100 Books Like Schooling the Smash Street Kids

Naomi Novak could write anything, and I would read it, but I am a sucker for dark academia.

Well, this one takes the cake with a school that is actively trying to kill the students. While this book is pretty dark in parts, it was the instances of light that really kept me reading the entire series.

There were many times I wasn’t sure where it would lead, but I was never disappointed by what I discovered.

In the 1960s, radical educational thinkers in the Global North started to question why schools needed to exist at all.

Writers like John Holt, Ivan Illich, and Paul Goodman argued that we should separate ‘education’ from ‘schooling’. Although their views were different, they agreed on a basic set of ideas: children don’t learn much in school; schools are oppressive places, especially for working-class students; and often, they just exist to socialise children for the labour market.

As Holt wrote, "Children are subject peoples. School for them is a kind of jail." Lister’s Deschooling Society collects excerpts from these thinkers alongside Lister’s own views. It’s a brilliant introduction to ideas that are still disconcerting today.

As Cunningham and Lavalette argue, there have been school strikes in Britain for as long as there have been schools.

This fascinating popular history is the only book I know of that tells the story of these strikes from the ‘children’s rebellion’ that kicked off in Scotland in the 1880s to the mass walkouts in 2003 to protest against war in Iraq. (I, too, marched against this war as a sixteen-year-old.)

It shows that the same arguments have always been used against student strikers: they are just ‘bunking off’, copying adults, or controlled by more powerful forces. But young people have led their own movements over and over again, recognising that schools are their workplaces, and refusing to go to them is an effective way to protest.

Alexander, an anthropologist, spent a year in a comprehensive school in south-east England between 2007 and 2008 (only a couple of years after I left school myself).

He found that a key job of schools in modern British society is to teach students to ‘act their age’. To be a successful student, young people had to fit into the right set of age-norms. They were expected to become more ‘adult’ as they moved up the school, but adopting ‘adult’ behaviours too early could get them into trouble.

Alexander’s book is full of wonderful reflections on ‘growing up’ from young people themselves. Dominic, a sixth-form student, told him: ‘it seems so contrived in some people, you know, they’re like “well I’m an adult, I’ll act like this!... yeah well I’m 18 so I better… you know”’.

I’ve been a huge fan of Ross Greene’s work for a long time because he is changing the way parents and educators look at children with behavioral challenges. His powerful motto, “Kids do well when they can” is a call for teaching lagging executive skills, instead of punishing kids for having executive functioning challenges. Instead of thinking of a child with ADHD as being a “behavior problem” or “unmotivated”, Dr. Greene's Collaborative & Proactive Solutions (CPS) approach helps parents and educators focus on the true factors contributing to challenging behaviors, empowering educators to address these factors and create helping relationships with their most at-risk kids.

When I picked up this book at a local bookstore in Indiana, I knew that it was going to take me places – the cover photo of two adorable children, one white and one black, standing in front of a yellow school bus told me that.

Julia Scheeres’s parents adopted an African American child her age named David, and the two became inseparable. Their extraordinary story – their intense commitment to each other as they move through dystopian settings ranging from the bleakness of rural Indiana to a strict religious reform school in the tropical Caribbean – was inspiring.

And the jaw-dropping ending of the book just broke me into pieces. 

I used my wages as an 18-year-old factory hand to establish the small press that published The God Squad. Forty-six years later, I’m still involved in publishing. In all that time, Suffer the Little Children (subtitled “The Inside Story of Ireland's Industrial Schools”) is the most important book I played any part in publishing.

It is the definitive history of all religious-run institutions. The forensic use of official documents and the diligent investigative work by the authors left no room for dispute about the cruel systems of control which religious orders exercised over women and children trapped in their care with the acquiescence of the state. It shows the world that my character, Sean Blake, is saved from by being adopted by loving parents and told nothing about his identity.

This novel intrigued me because of Robin, a young boy who cares deeply about endangered animals. Powers uses the child as a device to make readers think about our earth and its inhabitants. I did the same with the character in my novel. Both children agonize over how to make adults pay attention to the crisis we face.

While the plot centers on a father’s intense devotion to his struggling son, Powers succeeds in portraying nature’s magnificence and its increasing fragility. I am in awe of his ability to create such a page-turning plot in a message-driven book.

The Austins live in rural New England, where the four children take joy in nature, do chores cheerfully, and have a club committed to nonconformity. The family’s faith and interests in the arts and sciences are weaved seamlessly into their daily life. And although death is discussed throughout, themes of light and love permeate. 

This isn’t the most well-known of L’Engle’s books, but it’s a feel-good portrait of domestic life. If I had read it when I was young, I’m sure I would have wanted to be an Austin kid. Reading it as a mother, I want to crack the parents’ code.

I love this book because it’s unique in the parenting book sphere. It’s largely focused on kids with neurodiversity. I finished the book feeling like I had a new understanding of how to support neurodiverse children, how to help them regulate their emotions, and how to build emotional intelligence in ways that work for their unique nervous system and brain.