SLJ budget and funding survey findings

 more than half of school libraries in the United States—57 percent—report operating with “unmet needs,” according to School Library Journal’s 2026 Budget and Spending Survey. The survey, completed by 820 school libraries, examines current year (2025–26), prior year (2024–25), and projected library media center (LMC) budgets, revealing a largely flat funding environment across school types.

Within the data, the survey reveals how multiple factors, including burdensome approval and purchasing processes, rising collection expenses, and a growing need for alternative funding sources, exacerbate the impact of flat budgets in a period of economic uncertainty. This data is not only notable, but should help drive advocacy for school funding going forward.

Topics include demographics, district and state challenges, diversity funding, book fairs, staffing, and partnerships. 

Witteveen, A. (2026). 2026 budgets funding survey: School libraries face unmet needs. School Library Journal. https://www.schoollibraryjournal.com/story/2026-Budgets-Funding-Survey-School-Librarians-face-Unmet-Needs

Child-designed library study

 This study investigates how the ideal library space can be designed from the perspective of children in part of Turkey.  The findings revealed that children see libraries not only as places for reading but also as centers for social interaction, learning and entertainment. Children's expectations included colorful and aesthetic designs, comfortable furniture, technological facilities, multifunctional spaces, integration of natural elements and spaces segmented by age group. (excerpted from abstract). 

Yilmaz, E., & Kavak, A. (2025). Ideal library design from children's perspective: A phenomenological study. Children & Society.  

https://doi.org/10.1111/chso.70013

Book Banning Report

 A series of studies assessed parental perceptions of libraries and librarians. The results showed that the vast majority of parents trust librarians and do not think book banning is appropriate. School librarians were deemed as “essential” staff in a school, and parents felt their students were not only safe in school libraries but that the professionals were well-suited to selecting age- and content- appropriate material. School librarians (as well as their peers in public libraries) were ranked among the top five most trustworthy professionals. New national research further supports the fact that most Americans disagree with banning and restricting access to books in school libraries.

Knight Foundation. (2024). American's views on book restrictions in U.S. public schools 2024. Knight Foundation.

https://knightfoundation.org/wp-content/uploads/2024/08/Americans-Views-on-Book-Restrictions-in-U.S.-Public-Schools-2024.pdf

International School Library Studies

 Five recent studies on school libraries, four from Australia and one global one, examine copyright, collection development, information literacy, reading, staffing and services. 

1. Discovering a good read: Exploring book discovery and reading for pleasure among Australian teens 
   
   
2. ‘Being a Global Citizen’: Australian Secondary Teacher Librarians in the Changing Information Landscape 
   
   
3. Curate, advocate, collaborate: Updating a school library collection to promote sustainability and counter eco-anxiety 
   
   
4. Academic integrity and copyright literacy policy and instruction in K-12 schools: A global study from the perspective of school library professionals 
   
   
5. The 2023 Softlink Australian School Library Survey Report

Broadley, A., & Manuell, R. (2024, May 24). Researching education: 5 further readings on school libraries. Teacher Magazine.

https://www.teachermagazine.com/au_en/articles/researching-education-5-further-readings-on-school-libraries 

2024 School Library Budget and Spending Survey

 The School Library Journal's annual budget and spending survey's 2024 findings show stable budgets (although depending more on state and federal money than on local funding) and more spending on print books less spending on ebooks, now that most schools are back to in-person instruction. School librarians also spent money on upgrading their furniture. With book bans and challenges becoming more prevalent, school librarians are sometimes needing to get more approvals for spending choices. More details can be found in the full article.

Cockcroft, M. (2024, April 4). Spend it if you can. School Library Journal. 

https://www.slj.com/story/spend-it-if-you-can-SLJ-2024-school-library-budget-survey

Parents' Perception of School Libraries reports

A recent study investigated parents' perceptions of school librarians. A vast majority of the parents surveyed asserted that every school should have a school librarian. The survey results show that a significant percentage of parents (80%) trust school librarians to select appropriate books and materials for school libraries. However,  only 41% of the parents have met their child’s school librarian. There were also mixed feelings about providing materials on race/racism and LGBT+, depending on the students' age. Parents also want more say about library collections.

A series of Parents’ Perception of School Libraries and Librarians Survey (Dec 2023) findings are available at https://www.everylibraryinstitute.org/parent_perception_school_libraries_2023. Please see “Parents’ Perceptions of Public Libraries” (Sept 2023) and “Parents’ Perceptions of Librarians” (Nov 2023) for additional insights on this dynamic topic, surveyed by Book Riot and EveryLibrary Institute. 

