short stories about education

The Best Short Stories about School and Schooldays

By Dr Oliver Tearle (Loughborough University)

What are the best short stories which are set in school, or which focus on school and one’s schooldays? There are plenty of stories which are ‘set in schools’ in the sense of being set reading for schoolchildren, but it’s harder to find some canonical and classic short stories which are about schooldays.

The following stories are all about school in one way or another. In one story, a couple of schoolboys play truant and bunk off school; in another, two schoolchildren of the future learn about old-fashioned schooling; and in yet another, we find ourselves observing schoolchildren on another planet, Venus.

What unites all of these short fictions is a focus on the experience of schooldays and how those formative years affect us; they are also about how schoolchildren tend to behave with one another.

James Joyce, ‘An Encounter’.

This rebuke during the sober hours of school paled much of the glory of the Wild West for me and the confused puffy face of Leo Dillon awakened one of my consciences. But when the restraining influence of the school was at a distance I began to hunger again for wild sensations, for the escape which those chronicles of disorder alone seemed to offer me …

This story, from Joyce’s 1914 collection Dubliners , is narrated by a man who is recalling an episode from his childhood, and specifically his schooldays in Dublin. The boy recounts how one of his schoolfriends, Leo Dillon, introduced him and a number of other boys to the adventure and excitement of the Wild West, before the two of them played truant from school one day.

They encounter a strange old man who seems to take an unusual interest in the boys’ love lives. This is a story best aimed at slightly older readers, given the unsavoury aspect of the strange old man …

Isaac Asimov, ‘The Fun They Had’.

This is a short story by the Russian-born American writer Isaac Asimov (1920-92). Like Asimov’s novel The Naked Sun , this story is one that has taken on new significance in the wake of 2020 and the shift to remote learning and working, and the themes of this 1951 story are as relevant to our own time as they were over seventy years ago when Asimov wrote it.

In the story, which is set in the year 2157, two children find an old paper book and reflect on how quaint it is, when compared with television screens on which they read in their own time. Stories about school, especially very short stories that are just a few pages long, lend themselves to study at school, and Asimov’s tale is light enough and brief enough to fit the bill, while also carrying some intriguing commentary on education and technology, among other things.

Ray Bradbury, ‘All Summer in a Day’.

This is a 1954 short story by the American science-fiction author Ray Bradbury (1920-2012). The story is set on Venus, where the sun only comes out once every seven years for a couple of hours; the rest of the time, the sun is hidden behind clouds and rains fall constantly.

‘All Summer in a Day’ is about a group of schoolchildren who have grown up on Venus, the sons and daughters of ‘rocket men and women’ who came to the planet from Earth, as the children prepare to experience the first ‘summer’ on Venus that they can remember. But one of the children, a young girl, remembers experiencing rain when she lived back on Earth. The other children grow jealous of her experience, and decide to act – with devastating results.

Donald Barthelme, ‘The School’.

‘The School’ is probably the best-known short story by the American writer Donald Barthelme (1931-89), whose work is sometimes labelled as ‘postmodernist’ (a label he was not entirely comfortable with, but which he accepted) and, occasionally, ‘metafiction’ (a label he was less happy with).

Published in the New Yorker in 1974, ‘The School’ is a short story about death, in which a series of animals and, eventually, children die at a school. One of the teachers at the school narrates these events, and the story ends with a discussion between the teacher and his pupils about the meaning of life when all life is filled with, and must end in, death.

Sandra Cisneros, ‘Eleven’.

Let’s conclude this pick of the best school-set stories with a very short piece of contemporary fiction. ‘Eleven’ is a short story by the American writer Sandra Cisneros (born 1954), who is known for her novel The House on Mango Street among other works.

In this story, a girl’s eleventh birthday is ruined when her teacher forces her to take responsibility for somebody else’s sweater. The narrator bursts into tears in front of her classmates and laments the fact that she isn’t older. Of all the stories included on this list, ‘Eleven’ is the one which delves most deeply into the psyche of a young schoolchild and her experience in school.

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Education transforms lives: UNESCO stories

Education has the power to transform people’s lives no matter where they live. Since 1945, UNESCO has worked to ensure that all children, youth and adults enjoy their right to education and reach their full potential.

From Guatemala to Nepal, Tanzania to Jordan - from pre-school to higher education - read a selection of inspiring UNESCO stories showing the impact of its projects and programmes on every day people around the world. Access to quality education has the power to transform lives and gives a voice to marginalized communities worldwide.

