When Texas Senate Bill 20 (SB20) went into effect on September 1st, much of the discussion centered on anime, manga, and gaming. The law criminalizes the possession or promotion of “obscene visual material” that appears to depict minors, extending its reach even to fictional, animated, or AI-generated content. The intent—to protect children from exploitation—is noble. But its vague and sweeping language has implications far beyond entertainment.

Science, research, and education are also vulnerable under laws like SB20. By blurring the line between reality and fiction, and by failing to provide precise definitions, the law risks chilling important areas of scientific inquiry and limiting access to knowledge.

Research and Visual Data

Science often relies on visual representation to study, explain, and educate. Developmental biology, psychology, and medicine all use imagery of children and adolescents in textbooks, research papers, and educational materials. Illustrations and models—sometimes stylized for clarity—are essential tools.

Under SB20, however, the fear of misinterpretation could cause problems. What happens if an educational diagram depicting human development is misclassified as “obscene”? What about research into adolescent health, sexuality, or psychology that requires sensitive discussion and imagery? The broad wording of the law does not distinguish between exploitative content and legitimate scientific work.

This creates a chilling effect, where researchers, publishers, and educators may censor themselves rather than risk legal trouble. That hesitation ultimately harms science’s ability to address critical issues like child development, sexual health education, and the psychology of adolescence.

Cartoons, Animation, and Research

Another overlooked consequence of SB20 is its impact on research methodologies that rely on cartoons and animation. In psychology, cognitive science, and education, researchers frequently use simplified or animated figures to study how children learn, how people perceive motion, or how individuals respond to different types of visual stimuli.

For example, developmental psychologists often present children with cartoon characters to measure moral decision-making, empathy, or problem-solving. Education researchers sometimes use anime-style or stylized figures in experiments to make content engaging and relatable. Even AI researchers may generate cartoon-like figures to train systems in recognizing age, emotion, or body language.

But because SB20 does not differentiate between obscene fictional depictions and legitimate experimental tools, these studies could be misinterpreted. A cartoon character used to represent a “child” in a controlled experiment could, in the wrong context, be flagged as illegal content.

This poses two problems:

Risk of Criminalization: Researchers might avoid using certain visual tools altogether, fearing they could be misclassified.
Loss of Data Quality: Without the freedom to design appropriate stimuli, scientists could be forced to rely on less effective or less accurate methods, ultimately weakening their findings.

The irony is that these studies are often designed to protect and benefit children—by improving education, enhancing digital safety, or developing better child psychology frameworks. Yet under SB20’s sweeping scope, the very tools used to help children could become liabilities.

AI, Data, and the Future of Research

Another scientific frontier that could be impacted is artificial intelligence. SB20 specifically includes AI-generated material in its scope. While its intent is to prevent AI from being used to create exploitative imagery, the language does not distinguish between harmful uses and legitimate research applications.

Scientists studying generative AI—how it creates, how biases form, and how to regulate it—often need to explore edge cases. Restrictive laws may prevent researchers from working with datasets or generating examples that, while fictional, are necessary for understanding and mitigating real-world risks. If AI research is chilled by fear of legal consequences, society could lose vital insights into the very technology lawmakers claim to regulate.

Education and Student Access

Education is another area at risk. Graphic novels and manga have already become valuable tools for teaching science concepts, especially for younger learners. Books like Manga Guide to Physics or Manga Guide to Molecular Biology make complex subjects approachable. But under SB20, these same educational works could be scrutinized simply for using anime-style art that includes youthful characters.

Teachers and libraries may preemptively remove such resources to avoid controversy. Students could lose access to creative, engaging materials that inspire curiosity and learning. This doesn’t protect children—it deprives them of opportunities to connect with science in meaningful ways.

The Scientific Culture of Openness

Science thrives on openness. Researchers share findings, challenge each other’s ideas, and communicate results across disciplines and borders. But when vague laws like SB20 threaten to criminalize certain visual or written content, that openness contracts.

Imagine a psychology conference in Texas where researchers hesitate to present studies on adolescent development. Or a medical journal that rejects an article out of fear that its images could be misinterpreted. Over time, the boundaries of what can safely be studied, published, or taught become narrower—not because of scientific limitations, but because of legal anxiety.

That erosion of openness harms progress. Science is not just about discovering new truths; it’s about sharing them. Laws like SB20 risk silencing voices before they can contribute.

A Broader Pattern of Censorship

SB20 is part of a larger global trend. Similar legislation in other states, along with the UK’s Online Safety Act, reflect growing governmental interest in controlling digital and visual media. For scientists, this trend is concerning because it demonstrates how quickly laws written for one purpose (combatting exploitation) can bleed into unrelated areas like education and research.

When lawmakers treat all fictional or stylized depictions as suspect, they fail to consider context. Science requires nuance—whether studying human biology, testing AI, or designing health curricula. Blanket restrictions are incompatible with the complexity of research and knowledge-sharing.

Protecting Science and Expression Together

Protecting children from real harm is non-negotiable. But protecting them also means supporting accurate education, robust research, and open access to knowledge. SB20, in its current form, risks undermining all of those goals by creating fear and stigma around legitimate scientific work.

The scientific community, educators, and advocates for free expression must speak up about these risks. Conversations about laws like SB20 cannot remain limited to entertainment fandoms; they must include voices from academia, medicine, and education. Otherwise, we risk losing more than art—we risk losing knowledge.

A Call for Precision and Balance

Ultimately, the problem with SB20 is not its intent but its execution. Vague laws are blunt instruments. They do not protect—they intimidate. To safeguard both children and science, laws must be precise, targeted, and respectful of context.

Without that balance, we risk a future where scientific inquiry is hampered by fear, where education is stripped of engaging tools, and where innovation slows because researchers are too cautious to ask bold questions.

Science thrives on curiosity and creativity, just like art. Both need space to grow without fear of punishment for misinterpretation. SB20 may have started as an attempt to close legal loopholes, but unless its flaws are addressed, it could close doors on science itself.

Texas SB20 and the Hidden Threat to Science