AASL review of research

A study undertaken by AASL’s Community of Scholars provides an aggregation and systematic review of research related to school librarian practice published in 2019.The AASL Strategic Plan (2019) also included five core values: learning; innovation; equity, diversity, and inclusion; intellectual freedom; and collaboration.  The researchers found the “core values to be tightly intertwined in the research. Learning outcomes were a focus in nearly 50% of the studies, but learning was a component of much of the remaining research in innovation and collaboration.”

Kimmel, S., Moore, J., Morris, R., Church, A., & Ewbank A. (2023). "School Libr*: A Review of Published Research Articles from 2019." School Library Research, 26. 

Politics and School Libraries Study

 

A national study of school libraries found that most school libraries have some controversial titles, but the collection reflects local politics and policy makers. There continues to be a gap  in library resources between schools in low- and high-income communities, which may affect students in ways not reflected in test scores, including by exposing children to stories that expand their horizons or affirm their lived experiences.  

Mumma, K. (2023). Politics and children's books: Evidence from school library collections. Boston College. https://wheelockpolicycenter.org/high-quality-education/school-libraries/

Book Challenges and School Library Collection Development

https://wheelockpolicycenter.org/high-quality-education/school-libraries/: "This study begins by compiling a novel data set on the books in over 6,000 school libraries across the country. With this unique look inside school library shelves, the author then details some trends and themes related to the collections based on various characteristics, including for instance difference across high and low-income schools and the political leanings of surrounding areas.

Key Findings

• Schools with more white students, schools located in high-income areas, and schools in non-rural areas have better-resourced school libraries than their counterparts. School libraries in high-income areas acquire substantially more books and employ about 40% more staff than low-income schools.
• Politics appear to be at play.
• While books with “controversial content” tend to be widely available, prevalence of certain titles appears to be influenced by local politics, state laws and the social environment around which the school exists.
• Book challenges in the 2021-22 school year have had a chilling effect on the acquisition and access of certain content in school libraries, LGBTQ+ content in particular."

Mumma, K. (2023). Politics and children's books: Evidence from school library collections. Wheelock Policy Center.

https://wheelockpolicycenter.org/high-quality-education/school-libraries/

National School Librarian Studies

The LibSlide project examines the state of school librarians nationwide. The evidence is discouraging.

 Lance, K. (2022). The school librarian investigation. LRS.

https://libslide.org/

School Library Collection Censorship Studies

 

School Library Journal surveyed 720 school libraries about the impact of the coordinated censorship campaigns across the country on libraries and collection development decisions. The survey found that the efforts are more often attention-getting, high-visibility acts, e.g., yelling at a school board meeting and pushing for unilateral book removal rather than filing official challenges or following the formal process of reconsideration. Most of the challenges came from parents (80 percent), with teachers and administrators next at 14 percent and 11 percent, respectively. But the more insidious aspect of this movement to remove titles from school libraries is the lasting impact it has on collections going forward. 

Yorio, K. (2022, Sept. 8). Censorship attempts will have long-lasting impact on school library collections, SLJ survey shows. School Library Journal. 

https://www.slj.com/story/censorship-attempts-will-have-a-long-lasting-impact-on-school-library-collections-slj-survey-shows?fbclid=IwAR3_pDUy0ni_YAcVhvM270zYs1-fhDaqnfM7TEh9SwfqQCvv28fOVMjvlEk

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A new study from PEN also noted the increase in book banning, particularly for books on ethnicities and gender. The study noted the new sources of banning: social media and politicians.

Banned in the USA: Rising School Book Bans Threaten Free Expression and Students’ First Amendment Rights (April 2022). PEN. https://pen.org/banned-in-the-usa/

Reported in the Los Angeles Times: https://enewspaper.latimes.com/infinity/article_share.aspx?guid=7d6a2131-058f-416f-9065-14b0f9e8623e&fbclid=IwAR2CA00CcAn-7yYaKcuJUAdGvo_hz784iSSRVZHtuj4iqLnkrYEVOuABPn4

School Library Selection Policies Research

Researchers examined policies from 80 school districts across the United States to determine the status of selection policies in school libraries and whether the policies contain components recommended by the “Selection & Reconsideration Policy Toolkit for Public, School, & Academic Libraries” published by the ALA Office for Intellectual Freedom in 2018. The research team also sought to determine the overall effectiveness of policies by discussing the discrepancies between the toolkit and the sample selection policies.&The research team determined that most of the school library selection policies included at least half of the expected key components. However, they state a need for school librarians to advocate for revision of policies to keep them current and provide effective guidance for school librarians as they make selections for their collections.