• Afghanistan
• Antigua and Barbuda
• Bolivia (Plurinational State of)
• Bosnia and Herzegovina
• British Virgin Islands
• Brunei Darussalam
• Burkina Faso
• Cayman Islands
• Central African Republic
• Cook Islands
• Côte d'Ivoire
• Democratic People's Republic of Korea
• Democratic Republic of the Congo
• Dominican Republic
• El Salvador
• Equatorial Guinea
• European Union
• Guinea-Bissau
• Iran (Islamic Republic of)
• Lao People's Democratic Republic
• Liechtenstein
• Macao, China
• Marshall Islands
• Micronesia (Federated States of)
• Netherlands
• New Caledonia
• New Zealand
• North Macedonia
• Papua New Guinea
• Philippines
• Republic of Korea
• Republic of Moldova
• Russian Federation
• Saint Kitts and Nevis
• Saint Lucia
• Saint Vincent and the Grenadines
• Sao Tome and Principe
• Saudi Arabia
• Sierra Leone
• Sint Maarten
• Solomon Islands
• South Africa
• South Sudan
• State of Palestine
• Switzerland
• Syrian Arab Republic
• Timor-Leste
• Trinidad and Tobago
• Turkmenistan
• United Arab Emirates
• United Kingdom of Great Britain and Northern Ireland
• United Republic of Tanzania
• United States of America
• Venezuela (Bolivarian Republic of)
• Arab States
• Asia and the Pacific
• Europe and North America
• Latin America and the Caribbean
• Least Developed Countries (LDCs)
• Landlocked Developing Countries (LLDCs)
• Small Island Developing States (SIDS)
• Gender equality
• Information and communication
• Natural sciences
• Priority Africa
• Social and human sciences
• 'Portuguese' Africa: the struggle for independence
• 21 years of the Unesco Courier: special anthology number
• 50 Years of the Fight Against the Illicit Trafficking of Cultural Goods
• 1789: an idea that changed the world
• 1970: education at the crossroads
• 2030 Agenda
• Academic freedom
• Academic libraries
• Access to education
• Access to information
• Accreditation (education)
• Administration of justice
• Adolescence
• Adriatic Sea
• Adult education
• Adult education institutions
• Adult education programmes
• Adult educators
• Adult learning
• Adult literacy
• Adult students
• A Fair deal for the teacher
• Africa and its history; a continent viewed from within
• Africa Engineering Week
• African art
• African cultures
• African history
• African languages
• African literature
• African World Heritage Day
• Africa Week
• Age discrimination
• Agricultural development
• Agricultural economics
• Agricultural land
• Agricultural planning
• Agricultural production
• Agricultural research
• Agriculture
• Agroforestry
• AIDS education
• Air pollution
• Alternative education
• Amazon meeting opens in Peru April 30th
• Amerindian cultures
• Amerindian languages
• Ancient art
• A New Social Contract for Education
• Animal genetics
• Anniversary
• Anniversary celebrations
• A North-South debate: the meaning of progress
• Answers to racism: the drama that still plagues the world
• Antarctic Ocean
• Antarctic regions
• Anthropology
• Antisemitism
• Applied research
• Appropriate technology
• Aquatic ecosystems
• Arab culture
• Arab history
• Arab literature
• Architecture
• Archive development
• Archive records
• Archive records preservation
• Archive repositories
• Arctic Ocean
• Art and education
• Art collections
• Art education
• Art history
• Artificial intelligence
• Artificial Intelligence: The promises and the threats
• Artistic creation
• Artistic property
• Art museums
• A Selection from the Courier: UNESCO 40th anniversary issue
• Asian cultures
• Associated schools
• Atlantic Ocean
• Attitude change
• Audiovisual archives
• Audiovisual materials
• A Whole New World, Reimagined by Women
• Baltic cultures
• Basic education
• Basic science education
• Basic sciences
• Benchmarking
• BES-Net ILK support unit
• Better Education for Africa’s Rise
• Bilingual education
• Biodiversity
• Biodiversity: a friend for life
• Biological diversity
• Biological research
• Biomass energy
• Biosphere reserves
• Biotechnology
• Brain research
• Broadcasting
• Buddhist paintings of ancient Japan
• Building design
• Building maintenance
• Building materials
• Building standards
• Business economics
• Business management
• Capacity building
• Capacity development for education
• Carbonate rocks
• Career development
• Caribbean cultures
• Caribbean literature
• Caribbean Sea
• Carlos J. Finlay UNESCO Prize for Microbiology
• Case studies
• Central Asian cultures
• Central European cultures
• Chemical sciences
• Child development
• Children and the world of mass media
• Children are creative artists
• Children in danger
• Childrens books
• Childrens films
• Child welfare
• Choice of technology
• Cities under stress
• Civic education
• Civil and political rights
• Civil engineering
• Civil servants
• Civil society
• Classical music
• Climate change
• Climate change: The ethical challenges
• Climate change: where are we going?
• Climate change adaptation
• Climate Risk Informed Decision Analysis (CRIDA)
• Climatic data
• Coastal erosion
• Coastal protection
• Coastal waters
• Coastal zones
• Collective economy
• Collective human rights
• Collective memory
• Colonial countries
• Colonialism
• Colonization
• Colour, nation, ethnic hate: why racism?
• Communication
• Communication and development
• Communication development
• Communication ethics
• Communication information
• Communication legislation
• Communication policy
• Communication programmes
• Communication skills
• Communication technology
• Communities
• Community action
• Community centres
• Community development
• Community education
• Community leaders
• Community media
• Community participation
• Competency based teaching
• Computer literacy
• Computer science
• Conferences
• Conflict resolution
• Construction engineering
• Contemporary art
• Contemporary culture
• Contemporary society
• Coral reefs
• Core curriculum
• Country reports
• Courier issues
• Creative cities
• Creative thinking
• Creative writing
• Credentials
• Crime prevention
• Cultural action
• Cultural activities
• Cultural agents
• Cultural agents training
• Cultural behaviour
• Cultural conditions
• Cultural conflicts
• Cultural cooperation
• Cultural costs
• Cultural creation
• Cultural development
• Cultural discrimination
• Cultural diversity
• Cultural dynamics
• Cultural education
• Cultural events
• Cultural exchange
• Cultural exhibitions
• Cultural heritage
• Cultural history
• Cultural identity
• Cultural indicators
• Cultural industry
• Cultural information
• Cultural interaction
• Cultural management
• Cultural participation
• Cultural personnel
• Cultural philosophy
• Cultural planning
• Cultural policy
• Cultural policy, a modern dilemma
• Cultural policy and planning
• Cultural programmes
• Cultural property
• Cultural property preservation
• Cultural property restitution
• Cultural rights
• Cultural tourism
• Cultural traditions and mass tourism
• Cultural values
• culture-education
• Culture: the bedrock of peace
• Culture and development
• Culture and development: a life worth living
• Culture in Emergencies
• Culture of peace
• Culture of poverty
• Culture of work
• Curriculum development
• Curriculum evaluation
• Curriculum guides
• Curriculum research
• Curriculum study centres
• Customs and traditions
• Cyberspace law
• Data analysis
• Data collection
• Data exchange
• Data processing
• Data protection
• Decade of Ocean Science for Sustainable Development (2021-2030)
• Decade of Sciences for Sustainable Development (2024-2033)
• Decolonization
• Democratization
• Democratization of culture
• Democratization of education
• Desertification
• Development: the haves and have-nots
• Development education
• Development indicators
• Development policy
• Development projects
• Development research
• Dialogue among civilizations
• Dialogue among civilizations in the Courier, 1948-2001
• Dictatorship
• Digital art
• Digital computers
• Digital divide
• Digital heritage
• Digital learning week
• Digital libraries
• Digital Policy, Capacities ＆ Inclusion
• Digitization
• Director General
• Disabilities
• Disabled children
• Disabled persons
• Disadvantaged children
• Disadvantaged youth
• Disaster prevention
• Disaster relief
• Disaster Risk Reduction (DRR)
• Discrimination
• Displaced persons
• Dissemination of culture
• Dissemination of knowledge
• Distance education
• Diversification of education
• Diversity, a synonym for culture
• Diversity of cultural expressions
• Documentary films
• Documentary heritage
• Documentary information processing
• Documentary information systems
• Document preservation
• Domestic violence
• Donor Programme on Freedom of Expression
• Drinking water
• Drought control
• Drug policy
• Early childhood
• Early childhood education
• Earth Network
• Earthquake engineering
• Earthquake prediction
• Earthquakes
• Earth Resources
• Earth sciences
• Ecohydrology
• Ecological balance
• Ecological crisis
• Economic and social development
• Economic growth
• Economic integration
• Economic policy
• Economic recovery
• Economics of culture
• Education: strategies
• Educational accountability
• Educational administration
• Educational assistance
• Educational autonomy
• Educational budgets
• Educational buildings
• Educational cooperation
• Educational coordination
• Educational courses
• Educational discrimination
• Educational efficiency
• Educational environment
• Educational evaluation
• Educational facilities
• Educational finance
• Educational financial resources
• Educational foundations
• Educational governing boards
• Educational history
• Educational indicators
• Educational information
• Educational information systems
• Educational innovations
• Educational input
• Educational leave
• Educational legislation
• Educational levels
• Educational management
• Educational models
• Educational needs
• Educational opportunities
• Educational personnel training
• Educational philosophy
• Educational planners
• Educational planning
• Educational policy
• Educational population
• Educational programmes
• Educational projects
• Educational publications
• Educational qualifications
• Educational quality
• Educational radio
• Educational reform
• Educational research
• Educational resources
• Educational sciences
• Educational sciences and environment
• Educational statistics
• Educational strategies
• Educational systems
• Educational systems and levels
• Educational technology
• Educational terminology
• Educational trends
• Education and culture
• Education and development
• Education and drugs...
• Education for All: halfway there
• Education for all: schools reach out
• Education for sustainable development
• Education for the 21st century: learning to learn
• Education in emergencies
• Egypt of the Pharaohs
• Electoral systems
• Electronic engineering
• Electronic governance
• Electronic learning
• Electronic media
• Emotional development
• Employment opportunities
• Empowerment
• Endangered languages, endangered thought
• Endangered species
• Energy resources
• Energy supply
• Engineering
• Engineering education
• Engineering geology
• Entrepreneurs
• Environment
• Environmental awareness
• Environmental conservation
• Environmental degradation
• Environmental education
• Environmental engineering
• Environmental ethics
• Environmental health
• Environmental impact assessment
• Environmental indicators
• Environmental information
• Environmentalists
• Environmental management
• Environmental monitoring
• Environmental policy
• Environmental quality
• Environmental sciences
• Environmental sciences and engineering
• Environment and development: a global commitment
• Equal opportunity
• Ethics of artificial intelligence
• Ethics of neurotechnology
• Ethics of science
• Ethics of technology
• Ethnic conflicts
• Ethnic discrimination
• Ethnic groups
• Ethnic questions
• Ethnolinguistics
• European cultures
• Evaluation methods
• Executive Board
• Exhibitions
• Exploring the oceans with science
• Fair play and the amateur in sport
• Fallacies of racism exposed: UNESCO publishes Declaration by world's scientists
• Featured articles
• Félix Houphouët-Boigny Prize for Peace
• Fellowships
• Film archives
• Film festivals
• Film industry
• Film makers
• Film making
• Film making training
• Film scripts
• Fire protection
• Fit for Life
• Flood control
• Food industry
• Food preservation
• Food production
• Food security
• Food shortages
• Forced labour
• Forest conservation
• Forest fires
• Forest management
• Forest resources
• Forty years after; commemorating the end of World War II
• Freedom of association
• Freedom of expression
• Freedom of movement
• Freedom of religion
• Freedom of speech
• Freedom of the press
• Freedom of thought
• Free flow of information
• Functional illiteracy
• Functional literacy
• Fundamental research
• Future of education
• Futures literacy
• Future society
• Future studies
• Gandhi: the heritage of non-violence
• Gender discrimination
• Gender division of labour
• Gender minorities
• Gender roles
• Gender stereotypes
• General Conference
• General History of Africa
• General technical education
• Genetically modified organisms
• Geodynamics
• Geography and oceanography
• Geoheritage
• Geological data
• Geology education
• Geothermal energy
• Getting youth through the AIDS crisis
• Girls education
• Glaciers on the move
• Global Change
• Global Education Coalition
• Globalization
• Global Media and Information Literacy Week
• Global Media Defence Fund
• Global Observatory of Science Technology and Innovation Policy Instruments (GO-SPIN)
• Global warming
• Goodwill Ambassadors
• Government policy
• Great trade routes
• Green Citizens
• Green economy
• Groundwater
• Growth models
• Guidelines and tools
• Handicrafts
• Handicrafts education
• Harbour and coastal engineering
• Hate speech
• Health education
• Health in the world of tomorrow
• Health policy
• Health services
• Heritage Emergency Fund
• High days and holidays
• Higher education
• Higher education institutions
• Higher science education
• Higher technical education
• High technology
• Historical films
• Historical museums
• Historic cities
• Historic monuments
• History education
• History of mankind
• History of science
• How youth drive change
• Human biology
• Human development
• Human ecology
• Human environment
• Human genetics
• Humanitarian assistance
• Humanities education
• Human machine interaction
• Human rights
• Human rights: Back to the Future
• Human Rights: The Unfinished Task
• Human Rights Day
• Human rights education
• Human rights for all
• Human rights issue
• Human rights violations
• Human settlements
• Human settlements and land use
• Human trafficking
• Hydrogeology
• Hydrological cycle
• Hydrological data
• Hydrological networks
• Hydrological research
• Hydrology education
• Hydrometeorology
• Hydrosphere
• Iberian cultures
• ICT Competency Framework for Teacher
• ICT transforming education in Africa
• Illegal immigration
• Illicit trafficking
• Immigrants on the borderline
• Immigration
• Inclusive cities
• Inclusive education
• Income distribution
• India: yesterday's heritage, tomorrow's hopes
• Indian Ocean
• Indigenous Languages and Knowledge (IYIL 2019)
• Indigenous Languages Decade (2022-2032)
• Indigenous peoples
• Informal learning
• Information
• Information and development
• Information for All Programme (IFAP)
• Information literacy
• Information management
• Information media
• Information sciences
• Information society
• Information technology
• Information technology (hardware)
• Information technology (software)
• Innovation behaviour
• In search of partnership
• Installations et ressources éducatives
• Intangible cultural heritage
• Intangible heritage
• Intellectual property
• Intelligence
• Interactive communication
• Intercultural communication
• Intercultural education
• Interdisciplinary research
• Interethnic relations
• Intergovernmental Committee
• Intergovernmental Hydrological Programme (IHP)
• Intergovernmental organizations
• Internal migration
• International Arts Education Week
• International Basic Sciences Programme (IBSP)
• International Convention against Doping in Sport
• International cooperation
• International Day
• International Day against Illicit Trafficking in Cultural Property
• International Day Against Violence and Bullying at School, including Cyberbullying
• International Day for Biological Diversity
• International Day for Biosphere Reserves
• International Day for Digital Learning
• International Day for Disaster Reduction
• International Day for the Conservation of the Mangrove Ecosystem
• International Day for the Elimination of Racial Discrimination
• International Day for the Elimination of Violence against Women
• International Day for the Eradication of Poverty
• International Day for the Remembrance of the Slave Trade and its Abolition
• International Day for the Universal Access to Information
• International Day for Tolerance
• International Day of Commemoration in Memory of the Victims of the Holocaust
• International Day of Democracy
• International Day of Education
• International Day of Light
• International Day of Living Together in Peace
• International Day of Mathematics
• International Day of Peace
• International Day of Persons with Disabilities
• International Day of Reflection on the Tutsi Genocide
• International Day of Sport for Development and Peace
• International Day of the Girl Child
• International Day of the World's Indigenous People
• International Day of University Sport
• International Day of Women and Girls in Science
• International Day to End Impunity for Crimes against Journalists
• International Day to Protect Education from Attack
• International Decade
• International Decade for Action, “Water for Life” (2005-2015)
• International Decade for a Culture of Peace and Non-Violence for the Children of the World (2001-2010)
• International Decade for People of African Descent (2015-2024)
• International education
• International Geodiversity Day
• International Geoscience and Geoparks programme (IGGP)
• International Geoscience Programme (IGCP)
• International instruments
• International Jazz Day
• International libraries
• International Literacy Day
• International Migrants Day
• International Mother Language Day
• International Programme for the Development of Communication (IPDC)
• International solidarity
• International trade
• International training programmes
• International UNESCO/José Martí Prize
• International UNESCO/Simón Bolívar Prize
• International Women's Year
• International Women’s Day
• International Year of Creative Economy for Sustainable Development
• International Year of Indigenous Languages
• International Year of Languages
• International Year of Sustainable Tourism for Development
• International Year of Water Cooperation
• International Year to Commemorate the Struggle against Slavery and its Abolition
• International Youth Day
• Intolerance
• Inventories
• Islamic art
• Islamic culture
• Journalist education
• Journalists
• Journalist schools
• Kalinga Prize for the Popularization of Science
• Key educators at four seminars: study teaching for a world society
• Knowledge management
• L'Oreal-UNESCO for Women in Science awards
• Labour market
• Labour migration
• Labour policy
• Landscape protection
• Language development
• Language instruction
• Language minorities
• Language of instruction
• Language policy
• Language preservation
• Languages matter
• Latin American art
• Latin American cultures
• Latin American history
• Latin American literature
• Law enforcement
• Learning disabilities
• Learning processes
• Legal Affairs
• Legal education
• Legal instruments
• Legislation
• Leonardo da Vinci, the universal genius
• Liberation movements
• Library use promotion
• Lifelong education
• Life sciences
• Life skills
• Lists and designations
• Literacy for change
• Literacy programmes
• Literary prizes
• Local and Indigenous Knowledge Systems (LINKS)
• Local government
• Local press
• Management education
• Management information systems
• Management of social transformations
• Man and nature: living in harmony
• Man and the biosphere
• Man and the Biosphere (MAB) Programme
• Man and the biosphere: a partnership for sustainable development
• Man and violence
• Mangrove areas
• Manpower needs
• Manuscripts
• Marine ecosystems
• Marine environment
• Marine geology
• Marine life
• Marine pollution
• Marine resources
• Married women
• Mass communication
• Maternal and child health
• Mathematical analysis
• Mathematical logic
• Mathematical models
• Mathematicians
• Mathematics
• Mathematics and statistics
• Mathematics education
• media and climate change
• media and disability equality
• media and gender equality
• media and refugees
• media and terrorism
• media crisis
• media diversity
• Media education
• Media matters
• media pluralism
• Media Viability
• Medical ethics
• Medical research
• Medical sciences
• Medicine and health
• Mediterranean Sea
• Member States
• Memory of the World
• Memory of the world - The UNESCO Courier Issue
• Mental health
• Mental stress
• Meteorology
• Methodology
• Microbiology
• Migrant education
• Migrants; between two worlds
• Migrant workers
• Migration law
• Migration policy
• Mineral resources
• Minority groups
• Mission reports
• Modern manuscripts, a fragile heritage
• Moral concepts
• Moral development
• Moral education
• Moral values
• Mother tongue
• Mother tongue and the brain...
• Mother tongue instruction
• Movement and light in today's art
• Multiculturalism
• Multiethnic societies
• Multilateral relations
• Multilingualism
• Municipal government
• Museum activities
• Museum administration
• Museum architecture
• Museum buildings
• Museum collections
• Museum facilities
• Museum programmes
• Museum reorganization
• Museum training
• Museum visits
• Nanotechnology
• National archives
• National art
• National Commission
• National cultures
• National identity
• National languages
• National museums
• Natural disasters
• Natural disasters: be prepared!
• Natural environment
• Natural heritage
• Natural history museums
• Natural resources
• Nature and culture: the human heritage
• Nature conservation
• Nature reserves
• Nelson Mandela International Day
• Neocolonialism
• Neuropsychology
• Neurotechnology
• Newsletters
• Newspaper press
• Nonformal education
• Nongovernmental organizations
• Nonprofit organizations
• Nonrenewable energy sources
• Nonviolence
• Norms ＆ Standards
• North American cultures
• Nutrition education
• Occupational qualifications
• Occupational safety
• Ocean exploration
• Ocean floor
• Oceanic art
• Oceanic cultures
• Oceanic literature
• Oceanographic data
• Oceanographic research
• Oceanography
• Official publications
• Olympic Games
• Online searching
• Online systems
• Open educational resources
• Open Science
• Open source software
• Oral tradition
• Out of school education
• Out of school youth
• Pacific Ocean
• Palaeogeology
• Palaeontology
• Parent child relationship
• Partnership
• Peacebuilding
• Peace education
• Peaceful coexistence
• Peacekeeping
• Peacemaking
• Peace research
• People of African descent
• Peoples and cultures; the Courier in space
• Philosophy and ethics
• Philosophy education
• Philosophy of action
• Philosophy of history
• Philosophy of mind
• Photographs
• Photography
• Physical education
• Physically disabled
• Physical sciences
• Plant ecology
• Plant genetics
• Plural cities
• Policy Advice
• Policy making
• Political conflicts
• Political corruption
• Political participation
• Political philosophy
• Politics and government
• Politics and profit: scholars at risk
• Pollution, disasters and safety
• Poverty alleviation
• Preschool children
• Preschool curriculum
• Preschool teacher education
• Preservation of monuments
• Press, film, television, radio today
• Press advertising
• Press ethics
• Primary education
• Primary school curriculum
• Primary schools
• Primary school teachers
• Print media
• Private enterprises
• Private sector
• Professional training
• Programme content
• Programme implementation
• Programmes d'études
• Progress, risk and responsibility
• Project evaluation
• Project implementation
• Project selection
• Psychologists
• Public administration
• Public archives
• Public finance
• Public information
• Public policy
• Public private partnerships
• Public sector
• Quality of life
• Racial prejudice
• Racial segregation
• Racism (doctrine)
• Radio: a future for sound
• Radio: Stronger and more vibrant than ever
• Radio listeners
• Radio programmes
• Radio stations
• Radio waves
• Recommendation on Science and Scientific Researchers
• Reconstruction
• Reconstruction (buildings)
• Rediscovering the African past
• Refugee education
• Regional cooperation
• Regional educational bodies
• Regional museums
• Regional organizations
• Regional planning
• Reinventing Cities
• Religious conflicts
• Religious discrimination
• Religious institutions
• Remote sensing
• Renewable energy sources
• Renewable resources
• Research and development
• Research centres
• Research grants
• Research laboratories
• Research libraries
• Research programmes
• Research projects
• Research training
• Resistance to oppression
• Resources conservation
• Restoration
• Restoring biodiversity, reviving life
• Return migration
• Revive the Spirit of Mosul
• Rights and privileges
• Rights of special groups
• Rights of states
• Rights of the child
• Rights of the disabled
• Right to education
• Right to food
• Right to health
• Right to information
• Right to justice
• Right to life
• Right to live in peace
• Right to privacy
• River and lake engineering
• River basins
• River discharge
• Role of UNESCO
• Rule of law
• Rural areas
• Rural development
• Rural economy
• Rural education
• Rural environment
• Rural migration
• Rural population
• Rural women
• Rural youth
• Safety education
• Safety measures
• School buildings
• Schoolchildren
• School community relationship
• School for the future
• School health services
• School integration
• Science, technology, engineering and mathematics (STEM)
• Science and development
• Science and research management
• Science and society
• Science and technology: the development dilemma
• Science budgets
• Science education
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Short Kid Stories

