Can Parents Require Child's Reading Lists?

Reading is a fundamental part of a child's education, and parents often play a significant role in fostering good reading habits and academic development. In shared custody arrangements, questions may arise about whether a parent can require or agree upon a specific reading list for their child. A reading list could be based on educational goals, personal interests, or the desire to ensure that the child is exposed to certain types of literature. However, while parents may have valid reasons for wanting to guide their child's reading choices, it’s essential to balance parental authority with the child’s autonomy and interests.

Can Parents Require Child’s Reading Lists?

The Court’s Focus on the Child’s Best Interests

• Family courts prioritize the best interests of the child when making decisions about custody and education. While courts typically do not dictate the specific details of a child’s educational activities—such as required reading—parents may include reading goals or guidelines in their custody arrangements, especially if both parents are aligned on the importance of a specific reading plan.
• The court’s primary concern will be whether such a provision supports the child’s overall academic development and emotional well-being. If a reading list is part of the parents’ strategy to ensure educational success or personal growth, the court may approve it as long as it doesn’t hinder the child’s enjoyment or interest in reading.

Factors That Might Influence the Inclusion of a Reading List in Custody

• The Child’s Age and Developmental Stage: For younger children, parents might be more involved in selecting books to promote early literacy skills. For older children, especially teenagers, parents may encourage reading but allow greater freedom to choose books that align with their interests and intellectual development.
• Educational Goals: If a child has specific academic needs (e.g., struggling with reading comprehension or vocabulary development), parents may agree to a reading list that supports the child’s learning. For example, parents may collaborate to select books that are appropriate for the child’s grade level or that complement school curriculum.
• The Child’s Interests and Preferences: A major consideration is whether the reading list respects the child’s personal preferences and interests. Forcing a child to read books they have no interest in can result in frustration and a lack of motivation. The reading list should ideally support the child’s passions and curiosity, whether that’s fiction, history, science, or a particular genre.
• Balance of Educational and Recreational Reading: A healthy reading list should include both educational books that contribute to academic success and recreational books that allow the child to enjoy reading for pleasure. Parents may want to ensure that the child has access to both types, but overloading the child with required reading could take away the fun of reading.
• Parental Agreement on Educational Strategy: Both parents should be aligned on the approach to the reading list, especially if it is tied to an overarching educational or developmental strategy. Disagreements over what books should be included can lead to conflict, so open communication is necessary.

Types of Provisions for a Reading List in Custody

• Joint Agreement on Reading Goals: Parents may agree to a general reading strategy that includes both educational and recreational books. They may choose certain genres, authors, or themes for the child to explore over a set period (e.g., a few months or a year). This ensures that both parents are involved in supporting the child’s reading habits while leaving room for the child’s personal interests.
• Required and Recommended Reading: If one parent feels strongly about certain books or subjects being explored, they may include these in the list. The reading list could be divided into required (e.g., books that align with school curriculum or academic enrichment) and recommended (e.g., books that the child may enjoy based on their interests).
• Encouragement of Autonomy: While parents can suggest books or create reading goals, the child should be encouraged to have input into their reading choices. Parents can guide the child toward more challenging books or educational material, but they should avoid dictating every selection. A balance between parental authority and the child’s autonomy is crucial for maintaining the child’s enthusiasm for reading.
• Reading Time Expectations: The custody agreement could outline expectations for reading time. For example, the parents may agree that the child should read for 30 minutes to an hour each day or at least a few times per week. This establishes a reading routine while still allowing the child to explore books of their choice.

Potential Challenges and Conflicts

• Disagreements Between Parents: One parent may prefer a more structured, academic approach to reading, while the other may emphasize allowing the child to explore books freely. If there is a lack of agreement between parents about the importance of a reading list or what types of books should be included, it could lead to tension or confusion for the child.
• Pressure and Overload: If the reading list is too long, demanding, or not aligned with the child’s interests, it could become a source of stress. Children may feel overwhelmed if they are pressured into reading books they don’t enjoy or that feel like a chore. A flexible, balanced approach to the reading list is key.
• Age-Appropriateness: A reading list that is not age-appropriate could undermine the child’s engagement with reading. Parents should be mindful of the child’s developmental stage and avoid pushing books that are too difficult or inappropriate for their maturity level.
• Resisting Parental Control: As children grow older and become more independent, they may resist a highly structured reading list. For teens, it is essential to respect their autonomy and allow them to explore their own interests in literature, even if they diverge from the parent’s preferences.

Example

• A divorced couple shares custody of their 12-year-old son, who enjoys reading but struggles with staying engaged in school-assigned books. The mother believes that selecting certain required books for the child to read over the next six months will help improve his reading skills, while the father wants to allow more freedom in choosing books.

Steps the parents might take:

• Create a Balanced Reading List: The parents agree to provide a mix of required books (related to the school curriculum and areas of academic interest) and recommended books based on the child’s interests (e.g., fantasy, adventure).
• Set Reading Time Expectations: The parents agree that their son should read for 30 minutes each day but leave room for him to pick the books he finds most engaging. They encourage him to explore new genres and topics.
• Discuss Regularly: The parents will discuss their child’s progress with the reading list and make adjustments as needed. The child’s feedback about which books they enjoy will be considered for future reading selections.

Conclusion

• While parents can guide their child’s reading habits through suggested reading lists, it is essential to strike a balance between educational goals and the child’s interests. The reading list should encourage the child’s academic development while fostering a love for reading. Custody agreements can include provisions for a reading list, but these should be flexible and designed to empower the child to make choices within a supportive framework. Open communication between parents is key to ensuring that the child’s intellectual, emotional, and developmental needs are met.