Why Textbooks Need Educational Psychologists?

Published on: August 6, 2026

A Class VII textbook case study recently caused controversy for the National Curriculum and Textbook Board (NCTB). The purpose of the case study was to impart tolerance and inclusion. Instead, it generated a great deal of debate. A chapter on transgender identity had been added to the textbook, but it did not make a clear distinction between transgender and intersex experiences. A university teacher publicly objected by ripping out the pages. A five-member committee, comprising two individuals with educational backgrounds and three people from religious institutions, was established to examine the matter. The discussion that ensued focused largely on politics, religion, and morality. But amid the debate, a crucial question was overlooked: Is this material appropriate for students who are twelve or thirteen years old, and who should make that determination?

The NCTB has not faced such issues for the first time. In the past, textbooks were removed to prevent debate over errors and controversies that continued to emerge over time. Pressure also led to the dissolution of committees that altered the curriculum. Instead of treating these issues as symptoms of a larger problem, each controversy was handled as an isolated problem. The underlying issue is that Bangladesh's textbook development process does not adequately take children's psychological development into account. The new change is important because it puts students' mental growth first. Education Minister Dr. ANM Ehsanul Hoque Milon declared in March 2026 that the government would update the curriculum and textbooks with an emphasis on student welfare. The plan calls for making fine arts, mental health, and physical education mandatory starting in Class IV. Four subjects were added to the schedule by June for implementation from 2027, including a course titled "Learning with Happiness." This is an opportunity to incorporate psychological screening into the process of creating textbooks.

At present, the process mostly verifies factual accuracy. Religious leaders verify moral considerations, while subject-matter specialists verify facts. Nevertheless, there is no clear mechanism to determine whether a chapter is appropriate for a child's emotional and cognitive development. A curriculum that ignores the fact that children receive and process information differently at different ages will continue to generate debate. The current strategy has another drawback. Parents and teachers are frequently unprepared for delicate subjects covered in textbooks. Neither a framework for parents nor teacher training was provided with the Class VII case study. A framework for parents and appropriate teacher training should therefore be part of development-focused reform. The answer is not difficult. Educational psychologists must be involved from the beginning of the textbook preparation process. If the government is serious about creating a curriculum that emphasizes health and happiness, it should apply the same requirements to all existing and new chapters that address identity, history, or values.

Bangladeshi textbooks have been the subject of numerous controversies over the past decade. The 2027 reform presents an opportunity to raise a crucial question before controversies emerge: Is this material appropriate for a student of this age? This question cannot be answered solely through political, religious, or subject-matter considerations. It is crucial to understand the appropriateness of textbook content according to students’ age group, culture, prior knowledge, cognitive abilities, and emotional development. There are plenty of theories that can help ensure content appropriateness. Piaget's Theory of Cognitive Development discusses students' cognitive abilities according to their age. Vygotsky’s Sociocultural Theory helps encourage learning through appropriate levels of guidance. Maslow’s Hierarchy of Needs explains how students become motivated when their needs are fulfilled. Bandura’s Social Learning Theory explains how students learn through observation and collaboration. These theories should inform the development of content that is appropriate for particular groups of children. Educational psychologists can approach textbook development through the lens of psychological development and combine these theoretical perspectives to create content that is appropriate for students’ cognitive, emotional, and social development.

That is why educational psychologists must be included in the curriculum development and textbook formation process, not as an afterthought when controversy emerges, but from the beginning, when decisions about what children should learn are first being made.