Never be short of short kid stories.

Right to Education

By anish vedsen.

Once upon a time, a girl named Rima lived in Garden city, Bangalore. She was a lively child who loved playing, studying, writing short stories, dancing, and singing. She was a bright student of the Indian International School.

One day her father got some work in their native village; Rima was pleased to hear the news. She convinced her father to accompany him on the trip. It was a matter of two days, so her father agreed. She packed her luggage and was very excited to visit their village.

When she reached there, she saw the kaccha houses / temporary houses made of mud or clay. She felt the quietness of village life. There were areas full of greenery where one could breathe fresh air. Cattle were moving around, and farmers were working in the field. Children were playing and enjoying themselves. Then she saw some boys going to a village school and girls going to farms with sharp knives. It was weird to her. She thought, “Why are girls not going to school?”

She followed one girl named Bindra to the farm. Rima asked her, “Hi, why are you not going to school?”

Bindra said, ” I never went to school. My brother goes to school, and I help my parents on the farm.” Her answer shocked Rima.

Then she told Bindra that according to the Constitution of India, “free and compulsory education for the age group of six to fourteen years is the Fundamental Right of all children.”

Ahe continued, “So it would help if you went to school, and afterwards you can help your parents. And every citizen of India is treated as equal, and there is no difference between boys and girls. Governments have created equal opportunities for everyone. So, we should follow it.”

These words touched Bindra because she also wanted to study like her brother. So she promised that henceforth she would also go to school to fulfil her dreams and be a strength for her parents.

The moral of the story is that education gives us identity and helps us make the right decisions.

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Size of a whisper.

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By Savannah Hendricks

Sing a song of sixpence.

Birds in unusual places - classic nursery rhyme.

DJ Izzy Bee Finds Her New Groove

A six-year-old DJ named Isabella has a talent for mixing music as magical as her Afro puffs. There is a big dance happening to celebrate back-to-school and Isabella has to find the perfect song, but can she find it in time?

By Simone Stephens

The three sillies.

A gentleman who is courting a daughter finds out that she and her parents are really silly. So he heads off with the promise that he'll only return to marry her if he finds three people even more silly than them.

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Princess rose and the golden bird.

A wicked witch curses the beautiful princess who sings every night with a golden bird.

By Sergey Nikolov

• By: Anish Vedsen
• Age range: 3 to 5 , 6 to 8 , 9 to12
• Category: By Children , Indian , Original
• Reading time: 01 - 05 mins
• Full Catalogue

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May 27, 2016

13 short stories for engaging secondary students & teaching literary elements.

You Might Also Like

These are great selections. I don't, however, think Big is similar to Sound of Thunder or Groundhog Day.

I'm not a teacher but your list prompted me to sigh up for your blog. thought provoking and well written

I would love a list of engaging short stories for my 10th grade English class that include African American characters

Sharon, That would be a great list to have. "Thank You Ma'm," which is one the above list, would work. I've also taught "Marigolds" and used excerpts from larger works like Black Boy and Invisible Man.

"A Worn Path" is a great option.

Great list! I've used many of them in my high school English classes over the years. The Scarlet Ibis is one of my personal favorites, too.

What short stories by a Mexican-background or Central American-background writer might you suggest? I saw the Cisneros' recommendation. Thank you.

Hi Christine, "American History" by Judith Ortiz Cofer or any of her other short stories would be good. I've used excerpts from Jimmy Santiago Baca's autobiography, A Place to Stand, excerpts from Luis Rodriguez's autobiography, Always Running, and short stories from Drown by Junot Diaz with high school students. Hope those help! Thanks, Brynn Allison

I purchased the lesson 4. The Lady, or The Tiger? by Frank Stockton, however I am not able to open it. It keeps giving me an error message.

Hi Stacy, Thanks for reaching out to me. It sounds like a tech issue with the download so it might be best to contact TPT Help directly about your purchase or send me an email at [email protected] and I can put in a help ticket for you. Thanks, Brynn Allison

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SHORT STORIES .NET

Short stories for kids.

RUDOLF, THE BAD MOUSE

Short Story for girls and boys written by: Graccgi.

Once upon a time…

…there was a mouse called Rudolf who was a very bad mouse.

One day, Lucy, Rudolf´s neighbour  came back from shopping and needed help carrying her bags full of food, so she asked him:

– “Hi Rudolf, Can you help me to carry these bags, please?”.

– “No!” – Rudolf replied.

Continue reading…

• Animal stories ; Moral values ; Short stories for kids ;

THE ADVENTURES OF THE DOG, THE BADGER AND THE CAT (FIRST PART)

Short Story for Kids written by: Mariache (Nicaragua)

Our three friends lived in the jungle . They used to spend all day exploring the forest and then sleep huddled up against each other at night.

Napoleon, the dog , used to spend the day trying to catch lizards; Boy-boy, the cat , ran behind colorful butterflies, and Bubu, the badger , looked for honeycombs inside the trees and for insects on the jungle floor that he really liked to eat.

One day, they heard a strange noise. It sounded like an engine, and they also heard voices. But, who could it be? Nobody could reach that part of the jungle.

• Animal stories ; Tales about cooperation ; Tales about ecology ; Tales about friendship ;

PRINCE LURAM AND THE VEGETABLE KINGDOM

Short Story for Kids written by: Carolina Mora Arévalo.

Nobody wanted to be King of the  Vegetable kingdom as it was such a difficult responsibility.

The kingdom was full of all kinds of colors, green spinach , orange carrots , red tomatoes, white onions , yellow peppers , and florets of cauliflower and broccoli everywhere. It was an amazing place full of health and  strength .

Messages were sent out around the kingdom for them to choose a  King . But nobody wanted to assume the charge. They all preferred other kingdoms like The kingdom of Sweets, The Crab kingdom, or even The Cold Meat kingdom, but nobody wanted The Vegetable kingdom.

• Princess fairy tales ; Short stories for kids ; Tales about trust ; Wizard stories ;

GOLFY AND THE CHRISTMAS TREE

Short stories for kids written by: shortstories.net team

There was a golf club   called Golfy, who played golf every day on a golf links made precisely to practice this sport on the outskirt of the city.

The golf club was a marvellous golf player . He always won competitions and golf tournaments.

Well…actually, not always…because one day, a new tree appeared on the golf links, called Little Tree, and this tree really liked golf balls, and used to keep them by hanging them from his own branches at  Christmas .

• Characters and environments ; Respect stories ; Short stories for kids ; Tales about cooperation ;
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ANNA´S STORY

Short Story for boys and girls written by: Chris Morales.

There was a girl called Anna, who was studying in Esmarth Vil , a primary school in the  United States .

She was the most hardworking girl at her school , her marks were higher than the others. She was the best, but nobody wanted to be her friend. They didn´t want to play with her and teased her.

One day, the teacher set an exam and a boy called Robert signed his exam using Ana´s name. So, when the teacher returned all the exams, everybody was shocked. Anna found out she had failed the exam, and the other kids were happy of this.

• Children's stories ; Respect stories ; Tales about consideration ; Tales about effort ; Tales about friendship ;

JOHN, JOSH AND THE WILD ANIMALS

Short Story for boys and girls written by: Luis Muñoz (Spain).

There was a country house in a beautiful valley . It was very big, beautiful, built with good taste, and full of details.

The owner was a well off landowner called John. He was a person who had a good heart,  loved animals , and he liked going hunting.

He used to capture different living birds and put them into cages. He liked seeing the animals close-up, to take care of them and to protect them. Before capturing them, these wild animals lived in the valley.

• Animal stories ; Parents stories ; Respect stories ; Tales about consideration ; Tales about ecology ; Tales about understanding ;

PEDESTRIAN MOUSE

Short Story for Kids written by: Ulica Tizaber.

Once upon a time, there was a mouse who was a mouse and a pedestrian . He was living on a farm, because he was a woodmouse , and sometimes he made trips to the city.

As a mouse, he used to run all over the floor of the barn really fast, smelling everything that was similar to cheese.

He was very happy being a mouse, but it also had disadvantages, because any time a cat pursued him, the mouse got so nervous that it walked everywhere, banging his head on the walls, getting many bumps. But, as he was a prudent observer, he only met the cat a few times when his concentration lapsed.

• Animal stories ; Responsibility stories ; Short stories for kids ; Tales about prudence ;

THE TOAD AND THE GIRL

Short Story for girls and boys written by: Dani.

There was a girl called Lucy, who lived in a very small town. She had always wanted to have a pet , but her parents didn´t want her to have one because they said it was a big responsibility.

The girl was very sad, and her parents hated to see her like that. They felt great empathy for Lucy and so decided to buy her a pet, but unfortunately they didn´t have enough money.

That afternoon, the girl went out to the park and saw a little toad , she liked him so much that she took him to her house. On the way home she gave him a name: Ronny.

• Children's stories ; Parents stories ; Responsibility stories ; Short stories for kids ;

DAYANE, THE BAD GIRL

Short Stories for girls and boys written by: Rosa Jimenez Peralta.

Once upon a time there was a girl called Dayane, she was very disobedient, never obeyed her mum, and her mum wanted to teach her a lesson . She punished her every time she behaved badly, but Dayana continued the same as always and didn’t care about the consequences.

She knew it was for her own good. Her mum loved her and didn´t want anything bad to happen to her, thats why she always gave her advice.

One day, Dayane woke up very early. When her mum saw her she told her to sit on a wood chair. Dayane didn´t want to, so her mom asked her to take another chair, but the rebellious girl said:

– “No!”

• Children's stories ; Love stories ; Obedience stories ; Parents stories ; Respect stories ; Responsibility stories ;

MERRY, THE HAPPY WORM

Short Story for Kids written by: shortstories.net team

There was a worms community living underground. Their biggest wish was to be able of going out to the surface to see the light. The king of the worms was the responsible for them reaching the surface to see the light.

The king of the worms used to give a speech every month telling the news in kingdom . But he always said the same to his citizens: “Dear worms, this is a bad year, we are still underground and this year, we won´t see the light either…”, used to say sitting on his throne without moving.

