Texas superintendent defends teachers criticized for assigning book with profanity

Abilene, Texas — A Texas school district superintendent defended teachers who were criticized online for assigning a chapter from 'Extremely Loud and Incredibly Close' to a freshman honors English class, saying the district aims to challenge advanced readers rather than stigma or censorship. The controversy began after a social media commenter labeled the teachers 'demons' in a widely shared Facebook post.

Abilene Independent School District Superintendent Dr. John Kuhn wrote that he could not share the original post with Fox News Digital, citing privacy around the commenter’s account. He said the comment and its replies escalated into a broader critique of the teachers who selected the reading passage, which is drawn from a novel told in the voice of a boy who loses his father in the Sept. 11 attacks. Kuhn described the passage as containing explicit language and a crude joke, noting that some readers took offense to specific lines while others saw them as authentic to the narrator’s perspective.

The book, which has received awards for its literary merit, was assigned to honors-level students rather than to the general freshman cohort. Kuhn said the class also read another passage related to 9/11 that he described as easier in reading level, explaining that teachers were seeking material appropriate for students who read at advanced levels. He acknowledged the debate over whether such works should be restricted to older students, and he argued that assigning challenging texts can be a legitimate, constructive part of advanced coursework. He added that the district recognizes the need to balance intellectual rigor with parental concerns.

Kuhn argued that criticism of the readings should be contextualized within broader questions about content in classrooms. He used his broader platform to criticize several bills he described as encroaching on local control of schools, including Senate Bill 2, which would establish education savings accounts, and Senate Bill 13, which would require teachers to catalogue every book in their classrooms. He also referenced House Bill 8, concerning standardized testing changes, and other related measures (including Senate Bill 12 and House Bill 3372) as part of what he characterized as a trend toward centralized state oversight.

There is a political dimension to the district’s posture, Kuhn suggested, arguing that policies aimed at increasing state-level oversight could diminish local decision-making authority. He described the push as part of a broader movement to “pull the teeth of local officials at schools and on city councils and county commissioners courts so that all we have is centralized state leadership.” The remarks came as part of a broader discussion about how districts respond to parental concerns and political pressure surrounding curricular choices.

Kuhn said the post that sparked the online furor has since been removed or set to private by its author, making it impossible for him to quote the original commenter directly. He emphasized that the target of the online backlash—his teachers for selecting the book—was mischaracterized, and he reiterated that the district would pause the book while a committee reviews its appropriateness for display in the district’s libraries. He noted that the book is rated for ages 14 and up and that the hold would give a formal opportunity to assess the material in light of district standards and community input.

The broader context for the exchange, observers say, is a recent wave of education policy debates that intensified after the coronavirus pandemic. Many districts across the country have faced heightened scrutiny over reading lists and classroom materials, with some states enacting parental rights and transparency measures. While Kuhn framed his comments as a defense of teachers’ professional judgment and a commitment to high-level student work, critics argued that the incident illustrates ongoing tensions between curriculum autonomy and parental oversight.

The district plans to convene a committee to review the book’s inclusion in the library system and to determine whether adjustments are needed for access among different grade bands. In the meantime, district officials have stressed that the goal remains to provide rigorous instruction while honoring community standards and maintaining a focus on student learning. As Abilene ISD moves forward, educators and parents alike will be watching closely how the district reconciles academic ambition with the concerns voiced by some members of the community.

Overall, the Abilene incident underscores a national conversation about what constitutes appropriate classroom material for different age groups and how schools should respond when controversy erupts on social media. While some view the use of challenging literature as an important part of education, others call for clearer boundaries and more transparent processes for approving reading materials. The district’s decision to pause the book and review its suitability reflects an approach that prioritizes both intellectual rigor and community engagement as educators navigate a complex policy landscape.