Do you teach “The Yellow Wallpaper” each year, but you feel like the students don’t really get into it the way you hoped they would? My students LOVE this text every year, so much so that they still bring it up in May (when we read it in September)!
So, if you’re ready to tackle one of Charlotte Perkins Gilman’s most famous, memorable, and haunting stories (“The Yellow Wallpaper”) in a new way, a way that’ll really reel your students in, read on! This Gothic gem is a goldmine for discussions about mental health, gender roles, and societal expectations. Let’s dig into how to make this story come alive in your classroom!
Setting the Scene: Historical Context is Key
First things first, let’s talk context. Your students need to understand the relatively new & not-so-expert world of 19th-century mental health treatments. The “rest cure” from the story? Yeah, it was a real thing. You see, women in the Victorian era were sometimes diagnosed with “hysteria” for a variety of reasons (depression, anxiety, PTSD, etc.), and at the time, the most “cutting edge” doctors would prescribe complete rest and isolation. Spoiler alert: It was about as effective for most people as it was for the story’s narrator. (It wasn’t.)
This is where our protagonist-narrator, Jane, comes in. Her struggles aren’t meant to be read as merely personal – they’re serving as a reflection of the times. It’s like she’s trapped in a societal straitjacket, expected to acquiesce to her husband’s decrees while suppressing her own feelings and desires. (Note that this predicament is one students may be able to connect to modern times as well; students particularly enjoy exploring different ways the individual vs. society conflict & oppression vs. freedom theme is applicable to their own experiences and understandings of the world today!)
Digging Deeper: Symbols and Irony
Now, let’s talk about that wallpaper. It’s not just ugly, dated, crusty decor – it’s a symbol of everything holding Jane back. As she becomes obsessed with it, we see her mental state unraveling. It’s a powerful metaphor for the constraints women faced in the Victorian era. (Remember as you discuss these themes that most students can relate to the desire for freedom, choice, and autonomy, and the idea of societal constraints & unhealthy relationship dynamics can apply to many people & any time period; try to bring that idea to the fore so that no one feels left out or singled out!).
And what about John, Jane’s husband/doctor? He’s the poster child for well-meaning but utterly misguided male authority. The irony of his “treatment” making Jane worse is a great talking point. It’s dramatic irony at its finest: we see Jane spiraling while John pats himself on the back for being such a great husband! (This element often leads to great class discussion!)
Character Deep Dive
Speaking of John, he’s not just a one-dimensional bad guy. Challenge your students to see him as a product of his time. Yes, he’s frustrating, but he genuinely thinks he’s helping. It’s a great opportunity to discuss how good intentions can still lead to harm. Students also enjoy debating whether he’s meant to be the “villain” or “bad guy” of the story, or if it’s more nuanced than that…
As for Jane, tracking her psychological journey is like watching a slow-motion car crash. You know it’s going to end badly, but you can’t look away. Her descent into madness (or is it liberation?) is both disturbing and fascinating. Have students trace her mental health and decide when and why it gets worse. This is a good opportunity to ask them to do a “close read” and provide text evidence for their assertions!
Bringing It All Together: Themes and Takeaways
Anyone who’s taught this story knows that it is a treasure trove of themes: oppression, mental health, the power of writing, the danger of silencing patients, and so much more! Encourage your students to draw connections between Jane’s experience and broader issues. How does her story reflect on mental health treatment? What does it say about the importance of autonomy and self-expression? What can we learn from considering John’s attitude and role?
Making It Interactive
While you probably want to start with an intro reading and/or lecture, try to get your students involved and active (during & after reading) as much as possible! Try a gallery walk with different questions at each station. Or how about a Socratic seminar where students debate questions like whether Jane is liberated or destroyed at the end?
Short answer questions can check for student comprehension, and I do like to use these in some capacity, but the real gold is in class discussions for this story. Let your students grapple with the big questions. For example: was Jane truly ‘mad,’ or was she rebelling against an insane system? I like to take my reading questions & split them up into ones kids will respond to in writing, discuss in small groups, & discuss as a class. Or maybe save a few for a reading quiz & then use the rest for a “fishbowl” discussion. There are a ton of possibilities!
To me, “The Yellow Wallpaper” can be an amazing conversation starter. Kids are easily drawn into its spooky, haunting, & maddening atmosphere, and they are often very passionate in their interpretations when they come to class after finishing the story at home! I really like how the story is an opportunity to discuss mental health, gender roles, and the power of literature to shine a light on societal issues.
So, if you’re ready to teach this story, be sure to gear up for some intense discussions, a bit of historical exploration, and a great opportunity for opening eyes and minds. If you’d like all of my notes, materials, and everything I use for a 2-day lesson on this story, you can check it out here. Happy teaching!
| Compatible Teaching Units | Thematic Units |
| Gothic Women Writers Critical Lenses (Feminist) Prose Analysis Short Stories Psychological Lit Women’s Lit Victorian Era | Mental Illness Oppression Isolation Confinement Control and Autonomy Madness and Sanity Identity and Self-Expression Gender & Authority |
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