• Animal stories ; Motivational stories ; Short stories for kids ; Tales about effort ;

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General Education Literature

• Teaching Strategies
• Texts and Resources

Strategies for Teaching Short Stories

Getting started.

Short stories are great teaching tools that can fill a variety of needs. You might teach stories in conjunction with major course texts, to introduce an important course theme in a more digestible way, and/or to fill small gaps in your syllabus. Because short stories are self-contained and can often be taught in a single class period, they can be especially useful for teaching close reading. Instructors might consider beginning the course with a short story to introduce close reading to students before they are asked to perform close readings in the (much larger) space of a novel.

Strategies & Tips

Introductory ideas/activities.

Make a List : Listing out material objects in the text is a great way to get your students to pay attention to detail in the text.  Give them a category of material objects that are significant to the text and ask them to go through the story and list all of those objects.  (Think of the personal contents of the GI’s packs in O’Brien’s “The Things They Carried” or the groceries in Updike’s “A & P.”)  Why are these objects described in detail?  How do the material items focus your attention on immaterial things, like character’s emotions?  How do they convey important information about character and setting by signaling personality, historical/geographical location, and class status*? * Sometimes this requires helping your students make contemporary comparisons to understand the significance of these items (Herring snacks=caviar).

Map it Out : Anything you can to do help your students visualize the story more vividly is good.  Asking them do visualize it literally, by making a map, is really good, because it helps them order things like plot events and identify the significance of settings in a really concrete way.  You can map settings or you can map out characters movements over the course of a scene/story.  If you story takes place in a real location, you might make use of Google Maps/Google Earth to show various locations relationships to one another.

Model Paragraph Assignment : Have students produce a substantial paragraph interpreting an element of a short story. The purpose of this paragraph is to highlight an implicit critique in the story and to use evidence to show how the text makes this critique clear. Can be assigned as freewrite at the start of class.

Repeated Readings : Have students read a story four times at home and chart their understanding and enjoyment of the text with each reading. Then, during class time, ask them meet in four small groups and give short presentations about their experiences with each reading and then to summarize their discussions to the larger group.

Repetition, Repetition :  Another way to reinforce authorial choice and to teach students to be aware of how an author might be focusing their attention in very specific ways, is to attend to repetitions in a short story.  Ask you students to track repeated words, phrases, or images in a story.  Why are they there?  What are they supposed to communicate to you?  Students are occasionally resistant to this idea, but a good way to affirm that these repetitions are not simply an accident made by an inattentive author is to have your students remove them from the text and replace them with variations.  What is lost in the communication and content of the story if you remove the repetition(s)?

Round Table Reading : For short stories, you might have students read the story aloud and ask them to comment on the variations. They have never failed to make excellent observations, which, of course, gives me an opportunity to applaud their ability to read and encourage them that they can do this with everything they read. This is also a nice way of getting students to discuss what they like in a good story—not just plot, but how the story is told. (Adapted from LeDon Sweeney)

Significant Quotes :  Ask students to bring in passages or quotes that deserve attention in discussion.  They should have reasons why the quote is important and what it might signify.  Often several students bring in the same quote and this is a great opportunity for discussing notions of individual reader responses vs. inherently poignant moments in the text.  This is a great activity to do since it 1) requires very little time of the students, but also guides their reading of the text; 2) provides you with 20 launches for discussion if you need them; 3) can be used as proof that your students are doing your homework (you can collect them, or randomly call on people to present them, or have them share in groups); and 4) close reading is one of the best tools they can cultivate as they improve their interpretative reading skills and prepare to write persuasive essays.  This activity can also be easily adapted: consider asking them to bring in single words they find significant or quotations they believe to be controversial.

Tone :  As with poetry, tone is a particularly tricky element of literature for our students to understand.  To help students arrive at a definitions of a story’s tone more organically that just asking what mood the story creates or what emotions it draws out, as them to come up with a list of things they might associate with a short story, however vaguely.  These things could be songs, other stories they’ve read, characters from TV or movies, people they know, etc.  (I find this activity works particularly well if you narrow their associations to songs.)  For each item they list, they should identify what motivates the association in their minds and what feeling or quality each represents.  Through these comparisons, students should become better at assessing tone more directly.

Discussion Ideas/Activities

Class Consciousness : Have students find examples of a character’s class as compared to the other characters. Then discuss how these details affect your reading of the story. (Adapted from LeDon Sweeney)

Highlighting Character : Short stories use different techniques to set up character than novels or drama (which have the advantage of development over a longer stretch of time).  Short stories have to establish character quickly, often in just a few words or sentences.  Ask students to choose a character from the story and describe him or her in detail.  Then ask them to identify passages from the text that support/flesh out their descriptions.  What are the author’s physical descriptions of the character?  What do we know about their demographic factors (age, gender, race, class, etc.)?  You can divide your students into different groups for multiple characters and have them compare and contrast their descriptions.  You might even want to put a focus on secondary characters: what is their purpose, especially in relation to the central characters?

Highlighting Plot : Plot is also condensed in short stories and, because of its small scope, it is often easier for students to see and understand how plot is working in a short story than in a longer work.  One way to help them focus on plot specifically is to have them list characters’ actions and reactions.  Which actions/reactions are the most important?  What about reactions that aren’t fully explored in the text but may occur as a result of actions in the text?  (This is also a useful way to demonstrate the unity of plot and character.)  Another way to focus on plot is to ask your students to write a timeline of the events in the story.  This is especially useful for stories that have nonlinear plots, or when there are significant flashbacks (as with Faulkner’s “A Rose for Emily.”)  It’s also a useful way to discuss the unity of plot and point of view: Is the author recounting the story while it is happening or after the fact?  Writing a narrative timeline allows students to explore the author’s purpose in telling the story as well as confirm actions of the plot.

How Would This Be Different If…? :  Students struggle to remember that every word in a story is a choice; they often talk about literature as if it were fact or if it emerged complete, Athena-like, from the author’s head.  A great way to counteract this impulse is to ask them to consider how the story would be transformed by changing small things (specific words of descriptions, minor details) and large things (point of view, important facts about the characters, etc.).  If the ending of the story is unsatisfactory to your students or surprising to them in some way, asking them to rewrite the ending is a particularly effective way to make them think about authorial decisions.  (Students also tend to think that short stories are always depressing.  Giving them the opportunity to give a sad story a happy ending can be really cathartic—and educational.)

Liking a Character : In something of a reader-response method, you can ask your students if the author wants them to like or dislike a particular character. Then encourage students to provide textual evidence for what makes the character likable or unlikable. (Adapted from LeDon Sweeney)

The Nuts and Bolts of Literature : For all that students use them every day, they are often unaccustomed to thinking about the formal elements of literature when they read.  Instruct them to read a story while paying particular attention to sentence and paragraph length.  Why are some sentences/paragraphs longer than others, or even run-on sentences?  Why are some short and choppy?  Often it’s the case that descriptive sentences are really long, sustained by endless commas, while dialogue is fragmentary.  Students will tell you that this is because that’s how people really talk.  Encourage them to think about whether or not that’s actually true, and also what the difference tells us about descriptive writing.  What would it be like if you reversed this?  Getting them to pay attention to literature’s most basic elements (punctuation, sentences) not only gives them something concrete to begin with in their analysis, but gets them to start paying attention to grammar more generally—which, hopefully, will bleed into their own writing.

Surprise!  Epiphany :  Short stories often contain some kind of revelation or significant turning point in a character’s thought and/or action.  This moment of realization is a major, defining attribute of the short story genre.  Although students will be familiar with the idea, they may be unfamiliar with the term, so take some time to define what an epiphany is and how it works in literature.  Then ask them to look for the epiphanic moment in a particular text.  When and why does it occur?  What changes because of it?  It’s often useful to ask students to select the specific sentence where they believe the epiphany occurs. Make the students support their choice with argument: How does their sentence show change?  Is it internal, external, or both?  What kind of change is it?  Ultimately, the most important question is not “Which sentence is the exact epiphany?” (although that does trick them into close reading), but rather why does it occur and what is its result?  This is a nice lead-in for discussing the conclusion of a story.

Writing/Creative Activities

Adaptations :  A useful way to get students to think about genre specifics is to ask them to adapt a short story into a short play.  Divide them into groups and assign them either a short section of the work or the entire thing itself (if you think they’re up to it).  Once they’ve written a short script, ask them to act out their scene for the class.  How does the loss of descriptions change their interpretation of the dialogue?  What editorial decisions (omission of dialogue, addition of action, etc.) did they have to make and why where they necessary?  This activity can be time consuming, but it’s also a good way to draw out quiet students and visually engage the students’ interest in an active way.  It’s also easy to expand this adaptation exercise by asking them to consider what a film adaptation of the short story would be like: Who would you cast in the roles?  Would we see the characters in close-up, medium, or long shots?  What colors would you want to present on camera?  How long would the scene be?  Bringing in real theater terms (like “blocking” and “beats”) for either version of the activity can give students some ideas of how to proceed with the task in a thoughtful way.

Alternative Ending : Have students write an alternate ending to the story and explain the critical difference between their endings and the author’s.

Back to the Future :  Many short stories may seem “old” to the students, and they will often preface their interpretative comments with the phrase “back then”—or, worse, “back in the olden days.”  While it is obviously important to address the historical issues and contexts (and clarify which “olden days” we’re talking about), an interesting challenge for the students is to ask them to modernize the story to make it seem relevant to them today.  Their changes can include updating the setting or the use of language, increasing the severity of the transgression or crisis so the impact is consistent with what they think it would have been at the story’s original publication.  Their changes can be quite innovative, and even radical, but theymust maintain the overall theme and effect of the story as it is written.  For this reason, it is important to lay very specific boundaries for your students when doing this activity: requiring that they not only update the story but set it in the neighborhood they grew up in can be useful.

Perform the Story : For stories that rely almost entirely on the dialogue and actions of the characters to convey meaning, rather than exposition, you might have your students perform the literature. It is an effective way for them to figure out what is going on and to pick up on things like sarcasm because it forces them to contemplate how each character delivers the lines, the mood, and what lies beneath seemingly mundane phrases. You might break up the class into groups of four and assign a director, an assistant director, and lead actors. Each group performs a section of the story. They spend some time rehearsing, and the director and assistant director help with directing the actors, which is where the real learning takes place, as they puzzle it out.

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Bedtime Stories to educate

Kind and joyful kids, the best collection of short bedtime stories, ... stories about every topic ....

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The Full Warren

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Edward and the Dragon

The Drawing That Talked

Waking Nightmare

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Boobuan monkeys

The Pleaseometer

Robot with a Virus

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Short stories with values.

The Magic Tree

Princess of Fire

The Little Christmas Star

George the Giant

The Photographic Elephant

The Lake Princesses

The Ugly Fairy

The Garden of Statues

Scuttleball. Soccer for Ants

The Incompetent Genie

The Last Dinosaurs

An Octopus in Trouble

Tony, the Human Wasp

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Let's go beyond entertainment: stories can be the best companion to prepare your kids for a brilliant future. We will help you with a great collection of short and funny stories for kids, and will tell you even how to narrate and create your own. Keep reading to discover a new world of education.

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Stories have an incredible educational value due to the their influence on memory, but also because... children love them! Our aim is to support and help you with this task. In this site:

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Stories for children

At Bedtime Stories , we have a great collection of short stories to educate children about values, with all sorts of characters and situations. We offer them as a great educational resource for parents and teachers.

New stories and themes are frequently added: you will never be short of new educational stories!

Vera was known as ‘the madwoman’s grand-daughter’. The grandmother had spent half of her life insisting that she could see into the future and issuing prophecies which nobody understood .

Vera had never actually known her, but no one would ever have suspected that the smiling, sweet old lady in the family photos was crazy. That is why Vera was so excited when she discovered a note from her grandmother hidden in an old jewellery box.

The note said, ‘There is a place where chocolate rains from the sky and there is a great treasure: whoever finds it will be rich’.

Vera went out in search of the treasure immediately and secretly began walking around every corner of the mountains , searching for a place where it rained chocolate. But wherever she went, it was water that fell as rain. In the valleys, caves, rivers, deserts, forests and meadows. Always water.

One day, she was crying by the roadside , downhearted, when a child came up. “Why are you crying?”

“Because all the clouds are full of water!” Waah!

“Of course they are!” responded the child, “what do you want them to rain: chocolate?”

“That would be incredible. I would love it if it rained chocolate . It would be just like a story I read when I was a child/younger”

Vera stopped crying. A story? What if her grandmother was talking about a book? Anything could happen in a book… it could rain chocolate! Without saying another word, she gave the child a huge hug and ran to the library in search of a story where it was raining chocolate . Surely this was the clue to finding the treasure. Vera spent that whole day, and many after it, in the library, looking for the book with chocolate clouds . She found rainbow dreams, singing seas, forests of smiles, but no trace of the chocolate rain.

