STUCK

Moving and changing schools frequently has allowed fourth grader Austin to conceal his inability to read—and prevented him from getting help.

Austin’s a large kid (repeating second grade didn’t help): shy, socially awkward, but quietly observant. Changing schools isn’t easy, but he’s learned what to expect, what’s expected of him, and how to handle it. Initially unresponsive when Bertie—a small, friendly classmate—appoints herself his guide, he slowly warms to her and the school while hiding his inability to decode letters that wave and wobble across the page. His ingenious workarounds include querying the “phone lady” (digital assistant) on his mom’s old phone, who answers questions and gives him a link to the audiobook he’s supposed to read. At school Austin’s especially impressed by the Safety Squad, a select cadre of fifth graders. Bertie encourages him to join. But how can he complete the application without disclosing his disability? While self-contained Austin projects the stoic resignation of children who’ve learned not to depend on adults, his troubled mom never comes into focus; how she supports them and why they move so frequently go unexplained. The parameters of Austin’s disability (or disabilities) are unclear. If his backstory is frustratingly thin, however, Austin himself is a fully realized character whose predicament, true and false assumptions, and choices ring true from beginning to end. Characters mostly present White; naming conventions suggest a diverse classroom.

Compellingly conveys the experience of living with an invisible, stigmatized disability.