Shakespeare’s violence and the use of content warnings in UK secondary schools: What do students think?

The use of content warnings in English literature education, particularly for canonical texts such as the plays of Shakespeare, has sparked debate, yet little is known about how secondary-school-aged students themselves feel about them. This study addresses this gap by surveying 310 students from four English schools and sixth-form colleges and conducting focus groups with 39 sixth form students. Findings showed that few students had encountered content warnings when studying Shakespeare, and opinions were divided on their value. While many viewed Shakespeare’s violence as integral to the plot or dismissed it as fictional, others found it potentially distressing. The focus group discussions supported the need for content warnings, emphasising their role in fostering a supportive learning environment and suggesting practical implementation strategies. The study highlights the importance of balancing educators’ responsibility with student wellbeing and integrating personal, social, and health education across the curriculum.