Not even after a week. Nor a month. Not even a year. But because she knew it existed , she was determined to keep looking for it.

Eventually the day came when the books ran out and she didn’t know what to do. “If you can’t find the book you are looking for, why don’t you write it?” said the librarian, trying to console her.

“Well, because that isn’t good enough . I’m looking for something in particular” she responded.

But on the way home, she couldn’t get the librarian’s idea out of her head and thought up a wonderful story of chocolate clouds that she couldn’t resist writing down when she got to her room. While writing and playing around with that sweet rain in her imagination, thousands of new stories and ideas popped into her head , each one more fun and original. She created new worlds and creatures effortlessly, bringing them to life on paper and in others’ imaginations. It was then that Vera discovered that her grandmother was right . She had read so much that her mind was in itself a treasure that gave her endless ideas for writing, talking, learning and even inventing. As result of all this, Vera gained everyone’s respect and admiration .

And she felt very rich, because she wouldn’t swap her little head, where it rained chocolate, for anything - not even for all the gold in the world

Translated by Toni Wainwright, Ellie Bradbury, Josie Maguire and Lewis Hughes , Manchester Metropolitan University

stories classified by values

Bravery Cleverness Comprehension  Constancy  Creativity  Effort  Forgiveness  Friendship  Generosity  Goodness  Humility  Imagination  Integration  Joy  Obedience  OVERCOMING  Patience  Peace  Respect  Self control Sharing Sincerity  Teamwork  tidiness Tolerance  Trust  more topics...

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The tale of two pebbles.

Many years ago in a small Indian village, a farmer had the misfortune of owing a large sum of money to a village moneylender. The moneylender, who was old and ugly, fancied the farmer’s beautiful daughter. So he proposed a bargain. He said he would forgo the farmer’s debt if he could marry his daughter. [...]

The Blind Men and The Elephant

A long time ago in the valley of the Brahmaputra River in India there lived six men who were much inclined to boast of their wit and lore. Though they were no longer young and had all been blind since birth, they would compete with each other to see who could tell the tallest story. [...]

The Alphabet Of Happiness

The Alphabet: A – ACCEPT Accept others for who they are and for the choices they’ve made even if you have difficulty understanding their beliefs, motives, or actions. B – BREAK AWAY Break away from everything that stands in the way of what you hope to accomplish with your life. C – CREATE Create a [...]

The Grass Cutting Days

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50 Irresistible Short Stories for Kids (Read Them All for Free!)

Quick reads with lasting impact.

Looking for some free tales to use for close reading or classroom read-alouds? This roundup of short stories for kids has plenty of options. From quick fables with morals to old-fashioned fairy tales and folktales from around the world, this diverse collection offers something for any child. We’ve also included ways to use these short stories with kids, in the classroom or at home.

Note: Always be sure to read a selection through before sharing it with children. Some of these short stories for kids, especially ones written a long time ago, may not be appropriate for every audience.

Classic Fairy Tale Short Stories for Kids

“ cinderella ” by charles perrault, “‘do not cry, cinderella,’ she said; ‘you also shall go to the ball, because you are a kind, good girl.'”.

Why I love it: This is one of those short stories for kids that everyone probably already knows. This older version is a little different than the Disney movie, so ask kids if they can identify the changes. They can also have fun imagining what other items could be transformed to help Cinderella get to the ball!

“ The Emperor’s New Clothes ” by Hans Christian Andersen

“‘But the Emperor has nothing at all on!’ said a little child.”

Why I love it: This is a wonderful story for talking about peer pressure and being brave enough to stand up for what you believe in. Kids will also enjoy drawing the imaginary suit of clothes that the king thought he saw.

“ The Frog Prince ” by the Brothers Grimm

“and the princess, though very unwilling, took him up in her hand, and put him upon the pillow of her own bed, where he slept all night long. as soon as it was light, he jumped up, hopped downstairs, and went out of the house. ‘now, then,’ thought the princess, ‘at last he is gone, and i shall be troubled with him no more.'”.

Why I love it: Kids love this familiar story about a prince in disguise and a young girl who keeps her word even though she doesn’t want to. In this version, the girl doesn’t need to kiss the frog, but she’s rewarded anyway.

“ The Gingerbread Man ” by Anonymous

“run, run as fast as you can you can’t catch me, i’m the gingerbread man”.

Why I love it: In the original tale, the Gingerbread Man is eventually caught and eaten. This retelling gives him a happy ending instead. For a fun activity, let kids decorate and eat their own gingerbread people.

“ Jack and the Beanstalk ” by Anonymous

“why, the beans his mother had thrown out of the window into the garden had sprung up into a giant beanstalk which went up and up and up until it reached the sky. so the man spoke truth after all”.

Why I love it: This story is a fun read, but use it to get your students thinking critically. Was it really OK for Jack to steal from the giant? Ask them to write an essay sharing their thoughts on the subject, or use it for a fun classroom debate.

“ Little Red Riding Hood ” by the Brothers Grimm

“‘but grandmother what big eyes you have,’ said little red riding hood. ‘the better to see you with, my dear,’ replied the wolf.”.

Why I love it: This retelling of the well-known tale is a little less gruesome, since the hunter merely frightens the wolf into spitting out poor granny (instead of slicing open his belly). Talk with kids about ways they can keep themselves safe when they’re out in the world.

“ The Pied Piper of Hamelin ” by the Brothers Grimm

“he sounded his fife in the streets, but this time it wasn’t rats and mice that came to him, but rather children: a great number of boys and girls from their fourth year on. among them was the mayor’s grown daughter. the swarm followed him, and he led them into a mountain, where he disappeared with them.”.

Why I love it: Some say this is a true story, and whether or not that’s true, it definitely has a moral—when people make a bargain, they should stick to their agreement. Ask kids to think about what kind of music the Pied Piper might have played, and why both children and rats couldn’t resist it.

“ The Princess and the Pea ” by Hans Christian Andersen

“i cannot think what could have been in the bed. i lay upon something so hard that i am quite black and blue all over.”.

Why I love it: This has long been one of the most beloved short stories for kids, and it’s ideal when you need a quick read. Then, grab some dried peas and see how thick a covering needs to be before students can no longer feel them.

“ Puss in Boots ” by Charles Perrault

“puss became a great lord, and never ran after mice anymore, except for pleasure.”.

Why I love it: All cat lovers know these animals can be pretty smart when they want to be. This one helps his poor master become a prince in a castle, all through his own clever tricks. Encourage students to come up with more creative ways Puss in Boots could help his master.

“ Rumpelstiltskin ” by the Brothers Grimm

“‘I will give you three days,’ said he, ‘if by that time you find out my name, then shall you keep your child.'”

Why I love it: Pretty much everyone in this story behaves badly in one way or another. Use it to learn more about characters and their motivation.

“ Sleeping Beauty ” by the Brothers Grimm

“a great many changes take place in a hundred years.”.

Why I love it: After students read this well-known story, ask them to think about what it would be like to go to sleep today and wake up in a hundred years. What might the world be like? Or what would it be like for someone who fell asleep a hundred years ago to wake up today? How many things have changed since then?

“ Snow White ” by the Brothers Grimm

“mirror, mirror on the wall, who’s the fairest of them all”.

Why I love it: This fairy tale has all the classic elements—beautiful heroine, wicked stepmother, handsome prince—plus a handful of helpful dwarves. It’s the perfect way to start a conversation about the dangers of envy and jealousy.

“ The Three Little Pigs ” by Anonymous

“not by the hairs on our chinny chin chin”.

Why I love it: Fairy tales don’t get much more classic than this. Follow it up with a reading of The True Story of the Three Little Pigs by Jon Sciesczka to hear the story from the wolf’s perspective, and have a conversation about point of view.

“ The Ugly Duckling ” by Hans Christian Andersen

“but what did he see there, mirrored in the clear stream he beheld his own image, and it was no longer the reflection of a clumsy, dirty, gray bird, ugly and offensive. he himself was a swan being born in a duck yard does not matter, if only you are hatched from a swan’s egg.”.

Why I love it: Whether you read the original text or a shorter adaptation, this story is one every kid should know. It will teach them that everyone should be proud of who they are, even if they don’t look or feel like everyone else.

Aesop’s Fables as Short Stories for Kids

“ the boy who cried wolf ” by aesop, “so now, though he had not seen anything that even looked like a wolf, he ran toward the village shouting at the top of his voice, ‘wolf wolf'”.

Why I love it: This might be the most famous short story we use to teach kids about how important it is to tell the truth. Ask students if they’ve ever pulled a prank that went wrong, and what they learned from it.

“ The Crow and the Pitcher ” by Aesop

“But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water.”

Why I love it: Aesop’s fable reads more like a STEM challenge—how can you reach the water at the bottom of the pitcher when your neck isn’t long enough? Try the same experiment with your students, using a narrow-necked bottle. Can they come up with any other solutions?

“ The Fox and the Grapes ” by Aesop

“the grapes seemed ready to burst with juice, and the fox’s mouth watered as he gazed longingly at them.”.

Why I love it: If kids have ever wondered where the phrase “sour grapes” comes from, this tale will answer that question. Talk about other idiomatic phrases, and do some research to find their origins.

“ The Lion and the Mouse ” by Aesop

“‘you laughed when i said i would repay you,’ said the mouse. ‘now you see that even a mouse can help a lion.'”.

Why I love it: This fable reminds kids that they’re never too small to make a difference in someone’s life. Ask kids to share their own stories of times they helped someone.

“ The Tortoise and the Hare ” by Aesop

“the hare was soon far out of sight, and to make the tortoise feel very deeply how ridiculous it was for him to try a race with a hare, he lay down beside the course to take a nap until the tortoise should catch up.”.

Why I love it: When kids need a reminder that they should always keep trying, turn to this famous story. Use it to teach growth mindset too.

“ Two Travelers and a Bear ” by Aesop

“Two men were traveling in company through a forest, when, all at once, a huge bear crashed out of the brush near them.”

Why I love it: When danger strikes, do you worry about yourself first or try to help everyone to safety? There are arguments to be made on both sides, so this one makes for an interesting debate or persuasive essay.

More Short Stories for Kids

“ anansi and the pot of wisdom ” by anonymous, “every time anansi looked in the clay pot, he learned something new.”.

Why I love it: Kids may know about Anansi from the popular book Anansi the Spider , but there are lots of tales about him in West African folklore. In this one, Anansi thinks he knows everything, but a child has something new to teach him. Explore more Anansi tales here.

“ The Apple Dumpling ” by Anonymous

“A bag of feathers for a basket of plums. A bunch of flowers for a bag of feathers. A golden chain for a bunch of flowers. And a dog for a golden chain. All the world is give and take, and who knows if I may have my apple dumpling yet.”

Why I love it: When an old woman sets out to trade her basket of plums for some apples, her quest takes a few twists and turns along the way. In the end, though, she manages to make many people happy, not just herself. Practice sequencing by having kids try to remember all the trades the woman makes, and the order she makes them in.

“ The Blind Men and the Elephant ” by Anonymous

“sixth blind man (feeling the tail): this elephant is not like a wall, or a spear, or a snake, or a tree, or a fan. he is exactly like a rope.”.

Why I love it: Six blind men each feel a different part of an elephant, and each comes to his own very different conclusions. Written as a very short play, this classic tale opens up all sorts of discussion opportunities about seeing the bigger picture.

“ Bruce and the Spider ” by James Baldwin

“but the spider did not lose hope with the sixth failure. with still more care, she made ready to try for the seventh time. bruce almost forgot his own troubles as he watched her swing herself out upon the slender line. would she fail again no the thread was carried safely to the beam, and fastened there.”.

Why I love it: This famous little tale is almost certainly a myth, but it’s one of the most well-known stories about King Robert the Bruce. The lesson about not giving up fits perfectly when you’re talking about growth mindset.

“ The Elephant’s Child ” by Rudyard Kipling

“but there was one elephant—a new elephant—an elephant’s child—who was full of ’satiable curiosity, and that means he asked ever so many questions.”.

Why I love it: Many kids will recognize themselves in the Elephant’s Child and his (in)satiable curiosity. After you read this one, have students come up with stories for the way other animals got their unique features. How did the giraffe get its long neck? How did the turtle get its shell? So many possibilities!

“ Paul Bunyan ” by William B. Laughead

“when paul was a boy, he was fast as lightning. he could blow out a candle at night and hop into bed before it was dark.”.

Why I love it: Paul Bunyan is an American folk hero, larger than life (literally!). This roundup of the legends surrounding him has many of the most famous tales. Encourage kids to think about what they’d do if they were as big, strong, and fast as Paul.