Dawkins, A., & Eidson, S. (2021). A content analysis of district school library selection policies in the United States. School Library Research, 24.

https://www.ala.org/aasl/sites/ala.org.aasl/files/content/pubs/slr/vol24/SLR_SelectionPolicies_V24.pdf

School Libraries Status Reports

 The EveryLibrary Institute has released two free reports that underscore the importance of school librarians. (Registration is required for each.)

The first, “Anticipating the Post-COVID Pivot for School Librarians,” looks at “recent research and data about the role, impact, and importance of school librarians and school library programs to create a detailed, actionable set of recommendations for education policy-makers concerned with sustaining successful schools and turning-around failing ones.”

The second—“Could School Librarians Be the Secret to Increasing Literacy Scores?”—is based on research from Washington, D.C., public schools showing that there’s “a connection between gains in the literacy-based component of standardized tests and [students’] access to school librarians. School librarians in Washington, D.C., Public Schools (DCPS) have worked diligently to increase literacy in every school over the past several years.”

AASL studies

 AASL’s final snapshot survey results found changes have occurred over the past year that will impact school librarian practice for years to come. Respondents noted that their role in their school district or building increased during the current school year. When asked how their practices have changed, technology troubleshooting, e-book promotion, virtual professional development, and step-by-step instructional material for use of online tools and databases received the most “doing more” responses.

AASL. (2021). Final school library snapshot survey results. Knowledge Quest. https://knowledgequest.aasl.org/final-school-library-snapshot-survey-results/

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New research published in AASL’s peer-reviewed online journal, School Library Research (SLR), explores three topics. SLR articles can be accessed for free at www.ala.org/aasl/slr.

1) Kammer et al. examined successfully completed collaborative projects at the elementary, middle, and high school levels. Each project used integrated instruction or curriculum and were analyzed within the context of “what strategies make collaboration successful? 

2) Burns and Dawkins explored the alignment of the Standards Framework for School Librarians from AASL’s National School Library Standards with the ALA/AASL/CAEP Preparation Standards. The research team’s goal was to identify overlap between expectations school librarians are presented with during their preparation for practice and the Competencies they are asked to demonstrate in practice.

3) Thpmpson et al. examined the difference in school librarians’ teacher self-efficacy among those who worked in elementary, middle, and high schools. The research team attempted to determine if elementary school librarians’ self-efficacy could be a predictor of reading scores for the schools’ overall average rates on the Virginia Standards of Learning assessment.

• Kammer, Jenna, Matt King, Allison Donahay, and Heather Koeberl. “Strategies for Successful School Librarian and Teacher Collaboration.”
• Burns, Elizabeth, and April M. Dawkins. “School Librarian Preparation and Practice: An Exploration of the AASL National School Library Standards and ALA/AASL/CAEP School Librarian Preparation Standards.”
• Thompson, Jessica, Michelle Barthlow, and Kelly Paynter. “School Librarians’ Teacher Self-Efficacy: A Predictor of Reading Scores?”

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Research on school libraries and student well-being

 This paper explores how school libraries may support student well-being by operating as safe spaces for young people, promoting and resourcing mental health and well-being initiatives, and supporting and promoting bibliotherapeutic practices and reading for pleasure. It then highlights implications for future research to support the development of a sound, research-supported evidence base for advocacy moving forward.

Merga, M. (2020). How can school libraries support student wellbeing? Evidence and implications for further research. Journal of Library Administration, 60(6), 660-673.

https://www.tandfonline.com/doi/full/10.1080/01930826.2020.1773718

Libraries Respond: COVID-19 Survey

As a follow up to PLA’s March 2020 Public Libraries Respond to COVID-19 Survey, a new American Library Association (ALA) survey of U.S. libraries documents a shift in services to support students, faculty, and communities at large during the crisis and phased preparations for the months ahead. More than 3,800 K-12 school, college and university, public, and other libraries from all 50 states responded to the survey between May 12–18, 2020.

While virtually all libraries (99%) report limited access to the physical building, survey respondents shared leaps in the use of digital content, online learning, and virtual programs. Several themes emerged from the survey results, including that libraries are: involved in community crisis response, cautiously planning for re-opening facilities, committed to meeting the educational needs of students and researchers, and experiencing ongoing or increased demand for library programs and services.

