools in shaping students’ access to knowledge.