“ The Empty Pot ” by Anonymous

“in six months, the boy who grew the best plant would be the one to win the contest. he would be the next to sit on the throne.”.

Why I love it: This story can teach kids a lesson about honesty, but it’s also got a STEM project built right in. The emperor’s royal seeds wouldn’t grow because they’d been cooked first. Have kids try their own experiment to see if they can get peas that have been cooked to sprout!

“ The Little Engine That Could ” by Watty Piper

“I think I can. I think I can.”

Why I love it: When little ones learn early on to believe in themselves, they’ll be willing to try their best at anything. Have kids tell their own stories of times they did something that seemed impossible at first when they kept on trying.

“ Fifty-Cent Piece ” by S.E. Schlosser

“as he caught her, the husband looked into the ruin and saw a burnt table with a shiny fifty-cent piece lying in the center.”.

Why I love it: A spooky story that isn’t too gory, this one’s a perfect read in the season leading up to Halloween. Challenge kids to write their own ghost stories next.

“ The Four Dragons ” by Anonymous

“the four dragons flew back and forth, making the sky dark all around. before long the sea water became rain pouring down from the sky.”.

Why I love it: The four dragons in this Chinese tale want to help save the people from drought. When the Jade Emperor won’t help, they take matters into their own hands. Ultimately, they become the four major rivers of China. This is a great opportunity to get out the globe or pull up Google Earth and learn more about China’s geography.

“ Goldilocks and the FOUR Bears ” by Andrea Kaczmarek

“nobody ever talks about me. i don’t know why, because i am the most important bear in the story. i am grandma growl, but everybody calls me granny g, and i am the best porridge maker in the world.”.

Why I love it: Hear the classic tale from a new perspective, told by a character you never even knew existed! Use this as inspiration to have kids add a character to their own favorite tales, and tell the story from their point of view.

“ Haunted ” by Harris Tobias

“‘just because a house is haunted,’ he said, ‘doesn’t mean you can’t live there. the trick is making friends with the ghosts, learning to get along with them.'”.

Why I love it: Need a not-so-spooky story for Halloween? This tale of ghosts who love to bake fits the bill. Kids can write their own stories of making friends with ghosts instead of being scared of them.

“ Henny Penny ” by Anonymous

“so henny-penny, cocky-locky, ducky-daddles, goosey-poosey and turkey-lurkey all went to tell the king the sky was a-falling.”.

Why I love it: In an age when people are quick to spread rumors as fact, this old European folktale is more meaningful than ever. See if kids can think of times when they heard a crazy rumor that they believed at first, even though it turned out to be completely false.

“ How Gimme the Ax Found Out About the Zigzag Railroad ” by Carl Sandburg

“Then the zizzies came. The zizzy is a bug. He runs zigzag on zigzag legs, eats zigzag with zigzag teeth, and spits zigzag with a zigzag tongue.”

Why I love it: Kids will get a kick out of all the Z sounds in this silly little story about why some local railroad tracks run in zigzags. Use it to teach about alliteration and consonance, and ask kids to draw their own pictures of the zizzies.

“ King Midas and the Golden Touch ” by Anonymous

“suddenly, he started to sense fear. tears filled his eyes and that moment, his beloved daughter entered the room. when midas hugged her, she turned into a golden statue”.

Why I love it: Teach kids to be careful what they wish for. Ask them to make a list of wishes, then talk about ways each of them could ultimately go wrong. Have them write their own version of this short story.

“ The Kite That Went to the Moon ” by Evelyn Sharp

“‘i have everything in the world in my bag,’ replied the little old man, ‘for everything is there that everybody wants. i have laughter and tears and happiness and sadness; i can give you riches or poverty, sense or nonsense; here is a way to discover the things that you don’t know, and a way to forget the things that you do know.'”.

Why I love this: This whimsical tale takes two small children on a voyage to the moon and back, as they follow an enchanted kite. Pair it with a crafting session where kids make their own kites to fly.

“ The Monkey and the Turtle ” by José Rizal

“a monkey and a turtle found a banana tree on a river. they fished it out and because each wanted the tree for himself, they cut it in half.”.

Why I love it: A monkey and a turtle each plant half a banana tree, but only the turtle’s grows. The monkey offers to harvest the fruit but keeps it all for himself. But the turtle has plans of his own! This folktale from the Philippines is actually an allegory about the Spanish colonizers’ treatment of the Filipino people.

“ Mouse! ” by Michał Przywara

“‘what’ i wonder. ‘how dare you what insolence is this’ such a cheeky little mouse defying me in my own house, i simply cannot stomach this at all.”.

Why I love it: This clever little story is told using a triangular number sequence that dictates the number of words per line. Challenge students to write their own tales using a pattern or sequence of some kind.

“ The Proud Rose ” by Anonymous

“once upon a time, there lived a proud rose that was incredibly proud of her beautiful looks. the only disappointment it had was that it grew beside an ugly cactus.”.

Why I love it: It’s hard to imagine a flower being a bully, but that’s exactly what happens in this story. Fortunately, the cactus doesn’t let the rose stop it from being kind.

“ The Sword in the Stone ” by T.H. White

“whoever pulls out this sword from this stone is the true king of england”.

Why I love it: This quick retelling of the familiar tale covers all the high points. Follow it with more of the Arthurian legends or a viewing of the classic Disney film.

“ The Tale of Peter Rabbit ” by Beatrix Potter

“‘now, my dears,’ said old mrs. rabbit one morning, ‘you may go into the fields or down the lane, but don’t go into mr. mcgregor’s garden: your father had an accident there; he was put in a pie by mrs. mcgregor.'”.

Why I love it: Beatrix Potter’s sweet tales are beloved, but this is the one that has really endured. Pair it with one of these terrific Peter Rabbit activities.

“ The Pumpkin in the Jar ” by Anonymous

“the soldier’s orders were to tell the maiden that the jar was from the king, and that she was to put an entire pumpkin inside the jar. the soldier was also to tell the maiden that she should not break the jar under any circumstance. both the jar with the small opening at the top and the pumpkin must remain whole.”.

Why I love it: Before you read the end of the story, stop and ask kids if they can figure out how the maiden managed to get a pumpkin into a jar without breaking it. See how fast they can come up with the right answer!

“ Rainbow Bird ” by Eric Maddern

“Bird flew around each tree putting fire into tree’s core. This way a tree could be used as wood to create fire.”

Why I love it: Learn the Australian Aboriginal legend about a greedy crocodile who wouldn’t share his fire, and the Rainbow Bird who outsmarted him. Look up the Aboriginal Dreamtime and learn more about their art and culture.

“ Rikki-Tikki-Tavi ” by Rudyard Kipling

“rikki-tikki did not care to follow them, for he did not feel sure that he could manage two snakes at once. so he trotted off to the gravel path near the house, and sat down to think. it was a serious matter for him.”.

Why I love it: Reading this story is like watching a nature documentary unfold on the page. Have kids do some research on the mongoose and its relationship with cobras in real life.

“ Stone Soup ” by Anonymous

“he pulled a big black cooking pot from his wagon. he filled it with water and built a fire under it. then, he reached slowly into his knapsack and, while several villagers watched, he pulled a plain gray stone from a cloth bag and dropped it into the water.”.

Why I love it: Want to teach kids to work together and share? This is the short story you need. Ask kids what they’d bring to put in the pot of soup themselves.

“ The Story of the Chinese Zodiac ” by Anonymous

“he reached out his paws and pushed his friend the cat into the river. the cat was swept away by the whirling waters. that is why there is no cat in the chinese calendar.”.

Why I love it: This short little tale manages to answer two questions—why there’s no Year of the Cat and why cats and rats can’t be friends. After reading it, try to imagine how the other animals in the calendar managed to win their spots.

“ The Velveteen Rabbit ” by Margery Williams

“‘real isn’t how you are made,’ said the skin horse. ‘it’s a thing that happens to you. when a child loves you for a long, long time, not just to play with, but really loves you, then you become real.'”.

Why I love it: This is one of the most classic short stories for kids of all time! Let kids bring their own favorite toys to share with the class, and have them write or tell stories about what would happen if they became “real.”

“ Weighing the Elephant ” by Anonymous

“‘very well,’ said the emperor with a smile. ‘tell me how to weigh the elephant.'”.

Why I love it: Read this traditional Chinese tale right up to the point where the young boy reveals his idea for weighing an elephant without a giant scale. Ask kids if they can come up with the solution before continuing to the end of the story. You can even try out the correct method as a STEM challenge.

“ Why the Koala Has a Stumpy Tail ” by Mitch Weiss

“Just then, Tree Kangaroo had a plan. He remembered back to the last dry season when his mother excavated a hole in a dry stream bed.”

Why I love it: Look up pictures of the tree kangaroo and koala, then read this Aboriginal legend explaining why the koala’s tail is so much shorter. What other unique Australian animals can kids learn about and share with the class?

“ Winnie-the-Pooh Goes Visiting ” by A.A. Milne

“pooh always liked a little something at eleven o’clock in the morning, and he was very glad to see rabbit getting out the plates and mugs; and when rabbit said, ‘honey or condensed milk with your bread’ he was so excited that he said, ‘both,’ and then, so as not to seem greedy, he added, ‘but don’t bother about the bread, please.'”.

Why I love it: This silly old bear has been delighting children for decades, and there are dozens of short stories for kids about him and his friends. This one has a little built-in moral about greed. You can also ask kids to brainstorm their own ways to get Pooh free from Rabbit’s front door.

Looking for more short stories for kids? Check out this roundup geared toward the middle school crowd.

Plus, sign up for our free newsletters to get all the latest teaching news and ideas, straight to your inbox.

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31 Of The Best Dystopian Short Stories For Secondary Education

Are you tired of scrounging the web, looking for dystopian short stories to teach in your secondary classroom? Look no further! Keep reading for a list of 31 dystopian short stories that will actually keep students engaged.

Why You Should Be Teaching Dystopian Short Stories ASAP.

I’m sure we can all agree: one of the biggest challenges ELA teachers face is finding quality literature that keeps students engaged. (Yep, been there.)

Luckily, there’s a genre that’s gained popularity over the recent years. Between the surge in shows like Black Mirror and The Society and movie adaptations of novels like The Hunger Games and The Divergent series, the dystopian genre is gaining a lot of traction.

The truth is, students (dare I say) enjoy reading this genre. Or, at least, find it more interesting than other genres. And let’s face the facts: students are far more likely to put forth the effort to engage with and analyze a text they find intriguing. And that makes our job, as teachers, a whole lot easier and class much more enjoyable for all.

Most importantly, however, dystopian literature opens the door for much-needed conversation. Between growing inequalities and political tension, our students are growing up around pressing issues. Throw in a 24-hour news cycle and it’s no wonder why anxiety and uncertainty are on the rise. As teachers, we have a unique opportunity to examine real fears through the guise of fiction. The best dystopian short stories take something very real and magnifies it to the (sometimes frightening) extreme.

Why Students Find Dystopian Literature Engaging.

While dystopian short stories offer a glimpse into a bleak vision of the future, teens find that the plotlines echo the struggles they face every day. Upon closer inspection, you’ll realize the genre is basically teenage angst amplified to a new extreme. Questioning authoritative figures and rules? Check. Over-the-top technology? Check. The fight for individualism and acting out in rebellion? Double check.

Often highlighting the (exaggerated) pitfalls of modern society, dystopian short stories offer students a chance to dive into their pressing questions, curiosities, and fears. Therefore, these short stories are both engaging and thought-provoking. Protected by fictitious plotlines, students are granted a safe space to work through some very real questions and concerns.

31 Dystopian Short Stories You Should Consider Teaching.

While short stories are a great way to introduce a new genre, they can also serve as complementary texts to a novel study . Additionally, short stories are a perfect solution if you’re simply looking to dip students’ toes into a dystopian world.

Regardless of how you plan to incorporate them into your classroom, here are 31 stellar dystopian short stories to consider adding to your syllabus.

• “We Ate the Children Last” By Yann Martel

This one is a quick read (a little more than 1,000 words) and I promise every line is more disturbing than the next! A medical breakthrough cures cancer, as well as other humanitarian issues like hunger and starvation. How you ask? Scientists put pig organs into humans! But, society is not prepared for the consequences when people impassively jump to get this surgery that dissolves their appetite for food completely. Martel satirizes the dangers of mob mentality and the impulsivity of the general public, as everyone is a little  too  eager to accept new technological advances without being sufficiently informed about the possible ramifications.