COVID-19 crisis response: of respondents involved in community crisis response, the majority reported new partnerships, distribution of personal protective equipment (PPE), addressing food insecurity, and sharing accurate community information and resources.

Caution with facility re-opening: Virtually all libraries have expanded virtual and phone services during the crisis, continuing a trend of library activities beyond physical walls. The survey finds that most libraries have limited access to their buildings while they work to establish health and safety protocols for staff, social distancing requirements for patrons, and processes for sanitizing materials. Curbside pickup, delivery, and by-appointment services are the most common next steps as national and state/local guidance evolve. Over one-third (37%) of respondents expect phased re-opening in June and July, and almost half (47%) are unsure when buildings will begin to re-open to the public.

American Library Association. (2020).  Libraries respond: COVID-10 survey. Chicago, IL: Author.

http://www.ala.org/tools/libraries-respond-covid-19-survey

Digital content survey

Conducted online among ASCD members, this report aimed to collect information in order to better understand the usage and attitudes toward digital content in the classroom and school library in 2019. This 2019 study focuses on current usage habits and future plans, as well as administrators' mindsets as they make their decisions on digital content going forward.
Digital content report. (2019). Alexandria, VA: ASCD. 
http://www.ascd.org/professional-development/white-papers-library/overdrive-ascd-download.aspx?utm_source=marketing&utm_medium=email&utm_campaign=OverDriveStudy1-092519&utm_content=Button

Baltimore Library Project Report

This report examines and discusses the Baltimore Library Project. Established in 2011, the Baltimore Elementary and Middle School Library Project (the Library Project) is a public-private partnership of The Harry and Jeanette Weinberg Foundation, Baltimore City Public Schools and nearly 40 nonprofit and corporate partners. The Library Project’s goal is “to transform inner-city school libraries into inspirational spaces in order to impact educational achievement”. The report states that the Library Project is becoming a strong example of the power of public-private partnerships to leverage resources to benefit children in low-income communities. The researchers conclude by stating that the groundwork is in place and early evaluation data is promising for furthering this project’s goals. This is the opportune time for partners to nurture their investments in these 21st-century libraries.

Falkenberg, N., Gould, D., Davis, M., & Sheldon, S. (2017). Report on the Baltimore library project: Years 1-3. Owings Mills, MD: The Harry and Jeanette Weinberg Foundation. http://hjweinbergfoundation.org/wp-content/uploads/dlm_uploads/2017/01/Library-Report-Web-Jan31.pdf

School Libraries and Academic Achievement

The Baltimore Elementary and Middle School Library Project’s goal is “to transform inner-city school libraries into inspirational spaces in order to impact educational achievement”. The implications of this project show that the students in schools with strong school libraries are able to learn more, get better grades, and score higher on standardized test scores than their peers in schools without libraries. Academic achievement has been and shall continue to be significantly improved by school libraries; given this, school districts should continue direct resources towards making their schools’ libraries the best they can be.

The Baltimore Library Project (2011). The Baltimore library project. Owings Mills, MD: The Harry and Jeanette Weinberg Foundation. https://www.baltimorelibraryproject.org/ 

School Attitudes about Independent Reading Report

Nearly all teachers and principals believe students should have time for independent reading at school, yet only about a third of teachers set aside time each day for this, according to a recent survey. When independent reading occurs, students spend an average of 22 minutes on it.
Asked about the primary barrier to independent reading time, 9 out of 10 teachers cited "demands of the curriculum." Other findings include:

• About 1 in 10 teachers have no books in their classroom or personal libraries for students to read. About a third of teachers have fewer than 50 books. And 14 percent have more than 500 books.
• Many teachers update their classroom libraries infrequently. About a quarter do it every couple of years and 13 percent never do it. 
• Teachers who do in-class independent reading were asked about its benefits. About 40 percent said "students' skills have increased/ students are achieving more.' A quarter said "students learn to love reading."
• Nearly 4 in 10 principals said they do not have a full-time school librarian, yet 8 in 10 said a librarian is a critical resource for schools.
• About half of principals and librarians say they need more culturally relevant books, books in other languages, ebooks, books with diverse characters, and high-interest, low-level books.
• Nearly 30 percent of principals and librarians said they're able to add new titles to their library "once a year or less." About 20 percent add books at least monthly.

Scholastic. (2017). Teacher & Principal School Report: Focus on Literacy. New York: Scholastic.
http://www.scholastic.com/teacherprincipalreport/literacy.htm