• “The Machine Stops” by E.M Forster

Despite being first published in 1909, Foster’s “The Machine Stops” rings eerily true in today’s world. There’s plenty of connections to be made as students read about a futuristic society where humans have become entirely dependent on technology, diminishing human connection. Not much matters beyond “the Machine,” where each person lives underground. It’s always fun to have students look at the machines we rely on in modern society, analyzing the implications of that dependency compared to that in Foster’s story.

• “The Lottery” by Shirley Jackson

In Jackson’s famous 1948 short story, she explores how societal structures and uniform expectations can lead to otherwise unjust actions. What first appears to be a rather pastoral setting proves to be just the opposite, showing a stark contrast between utopia and dystopia. After reading Jackson’s story, students will have a lot to say about conformity and questioning traditions. Additionally, students always enjoy watching the (rather outdated, but still entertaining) 1969 Britannica short film adaptation of the story.

• “The Pedestrian” by Ray Bradbury

Bradbury’s 1951 short story “The Pedestrian” achieves a powerful dystopian punch in under 500 words. By exploring popular dystopian themes of nonconformity and technological dehumanization, Bradbury shows the dangers of technological dependency. Get students’ brains churning as they unpack the comparison between the story’s city and a graveyard and see if they can draw any modern-day comparisons.

• “The Minority Report” by Philip K. Dick

This popular dystopian short story explores the paradox of free will vs. determinism, begging the question: can someone be convicted for a crime they haven’t actually committed yet? In Dick’s “The Minority Report,” personal privacy is nonexistent as a clairvoyant Precrime unit of the police force is able to predict future crimes. While the taskforce successfully stops obvious crimes like murder, readers start to wonder if there is another crime to justice being committed along the way.

• “Harrison Bergeron”by Kurt Vonnegut

First published in 1961, Vonnegut’s “Harrison Bergeron” remains a widely taught dystopian short story. The story explores a classic dystopian theme of equality vs. individualism, highlighting the cost of a so-called ‘perfect’ society. While complete equality might sound like an appealing solution to society’s disparities, students always enjoy answering the following question: at what cost? Additionally, there is a great opportunity to dive into the unique, albeit disturbing, role of the television in this fictional society, asking students to draw connections to modern day media.

• “There Will Come Soft Rains” by Ray Bradbury

Ask students to follow along with this eerie tale about a ‘smart house’ left behind in the wake of a nuclear explosion. Ask students to analyze the theme of life vs. technology, looking closely at the ironies in the story. While both in the story and in real life people depend on technology for simplicity and convenience, is there ever a point where it dehumanizes the human experience?

• “Frost and Fire” by Ray Bradbury

Under the surface, Bradbury’s “Frost and Fire” explores a fate we must all face: death. Taking place on a Mercury-like planet, the story follows protagonists Sim and Lyte as they must choose between conforming to enjoy the limited lifespan they are granted (eight days) or push the boundaries and seek knowledge in hopes of potentially prolonging their life. Thus, Bradbury brings forth an intriguing dilemma: is it better to seek knowledge and question what you know or accept life as it is, conforming what we are told.

•  “A Sound of Thunder” by Ray Bradbury

Like many other of Bradbury’s short stories (and many others on this list), “A Sound Of Thunder” brilliantly draws attention to the potential dangers of technological advancement. Written in the wake of World War II, Bradbury highlights the fears many faced regarding technology and its negative impact on the world. While time travel might seem like a technological feat, Bradbury’s story will have students questioning if in fact it’s worth it. He also adeptly brings reads to question the relationship between man and nature, showing the repercussions of the attempt to override the natural order.

10.   “April 2005: Usher II” by Ray Bradbury

Bradbury’s “Usher II” is a dystopian tale rooted in the paradox of freedom vs. control. (I’m sure your students can relate to this theme.) Enter: William Stendahl, avid lover of literary fiction. The problem? The government has set out to  ban and destroy “all the beautiful literary lies and flights of fancy,” forcing Stendahl to build a “The Fall of the House of Usher” inspired home on Mars as an act of rebellion. But that, my teaching friend, is just the beginning. Aside from exploring dystopian themes, this short story is a compelling example of literary irony, allusion, and descriptive writing.

• “The Pendulum “by Ray Bradbury

Bradbury’s 1939 short story “The Pendulum” creatively explores the costs of technological advancement. Read the story aloud to have students feeling like they too are trapped in a pendulum of time, like the story’s imprisoned scientist, Layville. Will they sympathize with Layville or shun him for his attempt to override the rules of time with his time machine invention?

• “All Summer in a Day” by Ray Bradbury

While this Bradbury story is a quick read, it doesn’t make the dystopian pill any easier to swallow. With this story, Bradbury calls out how quick we are to band against an outsider. The story gives a glimpse into a dystopian colony on Venus forced to remain in an underground city due to extreme weather. Enter Margot and, with her, her individual thoughts that stand in stark contrast to the uniform expectations of those around her. Margot is ostracized by her peers, increasing her longing to escape and go back to Earth.

13.  “Amaryllis” by Carrie Vaughn

One of the more modern stories on the list, Vaughn’s dystopian tale was first published in 2010. While the society in this story has adjusted to a new normal, their tragedy isn’t any less dystopian. Despite being less outwardly tragic, “Amaryllis” explores a society where everything is strictly controlled by quotas, including population. It doesn’t take long for students to start questioning how much control is too much control for any governing body to have over its people and individual freedoms.

• “The Last Curiosity” by Lucy Tan

What does it mean to be human? This is a big question that Tan takes on in her dystopian tale “The Last Curiosity.” Taking place after the (self) destruction of mankind, Tan puts together a story where artificial intelligence, called The Woken, set out on a mission to understand the essence and meaning of being human. Tan skillfully weaves compares and contrasts man with technology throughout the text. Ask students to track the juxtaposition!

• “The Ones Who Walk Away from Omelas” by Ursula K. Le Guin

Written in 1973, “The Ones Who Walk Away from Omelas” is a dystopian short story that calls into question the price of happiness and perfection. In the story, Omelas is a society whose utopia depends on the suffering experienced by one child. (And yes, it’s as cruel as it sounds.) It’s always fun playing a game of would you rather: utopia vs. dystopia prior to or following the reading of this thought-provoking tale.

•  “Just Do It” by Heather Lindsley

In a world where we are being targeted by advertisements in the palm of our own hand, students will feel a deep connection to this story. In “Just Do It,” Lindsley introduces chemical advertising. Ads are literally shot (as darts) into people to create an incessant craving for the product at hand. I’m sure students will have a lot to say regarding the ethics behind targeted and, at times, manipulated desire. (Both in the story and in real life.)

• “Bloodchild” by Octavia E. Butler

Butler’s story is as much about loss of innocence as it is about oppression versus freedom. The story follows Gan, a Terran (aka human), living among their powerful hosts, the Tlic (picture aliens meet insects). The events that unfold over the course of this short dystopian tale showcase the complexities of the co-dependent relationship between the two species.

• “Peter Skilling” by Alex Irvine

Irvine’s story is one of the more recently published on the list, having first appeared in 2004. The story follows protagonis Peter Killing who, thanks to advanced medical science, is granted a second chance at life several decades after his initial death. However, as Skilling quickly learns, much has changed. Now a stranger in a place he once called home, Skilling must navigate a darker version of the United States run by rigid rules and structures. Can he survive? Students will have to read to find out!

• “Test” By Theodore Thomas

My students will love the unexpected ending of this dystopian short story. Students will be captivated from start to finish, imagining themselves in the driver’s seat in Thomas’ story. (Literally.) Robert, the protagonist, believes he has been in a horrific and tragic car accident when he is awoken to the truth: it was all part of a simulated test. This is where Thomas strongly emphasizes the dystopian theme of loss of individual agency as the men in lab coats quickly take any and all of Robert’s sense of independence away.

• “2 B R 0 2 B” by Kurt Vonnegut, Jr.

First published in 1962, “2BR02B” transports students to a dystopian world where aging has been cured. However, with this immortality comes the issues such as poverty and famine as a result of overpopulation. The solution?  For every child born, one person must volunteer to die. Thus begins the conversation regarding the role of government and control in individual lives.

• “Examination Day” by Henry Slesar

Slesar’s short story hits the jackpot with dystopian themes, exploring concepts like fear, suppression, control, and freedom. The story takes place in a dystopian future where society is micro-managed by a totalitarian Government, controlling their freedoms in an attempt to achieve total equality. Unfortunately for a young boy named Dickie, intelligence is under strict regulation.

• “Billennium” by James Graham Ballard

Ballard’s dystopian short story has you yearning for space as you read. Set in a future world facing the issue of overpopulation, Ballard brilliantly paints a picture of an overcrowded (and arguably inhabitable) city busting at the seams. In a world faced with severe overpopulation, citizens are faced with confinement, corruption, and lack of control. Ask students to track the ironies in the story as they watch the protagonist, John Ward come to represent the very things he always hated.

• “Autumntime” by Anthony Lentini

Perfect for lower-level readers, Lentini’s “Autumntime” calls attention to the aspects of nature and our daily life we often take for granted. Set in a future where most of what is seen and consumed is artificial, a young boy is on his way to see his first-ever live tree at a preserved estate in Boston. However, upon realizing the property will soon be torn down and the tree with it, he steals an acorn to remember it by. The story shows that nothing can replace the beauty and wonder of Mother Nature.

• “The Perfect Match” by Ken Liu

Liu takes the idea of Siri to a whole new level in his dystopian short story “The Perfect Match” with the introduction of Centillion, or Tilly. Liu uses Tilly to write a cautionary tale about being constantly “plugged in.”  Tilly is able to anticipate her master’s needs with the utmost accuracy. (Hello, Google Ads!) Despite the convenience technology creates, students will be able to track how the main character, Sai, unknowingly loses a sense of self and independence.

• “Ten with a Flag” by Joseph Paul Haines

Haines uses “Ten With a Flag” to paint a picture of two opposing forces, fighting to control the  fate of an unborn child. Upon learning their child is expected to be a benefit to society, the baby’s father worries how government interference will infringe upon the rights of both the couple and their unborn child.  In the blink of an eye (the story is rather short) control is seized in a confusing game of questions.

• “Repent, Harlequin! Said the Ticktockman” by Harlan Ellison

Follow along as Ellison creates a dystopian world where society is ruled by strict order and precise timekeeping. While the rest of the population conforms with obedience, the Harlequin makes a stand for individuality and freedom. Donning a jester-like costume, the Harlequin becomes the hero the society didn’t realize they needed, threatening the Ticktockman and the totalitarian government he represents.

• “The Scarlet Plague” by Jack London

If you’re looking for a bit of a longer text (okay, fine! Technically this is a novella, but it’s only 50 pages!) Jack London has you covered with “The Scarlet Plague.” London uses an epidemic to reflect on the socio- economic and cultural impact of immense fear. Aside from exploring the consequences of fear, students will be able to draw many comparisons from the story to the recent pandemic.

• “Anthem” by Ayn Rand

While technically considered a novella, “Anthem” is worth the extra pages. Students will be able to relate to protagonist Equality 7-2521’s desire for a sense of individual identity. However, the story takes place in a society where, in the wake of “the ​​Great Rebirth,” individuals have no identity of their own. Instead, they are “the great WE” and exist within a rigid set of rules for the (supposed) betterment of the community. I’m sure students will have a lot to say about this subject matter.

• The Lorax by Dr. Seuss

A children’s book? Yup. At its core, The Lorax warns us of the environmental dystopia we could be headed for if we don’t take better care of the world around us. Taking place in a supposed utopia, the protagonists quickly realizes the dark truth about the consequences of trying to conquer and control the natural world. The Lorax serves as a great introduction to the dystopian genre. Alternatively, you can use it toward your unit’s end as a mentor text before students write their own dystopia-inspired cautionary children’s books!

• “The Veldt” by Ray Bradbury Bradbury skillfully unfolds a story of technology gone too far in this classic dystopian tale. They’ll feel a mix of suspense and shock as they read about a family who has hopes of using technology to simplify their lives when, in reality, it destroys it. Despite first appearing in the 1950s, students won’t be able to stop drawing connections to the modern world. (I’m looking at you , Siri and Alexa.)
• “The Monsters are Due on Maple Street” by Rod Serling

Okay, so this one isn’t technically a short story. However, you can access the short script here . Sterling’s story holds a mirror up to society’s downfalls just as much as any other title on this list. Additionally, students eat it up, especially when followed by a showing of the Twilight Zone episode (season 1, episode 22). So, I couldn’t help myself and added it to the list! (You’re welcome.) In this episode, Sterling skillfully shows how quickly people are willing to turn on one another amid hysteria. Students will have no problem finding modern-day connections to fears of the unknown and the illogical assumptions and irrational actions it can lead to.

A Final Note On Teaching Dystopian Short Stories In Your Secondary Cladssroom.

Why stop the dive into the dystopian genre there? If you’re feeling up to it (or have time), consider following up your dystopian short story with a clip or two of a TV show or movie exploring similar themes. There are plenty of popular shows your kids have likely heard of– or perhaps have even seen! Just be sure to preview the clips or episodes first to make sure it’s appropriate to show in class. And let’s be real. Who doesn’t love watching videos in class? (No one.)

Engage students with slips of popular shows like The Handmaid’s Tale , Black Mirror, The Society , and Brave New World . You can also put their connection and analysis skills to the test after watching movie adaptations of popular novels like City of Ember , The Giver , Never Let Me Go , and The Hunger Games . If you’re looking for something a little lighter (and on the safe side), you’d be surprised just how many dystopian connections students can make with The LEGO Movie .

Just be warned: students will be eager to participate in the follow up discussions.

1 thought on “31 Of The Best Dystopian Short Stories For Secondary Education”

I have been scouring the Internet for a cohesive list of short stories to share with my classes! Thank you so much for this!

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Experts’ Top Policy Priorities for English-Learner Education

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Greater access to dual language programs, improving family engagement practices, and reimagined funding models were among the top policy priorities for English learners shared at a national convening in early April.

Hosted by the LatinoJustice Puerto Rican Legal Defense and Education Fund and ASPIRA of New York, a civic and social organization, dozens of English-learner researchers, educators, families, and policymakers came together here to discuss the current national education landscape for these students and what needs to change to better support them.

The English-learner population is one of the fastest growing public school student populations in the United States and includes a growing number of immigrant students.

Experts spoke of the obstacles to high-quality education for these students, what research says about best instructional practices, including translanguaging , and how new laws and national political rhetoric on immigration impact students. One key focus in all this is the need to think about the assets English learners bring to schools and how to help students grow from there.

“We still really think about English-learner students, multilingual students, with this deficit lens. We think about them as this empty vessel that we need to fill up with American knowledge, with [the] English language, instead of thinking about the cultural and linguistic assets that they bring that we should be uplifting,” said Xilonin Cruz-Gonzalez, deputy director for the advocacy group Californians Together, and a speaker at the event.

The education programs that best support English learners are in short supply

One of the top concerns raised by experts when it comes to educational opportunities for English learners is the lack of access to dual language immersion programs , where students engage with academic content in both English and English learners’ home language.

While long-term studies have shown that such programs best support students’ acquisition of the English language and their academic performance, such research is hard to complete given that the biggest impacts aren’t seen until many years down the road, said Martha Martinez, director of research and policy at Sobrato Early Academic Language, or SEAL, an organization supporting EL and dual language education.

This long-term payoff may hinder efforts to scale up such programs. One New Jersey educator at the event spoke of how her school district tends to only invest in programs for a year or two, not giving teachers enough time to demonstrate results and thus making it hard to advocate for programs such as dual language immersion.

Yet Martinez and others spoke of the value of dual language immersion programs, especially in affirming the value of students’ home languages and cultures in an academic context. There are also overall cognitive benefits for native English speakers to acquire another language as well according to past research.

Other event audience members brought up how often English learners with disabilities end up excluded from existing dual language programs. Parents spoke of concerns over cases where students are separated from non-English-learner peers and what impact that might have on their personal, linguistic, and academic growth.

Yet another key challenge to increasing access to dual language immersion programs lies in a lack of bilingual educators qualified to teach in such programs. While the U.S. Department of Education has invested in professional development grants for bilingual education, and various independent programs and districts are working to build up a bilingual educator pipeline, experts spoke of a need for dedicated funding to invest in dual language immersion programs.

Reimagining language use in the classroom and communication with families

Ryan Pontier, assistant professor of bilingual education and Teaching English to Speakers of Other Languages, TESOL, at Florida International University, spoke of how translanguaging plays a role in ensuring true bilingual education is offered to students.

Translanguaging, in the broadest sense , is the ability to move fluidly between languages and is a pedagogical approach in which teachers support this ability.

Even in existing dual language programs, Pontier said that language use is still largely monolingual. For instance, math class is taught in English while science class is taught in Spanish. In a true bilingual setting where translanguaging is practiced, students and teachers would flow through both languages in all subjects rather than thinking of them as separate tools or one language as a bridge to acquire the other language.

On the topic of communication, several parents in attendance spoke of the need for more schools to provide detailed information about the kind of programming students have access to, whether it’s dual language immersion or pulling students out of general classrooms for dedicated English language acquisition instruction. This is especially vital for immigrant households, experts said as they may be unfamiliar with the U.S. education system.

Legal chilling effects on immigrant English learners

While there are federal protections for immigrant and migrant students , Morgan Craven, national director of policy, advocacy, and community engagement at the Texas-based Intercultural Development Research Association spoke about how some laws and political rhetoric can create chilling effects that affect students and their families.

She specifically addressed Senate Bill 4 in Texas, which would let police officers arrest migrants suspected of entering the U.S. illegally. (The law is currently blocked and moving through courts, according to the Texas Tribune .) Craven spoke of how such legislation can make families more hesitant to send children to school and can complicate the role of school resource officers, as students who don’t have legal immigration status might feel unsafe around those police officers.

That’s not the only political issue with implications for English learners. Craven also addressed how at least 18 states now have legislation restricting instruction on topics of race and gender.

“We’re in a time of a lot of attacks on DEI, on affirmative action, so-called anti-CRT policies. And so when we see that efforts to really impact the ability of teachers to speak truthfully about curriculum, to have things like ethnic studies courses, to be able to support culturally sustaining and culturally responsive curriculum and instruction, that has a real impact on English learner students,” Craven said.

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Over 25 Lac applicants for NEET UG 2024 8 strategies to get selected

Apr 9, 2024

Focus on High-Yield Topics

Scrutinise past year's NEET papers and identify high-weightage chapters in each subject. Ruthlessly prioritize revising these chapters first.

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Mock Tests and Mistake Reviews

Take as many NEET mock tests and previous year papers as possible under timed conditions. Analyze every mistake - understand why the answer is wrong, why the correct answer is right, and revise relevant concepts thoroughly.

Active Recall Power

Don't passively re-read NCERT textbooks. Use flashcards or active recall apps to test your understanding of key concepts and formulas. Focus on actively retrieving information, not just recognizing it.

Short bursts of Focused Revision

Instead of long, tiring study sessions, break down revision into focused 2-3 hour intervals with short breaks in between. This improves concentration and knowledge retention.

Master all the related Formula, Diagram

Compile a formula sheet for each subject and revise them daily. Similarly, redraw important diagrams and flowcharts to solidify your understanding.

The Power of Explanation

Explain complex concepts to a friend or imaginary student. Teaching strengthens your own understanding and reveals any knowledge gaps.

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Strategic group study.

If you have a focused study group, utilize it for quick doubt-clearing sessions and short concept explanations. Focus on active discussion, not passive listening.

Prioritise Sleep, Wellbeing

Ensure 7-8 hours of quality sleep each night. Practice relaxation techniques like meditation or deep breathing to manage stress. A well-rested and calm mind performs significantly better under pressure.

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Visualize yourself succeeding in the exam. Imagine the feeling of achieving your NEET goals. Replace negative self-talk with positive affirmations like "I am prepared" or "I can do this." A positive mindset boosts confidence and helps you approach the exam with focus and calmness.

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The partisan gap in U.S. politics continues to center heavily on age

It is easy to lose sight of how unusual the 2024 presidential election is shaping up to be. It is unusual, most obviously, in that it features the same two major-party candidates who were on the ballot four years ago. It is unusual in that both candidates are broadly unpopular, something that seems standard in the modern era but is itself anomalous. And it is unusual in that it arrives at a moment of generational transition in the United States.

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And that transition — largely, though by no means entirely — can help us understand how the presidential race and American politics broadly are evolving.

The prompt for this discussion is new data from the Pew Research Center exploring partisan identity among demographic groups. But let’s begin not by diving into party identification among younger and older people or among men and women. Let’s instead look at a much less common metric: housing.

In Pew’s data, people who own their homes are slightly more likely to identify as Republicans (or Republican-leaning independents) than as Democrats. It’s a six-point difference, with 51 percent of homeowners saying they are Republican or Republican-leaning. Among renters, though, there’s a 2-to-1 advantage toward Democrats and Democratic-leaning independents. In total, the difference in partisan identity between homeowners and renters is 38 points: Homeowners are Republicans plus-6, and renters are Democrats plus-32.

When presented with this data, you probably didn’t take long to start thinking about the groups that fit into those two categories. Homeowners are generally wealthier than renters, almost definitionally. But they are also generally older . These numbers are probably more of a proxy for other characteristics than representations of how fervently homeowners adhere to Republican policy positions.

This overlap of traits is incredibly important to consider when looking at data like Pew’s. The Pew data, for example, finds that Asian, Black and Hispanic Americans identify much more heavily as Democrats than Republicans. The rightward shifts seen in other data sets, like Gallup’s , aren’t reflected as robustly in Pew’s — though that is probably partly because Pew’s focused on registered voters.

But that racial identification also overlaps with age. Younger Americans are more likely to be non-White than are older Americans. So when we see Pew present partisan identification by age, consider that the propensity among younger voters to identify as a Democrat or a Democratic-leaning independent overlaps with those voters being more heavily non-White.

Also note, as shown in Pew’s data, that those younger voters are more likely to fall into that “leaner” category; that is, they are more likely to be independents who tend to vote Democratic than older Americans.

This is probably one reason President Biden’s poll numbers with younger Americans are not particularly strong (especially relative to past years): There is less loyalty to the institution of the party and more consideration of Biden as a (not terribly popular) candidate.

There’s another characteristic that overlaps with age that is central to Pew’s data: education.

Pew has looked at the composition of the two major parties for decades, allowing us to see how each party has shifted. The parties have gotten more diverse — though the GOP is still more heavily White than the Democratic Party was 28 years ago. The parties have gotten older — though that’s more the case with the Republican Party, which has more support among older Americans. And the parties now have more members with college degrees — though that’s more true of the Democratic Party.

Why? In part because younger Americans are more likely to have college degrees .

It has been observed before that education has been a point of remarkable polarization in recent years, even before Donald Trump emerged on the political scene. Americans without a college degree went from a 14-point Democratic lean in 2007 to a six-point Republican lean last year. Among White people without a college degree, the shift was more dramatic: They now lean Republican by 30 points.

Those with a degree, meanwhile, went from a 10-point Republican preference in 2002 to a 20-point Democratic preference in 2018 before falling to a 13-point Democratic preference last year. Whites with a college degree were again more Republican, but less dramatically so and still leaned Democratic on net.

Fascinatingly, the difference between those with and without a college degree is much larger among White people than among Black or Hispanic Americans. This may again be because Pew is looking solely at registered voters, but it is nonetheless the case that the gap isn’t reflected within those other groups. Among Black Americans, Pew finds that those with a college degree sit slightly to the right of Black Americans without a degree.

Pew also found that the partisan divide by education was much more pronounced among wealthier Americans than poorer ones. The poorest Americans without degrees lean more heavily Democratic than Republican, not much different from those with degrees at that income level. The richest Americans without degrees — a heavily older group because older Americans are more likely to have higher incomes and less likely to have degrees — had the biggest partisan gap by education.

Pew’s data also show a widening gap in partisan identity in rural communities — though not in suburban ones and relative stability in urban centers.

Again, there’s overlap: Rural communities tend to be older, more White and less college-educated than urban areas. (On average, rural counties had populations that were a fifth 65 and older, a fifth with college degrees and three-quarters White in 2019. Large urban counties were about an eighth 65 and older, 40 percent college-educated and just under half White.)

These numbers can be sliced in several ways, certainly. Using age as a proxy for these underlying patterns is one way. But it’s a useful one, in part because we have two large generational groups — baby boomers and millennials — that are contesting for power, and each group has characteristics that overlap with politics.

One story of the Pew data is that, for all of the understandable focus on partisan movement among Black and Hispanic Americans, broader trends remain, such as education, that are measurable and useful in understanding this very odd political moment.

Election 2024

Get the latest news on the 2024 election from our reporters on the campaign trail and in Washington.

Who is running? President Biden and Donald Trump secured their parties’ nominations for the presidency , formalizing a general-election rematch.

Key dates and events: From January to June, voters in all states and U.S. territories will pick their party’s nominee for president ahead of the summer conventions. Here are key dates and events on the 2024 election calendar .

Abortion and the election: Voters in a dozen states in this pivotal election year could decide the fate of abortion rights with constitutional amendments on the ballot. Biden supports legal access to abortion , and he has encouraged Congress to pass a law that would codify abortion rights nationwide. After months of mixed signals about his position, Trump said the issue should be left to states . Here’s how Trump’s abortion stance has shifted over the years.